Virtual Reality in Fluid Power Education

Impact on Students’ Perceived Learning Experience and Engagement

Bibliographic Data

ID22046669
AuthorsIsraa Azzam (0000-0003-1423-3377, Purdue University West Lafayette), Khalil El Breidi (0009-0006-2653-1768, Purdue University West Lafayette), Farid Breidi (0000-0003-4959-3292, Purdue University West Lafayette, corresponding author), Christos Mousas (0000-0003-0955-7959, Purdue University West Lafayette)
Year2024
Volume14
Issue7
Pages764
Publication date2024-07-12
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14070764
OpenAlexW4400577696
LanguageEN
Citations received4
References cited63

The significance of practical experience and visualization in the fluid power discipline, highly tied to students’ success, requires integrating immersive pedagogical tools for enhanced course delivery, offering real-life industry simulation. This study investigates the impact of using virtual reality (VR) technology as an instructional tool on the learning and engagement of 48 mechanical engineering technology (MET) students registered in the MET: 230 Fluid Power course at Purdue University. An interactive VR module on hydraulic grippers was developed utilizing the constructivist learning theory for MET: 230 labs, enabling MET students to explore light- and heavy-duty gripper designs and operation through assembly, disassembly, and testing in a virtual construction environment. A survey consisting of a Likert scale and short-answer questions was designed based on the study’s objective to evaluate the students’ engagement and perceived attitude toward the module. Statistical and natural language processing (NLP) analyses were conducted on the students’ responses. The statistical analysis results revealed that 97% of the students expressed increased excitement, over 90% reported higher engagement, and 87% found the VR lab realistic and practical. The NLP analysis highlighted positive themes such as “engagement”, “valuable experience”, “hands-on learning”, and “understanding”, with over 80% of students endorsing these sentiments. These findings will contribute to future efforts aimed at improving fluid power learning through immersive digital reality technologies, while also exploring alternative approaches for individuals encountering challenges with such technologies

Educational technology · Human–computer interaction · Likert scale · Mathematics education · Student engagement · Virtual reality · Visualization · Augmented Reality Applications · Computer Science · Experimental Learning in Engineering · Psychology · Virtual Reality Applications and Impacts · Artificial Intelligence

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Open DOIOpen Access