Abstract
This study reports on the second implementation of a chemical processing plant web-based VR for a fourth-year chemical engineering capstone design course. The web-based VR provides a high fidelity representation of an ampicillin processing facility. To examine the effect of the web-based VR on student motivation and perceived learning effectiveness, a broken plant scenario was developed, and the class was divided into two groups: paper based, and web-based VR. Students completed the scenario in teams, either as a paper-based activity or using the web-based VR. This was followed by completion of an individual tutorial assignment and a survey. Survey findings indicated that students in the web-based VR group had a significantly higher positive response for motivation and perceived learning effectiveness compared to students in the paper-based group. However, students in the paper group scored higher on the individual follow-up assignment. Possible factors contributing to the results are discussed.
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