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

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.

The Use of Augmented Reality for Teaching Kazakhstani Students Physics Lessons

“…Inertia influences perceptions and discounts the advantages or ease of use of the new system. It is important to note here that these alternative explanations become more likely as [8], [10] find considerable evidence of the impact of AR in increasing student motivation to learn and [11], [12] show greater satisfaction with the new pedagogical approaches.…”

“…Vicente dos Anjos et al [11] have undertaken a systematic literature review of 37 texts to assess the effects of virtual reality (VR) and augmented reality (AR) in the teaching methods of engineering courses. The assessment by [11] shows that in 70 percent of the cases, students learned more when taught using AR or VR, and in 90 percent of the cases, students displayed higher levels of satisfaction with the new pedagogical approaches compared to the traditional method of instruction. Furthermore, [12] show that educational AR games promote student learning from the affective, cognitive and retention perspectives.…”

“…Innovative techniques increase student interest and responsiveness towards the course material [10]. Furthermore, adopting new pedagogical approaches coincides with greater student satisfaction [11], and the student's perception of novelty shapes the learning outcomes [19]. Furthermore, the impact is mediated by interaction with the student's affective, cognitive, and retention capabilities [12].…”

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“…It also helped students to improve their skills [46][47][48][49][50][51]. In addition, it enhanced students' motivation, learning effectiveness, satisfaction, and achievement in the classroom [3,[52][53][54][55][56].…”

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