VR Reconstruction of Liu Man Shek Tong
VR Reconstruction of Liu Man Shek Tong
Embedded Files
In this interdisciplinary VR × Culture × Design unit, students investigated the architectural features, cultural significance, and spatial structure of Liu Man Shek Tong. This project is part of a school-based initiative to foster cultural appreciation through immersive digital tools. Students applied measurement skills, spatial reasoning, and creative design to reconstruct the heritage building in a VR environment, expressing their understanding through digital storytelling.
In this interdisciplinary VR × Culture × Design unit, students investigated the architectural features, cultural significance, and spatial structure of Liu Man Shek Tong. This project is part of a school-based initiative to foster cultural appreciation through immersive digital tools. Students applied measurement skills, spatial reasoning, and creative design to reconstruct the heritage building in a VR environment, expressing their understanding through digital storytelling.
《文化保育新視界：虛擬實境重建廖萬石堂》
Central Idea
Central Idea
Cultural heritage can be explored, interpreted and reimagined through digital technologies.
Lines of Inquiry
Lines of Inquiry
What heritage buildings reveal about history and culture
How measurement and spatial reasoning support reconstruction
How VR tools represent space, perspective and meaning
Key Concepts
Key Concepts
Function（How does it work?）
Connection（How is it linked to culture?）
Reflection（How do we know?）
Learning Journey
Learning Journey
Heritage observation & sketching
Students conducted on-site observation (or teacher-guided photo study), noting architectural patterns, structure, symmetry and symbolic elements.
Measurement & spatial reasoning
Learners measured proportions, compared dimensions, and analyzed layout to understand how the building was designed.
3D/VR reconstruction
Students recreated the hall using CoSpaces(delightex), designing pillars, tiles, beams, altars, and surrounding courtyards using early-stage 3D modelling(Tinkercad and Tripo AI).
Cultural storytelling
Students added narration, text labels and cultural notes to communicate the meaning behind architectural features.
Showcase & walkthrough
Students presented their VR scenes, explaining design choices and cultural interpretations to peers.
Spatial Reasoning Skills
Spatial Reasoning Skills
Through the VR reconstruction process, students developed foundational spatial thinking skills, including:
Observing proportions and symmetry in architectural structures
Interpreting 2D → 3D transitions through sketches and digital modelling
Designing in spatial layers (foreground, midground, background) to create depth and realism
Recognizing patterns and geometry embedded in heritage design
Understanding spatial relationships between rooms, courtyards, and functional areas
Reconstruction of Liu Man Shek Tong
Reconstruction of Liu Man Shek Tong
Creative & Technical Skills（Technical + Process Skills）
Creative & Technical Skills（Technical + Process Skills）
Digital Tools Used
CoSpaces EDU（Delightex） — Used to construct immersive VR environments, designing pillars, tiles, beams, altars, and surrounding courtyards.
Tinkercad — Applied for early-stage 3D modelling and translating sketches into digital structures.
Tripo AI — Supported AI-assisted 3D reconstruction by generating approximated spatial forms.
iPad Camera / Digital Photo Study — Used to document architectural patterns, symmetry, and symbolic elements during field observation.
Google Slides / Google Drive — Used to organize sketches, measurements, and iterative VR drafts.
YouTube — Hosted final VR walkthroughs to demonstrate students' cultural storytelling and spatial reasoning.
Creative & Technical Skills Developed
3D modelling & VR environment design — Building structures, layering spatial elements, and refining layout accuracy.
Cultural analysis — Identifying architectural symbolism and expressing heritage understanding through design choices.
Digital storytelling — Adding narration, labels, and cultural notes to communicate interpretation.
Iteration & refinement — Revising VR sets, adjusting spatial relationships, and improving model accuracy.
Collaboration & critique — Peer feedback on accuracy, cultural alignment, and design clarity.
Presentation skills — Explaining design choices and heritage insights during VR walkthroughs.
Student Evidence of Learning
Student Evidence of Learning
2023–2024 META.4C Metaverse Creative Competition for Chinese Cultural Preservation
2023–2024 META.4C Metaverse Creative Competition for Chinese Cultural Preservation
Merit Award VR artwork created by P4–P5 students using immersive design tools, showcasing their creativity and spatial thinking skills. 2023-2024 META.4C中華文化保育元宇宙創作大賽——優異獎
Merit Award 《廖萬石堂》
Merit Award 《廖萬石堂》
Students used VR technology to reimagine and preserve the cultural heritage of Liu Man Shek Tong, creating immersive 3D spaces that tell its architectural and historical stories through their own interpretation.
Students used VR tools to reconstruct Liu Man Shek Tong and transform heritage learning into an interactive cultural storytelling experience.
Students used VR tools to reconstruct Liu Man Shek Tong and transform heritage learning into an interactive cultural storytelling experience.
Assessment & Reflection
Assessment & Reflection
Assessment focused on conceptual understanding, cultural interpretation, and the design process. Formative assessment included observation of spatial reasoning, sketching notes, and iterative adjustments in VR. Peer review supported reflection on architectural accuracy and clarity of cultural storytelling. The summative assessment considered layout accuracy, design reasoning, cultural connection, and the effectiveness of the digital presentation.
Teacher Role
Teacher Role
Provided cultural background, guided observation skills, supported spatial reasoning, introduced VR tools, and facilitated reflection on heritage preservation.
All students' faces and identifying information have been removed in accordance with child protection and privacy guidelines.
All students' faces and identifying information have been removed in accordance with child protection and privacy guidelines.
Page updated
Google Sites
Report abuse