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Virtual Reality and Digital Twins for Mechanical Engineering Lab Education: Applications in Composite Manufacturing

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Publicado en:Education Sciences vol. 15, no. 11 (2025), p. 1519-1538
Autor principal: Darejeh Ali
Otros Autores: Chilcott Guy, Oromiehie Ebrahim, Mashayekh Sara
Publicado:
MDPI AG
Materias:
Problem solving
Pedagogy
Accuracy
Students
Constructivism
Laboratories
Cognitive load
Manufacturing
Realism
Feedback
Virtual reality
Cognition & reasoning
Mechanical engineering
Skills
Motivation
Experiential learning
Instructional scaffolding
Technology Acceptance Model
Engineering education
Qualitative research
Computer Simulation
Educational Benefits
Literature Reviews
Laboratory Procedures
Guidance
Influence of Technology
Learning Theories
Laboratory Training
Laboratory Safety
Engineering Technology
Environmental Influences
Hazardous Materials
Educational Objectives
Laboratory Equipment
Outcomes of Education
Equipment Maintenance
Cognitive Ability
Learner Engagement
Constructivism (Learning)
Acceso en línea:Citation/Abstract
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Resumen:This study investigates the effectiveness of a virtual reality (VR) simulation for teaching the hand lay-up process in composite manufacturing within mechanical engineering education. A within-subjects experiment involving 17 undergraduate mechanical engineering students compared the VR-based training with conventional physical laboratory instruction. Task performance, cognitive load, and learner perceptions were measured using procedural accuracy scores, completion times, NASA-TLX workload ratings, and post-task interviews. Results indicated that while participants required more time to complete the task in VR, procedural accuracy was comparable between VR and physical labs. VR significantly reduced mental, physical, and effort-related demands but elicited higher frustration levels, primarily due to navigation challenges and motion discomfort. Qualitative feedback showed strong learner preference for VR, citing its hazard-free environment, repeatability, and step-by-step guidance. These findings suggest that VR offers a viable and pedagogically effective alternative or complement to traditional composite-manufacturing training, particularly in contexts where access to physical facilities is limited. Future work should examine long-term skill retention, incorporate haptic feedback for tactile realism, and explore hybrid models combining VR and physical practice to optimise learning outcomes.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15111519
Fuente:Education Database