The usage of virtual reality in engineering education

Abstract

The state of virtual reality (VR) development is mature enough to be explored for application in various fields including higher education teaching, research, and training including engineering education. Traditionally, engineering education relied on diagrams and images to describe various systems and objects, sometimes accompanied by laboratory experiments involving existing systems for hands-on practice. However, these traditional approaches have limited capability. Visualization for effective illustration using the traditional approaches is challenging for topics such as electromagnetic which discusses abstract concepts of electric and magnetic fields. VR is a promising solution. It offers a more engaging and immersive visualization experience, leading to a greater understanding of the subject matter. The immersiveness of VR eliminates distracting external stimuli, and allows better user engagement with the lesson. Therefore, this study explores the application of VR in engineering education. An in-house developed VR laboratory named Merlin’s Playground is incorporated as part of assignment activities for a group of first-year students taking bachelor degree in electronics engineering. The students’ perspectives and attitudes towards the VR activities are studied. The student population finds this approach to be an appealing technology. The VR activity achieved the course aims by allowing the topic’s conception more successfully. The VR approach boosted the students’ understanding and problem-solving skills. This is demonstrated by the cohort of students achieving higher average marks on end-of-topic assessments compared to their seniors when VR activities were not employed.

Keywords:

• Virtual reality
• engineering
• learning
• teaching

REVIEWING EDITOR:

• Nadaraj Govender, School of education, University of Kwazulu-Natal, South Africa

SUBJECTS:

• Computer Graphics & Visualization
• Information & Communication Technology (ICT)
• Higher Education

Acknowledgements

The authors would like to acknowledge and thank the VR project members (Prof Dr. Angela Amphawan, Mr. Dzulhafidz Dzulkifli, Mr. Michael Seye Ekerin, Mr. Muhammad Tamim Faruq Bin Khairul 'Azmi, Mr. Sin Kai Soon, Mr. Md Waziullah Apu, Ms. Khadija Hamidani) and others for their hard work and contributions to the Merlin’s Playground research programme. Also, we would like to thank other Project leaders in the research programme (Prof. Dr. Neo Mai, Dr. Heidi Tan Yeen Ju, Dr. Roopesh A/L Sitharan, Mr. Khairi Shazwan Bin Dollmat and Mr. Muhammad Syahmi Bin Abd Aziz) for their support and effort in making the programme a success. We would also like to thank members of the TM R&D Grant (RDTC/231106) for their continuing effort, contribution and support to research the use of VR in student learning. We would like to thank the funder for their support and contribution to the success of this programme.

Authors’ contributions

AKG and NAAA contributed to experimental design, analysis writing and editing. NTK and KAA contributed in validation, review, visualization and investigation. The project administration is prepared by NAAA. All authors have read and agreed to the published version of the manuscript.

Public interest statement

This study explores the domain of Virtual Reality (VR) and its innovative applications in engineering education. The revolutionary impact of virtual reality (VR) in transforming the learning and practical application of engineering skills among students. Our research improves practical training by including students in realistic simulations, enabling them to experiment in a safer and more dynamic manner. Virtual Reality (VR) serves as a means to connect theoretical knowledge with practical application, allowing for the analysis of intricate mechanical systems and the simulation of construction projects. This study highlights the way in which virtual reality (VR) excites and motivates the students. Furthermore, the captivating realm of VR-enhanced engineering education combines innovation with pedagogy to cultivate a future generation of proficient and empowered engineers.

Disclosure statement

The authors declare no conflict of interest.

Additional information

Funding

The Merlin’s Playground Research Programme was funded by TM R&D Sdn. Bhd. (Malaysia) (RDTC/231106).

Notes on contributors

Anith Khairunnisa Ghazali

Anith Khairunnisa Ghazali is a postdoctoral researcher whose research focus on computational sciences and also control system engineering. She graduated with a PhD from Universiti Putra Malaysia in 2022. She has six years of experience in research and development through multiple collaboration with other universities and institutions. She desires to be a leading expert in the education sector, with the ultimate goal of contributing to the growth of education development through her enthusiasm for learning, innovative ideas, and dedication to building inclusive and accessible learning environments.

Nor Azlina Ab. Aziz

Nor Azlina Ab. Aziz is an associate professor at the Faculty of Engineering & Technology, Multimedia University. Her main research interest is in the field of computatonal intelligence including, artificial intelligence and soft computing. She is also interested in research involving technology advancement for education.

Kamarulzaman Ab. Aziz

Kamarulzaman Ab. Aziz is currently a professor at the Faculty of Business, Multimedia University. His research interest includes Cluster Development, Technology and Innovation Management, Entrepreneurship and Commercialization.

Neo Tse Kian

Prof. Dr. Neo Tse Kian is a Professor at the Faculty of Creative Multimedia, specialising in Multimedia Technology in Education and Constructivist Learning Environment. He is currently a member of the CAMELOT Research Centre. He is an MBOT Professional Technologist member as well as a panel member for the Creatibe Industries domain. He is also currenty an assessor of several government grants including FRGS, and PRGS and international journals.