2021
DOI: 10.1002/cae.22393
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Head‐mounted display‐based virtual reality systems in engineering education: A review of recent research

Abstract: Engineering education refers to developing an understanding of the principles, methods, and ways of thinking that underlie engineering, and preparing students and engineers for productive engineering careers. The purpose of this review is to explore how head‐mounted display‐based virtual reality (HMD VR) can contribute to these goals. Historically, engineering has not been a focus for VR in education. However, recent technical advances and decreasing prices are driving a growing public interest in applying HMD… Show more

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Cited by 33 publications
(23 citation statements)
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“…The specialized literature collects abundant experiences of applying VR as a learning resource in different areas and educational levels, particularly in higher education [4,5,22,43,71]. It is surprising that, even though VR is a technology widely used in research and development in engineering, its use as a didactic resource in this field is scarce [30]. VR technologies have proven to be an efficient didactic resource for the teaching of engineering [7,35,43,44,48,64].…”
Section: Introductionmentioning
confidence: 99%
“…The specialized literature collects abundant experiences of applying VR as a learning resource in different areas and educational levels, particularly in higher education [4,5,22,43,71]. It is surprising that, even though VR is a technology widely used in research and development in engineering, its use as a didactic resource in this field is scarce [30]. VR technologies have proven to be an efficient didactic resource for the teaching of engineering [7,35,43,44,48,64].…”
Section: Introductionmentioning
confidence: 99%
“…Virtual reality (VR) is a fully-immersive 3-D multimedia environment where individuals can interact with a computer generated world (Aukstakalnis & Blatner, 1992; Milgram & Kishino, 1994; Onyesolu & Eze, 2011; Oxford, 2019). VR offers powerful affordances related to 3-D immersion, spatial representations, and multi-sensory cues (Salzman et al, 1999; Shin, 2017), and these characteristics allow learners to experience real or imagined environments that might be otherwise inaccessible (Huang & Roscoe, 2021). Prior studies have demonstrated learning from VR when studying microscopic processes (e.g., chemical reactions; Bennie et al, 2019), large-scale processes (e.g., solar system events; Huang et al, 2021), dangerous processes (e.g., emergency in mines; Grabowski, 2019), or processes too difficult or expensive to explore in real life (e.g., construction; Angulo & Velasco, 2014).…”
Section: Introductionmentioning
confidence: 99%
“…Radianti presented a review of existing research dedicated to the application of immersive VR in higher education in many disciplines, where engineering was the most popular one identified with 24% [10]. A similar situation was presented by [11,12]. However, content creation tends to be expensive due to the costs of the head and specialized computer equipment.…”
Section: Introductionmentioning
confidence: 92%