Redefining Learning Spaces: The Impact of Virtual Environments in Engineering Education Academic Article in Scopus uri icon

abstract

  • Virtual Learning Environments (VLEs) are increasingly used in higher education to enhance learning and provide flexible access to educational resources. However, it is important to evaluate their educational effectiveness from the student's perspective, considering their perceptions, opinions, and experiences. This study evaluated the implementation of face-to-face tours, 360° tours, and virtual environments in an engineering laboratory. The study assessed student perceptions of motivation, usefulness, and usability. The activity was conducted with 60 engineering students who completed an in-person tour and virtual tours of a manufacturing laboratory. The study collected quantitative data from a 7-item Likert survey and measured it using Cronbach's Alpha (¿ =0.89) for validation. Qualitative interviews were also analyzed. The results showed that 70% of students strongly agreed that virtual environments increased their motivation and autonomy for learning laboratory equipment. Qualitative comments highlighted the usefulness of virtual environments for self-directed learning and curiosity about their adoption in industry. The study is consistent with previous positive data on the immersive technology experience. However, it would be beneficial to specify which aspects of the experience relate to previous data. Additionally, the study supports the integration of virtual components to aid the development of practical engineering skills. The virtual environments had a significant impact on learning and user experience. Further studies are suggested to evaluate knowledge acquisition and make additional technology comparisons. © 2024 Copyright held by the owner/author(s).

publication date

  • June 22, 2024