Virtual Reality in Engineering Education
A Scoping Review
Bibliographic Data
| ID | 22046091 |
|---|---|
| Authors | Georgios Lampropoulos (0000-0002-5719-2125, University of Nicosia), Pablo Fernández‐Arias (0000-0002-0502-5800, Catholic University of Ávila), Antonio del Bosque (0000-0002-8301-2159, Catholic University of Ávila), Diego Vergara (0000-0003-3710-4818, Catholic University of Ávila, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 8 |
| Pages | 1027 |
| Publication date | 2025-08-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15081027 |
| OpenAlex | W4413215153 |
| Language | EN |
| Citations received | 3 |
| References cited | 53 |
The aim of this study is to explore the role of virtual reality in engineering education. Specifically, it analyzed 342 studies that were published during 2010–2025 following a systematic approach. It examined how virtual reality is used in engineering education, explored the document main characteristics, and identified emerging topics. The study also revealed existing limitations and suggested future research directions. According to the outcomes, the following six topics emerged: (i) Immersive technologies in engineering education, (ii) Virtual laboratories, (iii) Immersive and realistic simulations, (iv) Hands-on activities and practical skills development, (v) Engineering drawing, design, and visualization, and (vi) Social and collaborative learning. Virtual reality was proven to be an effective educational tool which supports engineering education and complements existing learning practices. Using virtual reality, students can apply their theoretical knowledge and practice their skills within low-risk, safe, and secure learning environments characterized by high immersion and interactivity. Virtual reality through the creation of virtual laboratories can also effectively support social, collaborative, and experiential learning and improve students’ academic performance, engagement, interaction, and motivation. Learning using virtual reality can also enhance students’ knowledge acquisition, retention, and understanding. Improvements on students’ design, planning, and implementation skills and decision making, problem-solving skills, and visual analytic skills were also observed. Finally, when compared to physical laboratories, virtual reality learning environments offered lower costs, reduced infrastructure requirements, less maintenance, and greater flexibility and scalability
Educational technology · Engineering education · Engineering management · Experiential learning · Higher education · Human–computer interaction · Instructional simulation · Interactivity · Knowledge management · Mathematics education · Multimedia · Virtual learning environment · Virtual reality · Computer Science · Engineering · Experimental Learning in Engineering · Innovative Teaching Methods · Psychology · Virtual Reality Applications and Impacts
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| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |