Impacts of the Application of Virtual and Augmented Reality on Teaching-Learning Processes in Engineering Courses

Fernando Elemar Vicente Dos Anjos,Luiz Alberto Oliveira Rocha,Débora Oliveira Da Silva,Rodrigo Pacheco

doi:10.4018/ijvple.291541

Abstract

Cognitive approaches to teaching generate learning through the interaction between the subject and object of study. One of the strategies to create this interaction is related to the application of virtual and augmented reality in the teaching-learning processes. Through a systematic literature review, this work aims to describe the approaches used to measure the impacts on student learning who used virtual reality (VR) and augmented reality (AR) in the teaching-learning processes of engineering courses, the impacts on learning, and student satisfaction. The surveys showed that 70% of research analyzed, students who used virtual reality or augmented reality learned more, and 90% of the research described that students who used virtual or augmented reality were more satisfied with the new approach than the traditional teaching approach. The conclusion is that there are positive impacts, in the vast majority of cases, on learning and the satisfaction of students who use virtual or augmented reality in the teaching-learning processes applied in engineering courses.

Highlights

Through a systematic literature review, this article discusses the impacts of the application of virtual reality (VR) and augmented reality (AR) on student satisfaction and learning levels in Engineering Education and discusses pedagogical approaches and analyses the impact of the application of VR and AR
Strategies to Measure the Effects of Applying Virtual Reality and Increasing Reality in Teaching-Learning Processes in Engineering Programs The results shown in Table 2 indicate no specific trend related to the engineering in which the VR artifact is being applied to the model of measuring results in the teaching-learning process
After the papers on this study were selected and analyzed, answering the first research question, it was found that the publications that dealt with the application of VR and AR in the teaching-learning processes in engineering presented impacts measured through statistical tests that measure the difference between groups, usually called the control and experimental group

Summary

Introduction

Through a systematic literature review, this article discusses the impacts of the application of VR and AR on student satisfaction and learning levels in Engineering Education and discusses pedagogical approaches and analyses the impact of the application of VR and AR. Volume 12 Issue 1 didactics are the intervention process to generate learning conditions for students. Didactics need to be committed to cognitive issues and the development of students’ thinking, so in the teachinglearning process, it is necessary to train thinking subjects capable of interpreting scenarios, receiving information, and solving problems (Gil, 2010). With that in mind, Kaliská (2014) shows that students can learn in several ways: practicing, listening, visualizing, and discussing.

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