Output / Publication
The Use of Virtual Reality Technologies in (Engineering) Education
How can Virtual Reality (VR) be used as a transformative tool in (engineering) education?
About
The value of Virtual Reality (VR) lies not in its novelty, but in its capacity to enable active, experiential, and context-rich learning in ways that are often unfeasible in physical settings. VR excels in simulating hazardous, complex, or costly environments, allowing learners to practice technical skills, manipulate variables, and engage in repeated trial-and-error without material waste or safety risk.
The document is structured with a progressive focus:
● It begins by setting the theoretical foundations for the use of VR in education.
● It then turns to outlining general best practices for designing VR-based education across disciplines.
● It then focuses on why VR is considered to be especially useful for engineering education.
● Lastly, it culminates in illustrating engineering-specific real-world use cases of VR for education.
7 Best Practices:
Goal-first design
Define measurable learning outcomes. Only use VR where it clearly adds value.
Curricular alignment
Embed VR in course objectives and assessments, ground in constructivist & experiential theories.
Sequenced learning
Ensure proper preparation before- and implementation and reflection after- VR Implementation.
Usability & access
Minimise cognitive load, keep navigation consistent, prefer “clear & simple” over hyper-realistic visuals.
Health & safety
Limit sessions (≤15–20 min), ensure high FPS/low latency, provide visual anchors & optional 2D modes, allow user controlled movement.
Collaboration by design
Build shared tasks/roles and guided reflection to leverage social presence and teamwork skills.
Support, infrastructure & governance
Train instructors, provide tech support, consider questions of privacy, data protection and consent.
Read the full best practice sheet:
