BOARD # 186: The Impact of Virtual Reality on Learning in Engineering Materials Courses

Ozlem Yasar; Angran Xiao

Download Paper | Permalink

Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: Mechanical Engineering Division (MECH) Poster Session
Tagged Division: Mechanical Engineering Division (MECH)
Page Count: 14
Permanent URL: https://peer.asee.org/55539

Paper Authors

biography

Ozlem Yasar City University of New York - New York City College of Technology

visit author page

Prof. Yasar is currently working as an associate professor in the Department of Mechanical Engineering Technology at City Tech. She is also the director of Research Laboratory SET “ Scaffolds for Engineered Tissues". Her research interests are:
- Design and Fabrication of Tissue Constructs
- Biofabrication
- Biomechanics
- Soft lithography Techniques for Cell Micropatterning
- CAD/CAM Applications

visit author page

biography

Angran Xiao New York City College of Technology orcid.org/0000-0003-3536-6240

visit author page

Angran Xiao is an Associate Professor in the Department of Mechanical Engineering Technology at New York City College of Technology, City University of New York. His research focuses on engineering design, CAD, and design issues related to additive manufacturing and robotics.

visit author page

Download Paper | Permalink

Abstract

Virtual reality (VR), one of the leading technologies in immersive learning, has the potential to transform the teaching of mechanical engineering by providing interactive, 3D learning environments. Traditional teaching methods in mechanical engineering often rely heavily on theoretical concepts and offer limited practical demonstrations. However, giving students hands-on experience with advanced machinery, such as scanning probe microscopes (SPM) and transmission electron microscopes (TEM), poses significant challenges. These challenges arise from factors like cost constraints, limited availability, and safety concerns. These machines are prohibitively expensive to acquire and maintain, making it impractical for many educational institutions to provide widespread access. Even when such equipment is available, the limited number of units often restricts students' opportunities for meaningful hands-on experiences. Moreover, operating these sophisticated machines requires extensive training, and improper use can pose risks to both students and equipment. Consequently, institutions are often cautious about granting unrestricted access. Collectively, these limitations hinder the depth and quality of the learning experience, preventing students from fully exploring and understanding complex mechanical systems and materials in practical settings.

VR addresses these challenges by providing virtual learning environments where students can visualize complex mechanical systems and investigate engineering materials at the atomic level without the need for costly equipment or risk. This technology can be seamlessly integrated into engineering materials classes to facilitate the visualization and interaction with both microscopic and macroscopic material structures. With VR, students can explore crystal lattices, grain boundaries, and molecular structures in detail, gaining a deeper understanding of how elements function as building blocks and how materials differ at the atomic level. This immersive exploration enables students to analyze materials in ways not possible within current physical settings. Through VR, students can also visualize various crystal structures, such as body-centered cubic, face-centered cubic, simple cubic, and hexagonal close-packed formations, as well as observe different types of dislocations and phase diagrams.

In this study, two groups of students enrolled in engineering materials classes participated in an experiment to evaluate the impact of VR on enhancing their understanding. The first group studied atomic structures of materials using traditional theoretical textbooks, while the second group utilized VR to visualize these structures in an immersive environment. Both groups were assessed using the same set of questions, allowing for a direct comparison of the effectiveness of each learning method.

The test results revealed a significant difference in performance: the non-VR group achieved an average score of 67%, whereas the VR group scored an impressive 91%. This substantial increase highlights the effectiveness of VR as a learning tool. Additionally, survey results supported these findings, with over 90% of respondents reporting that VR significantly enhanced their understanding of crystal structures compared to traditional methods.

Citation
Format

Yasar, O., & Xiao, A. (2025, June), BOARD # 186: The Impact of Virtual Reality on Learning in Engineering Materials Courses Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/55539

TY - CPAPER
AB - Virtual reality (VR), one of the leading technologies in immersive learning, has the potential to transform the teaching of mechanical engineering by providing interactive, 3D learning environments. Traditional teaching methods in mechanical engineering often rely heavily on theoretical concepts and offer limited practical demonstrations. However, giving students hands-on experience with advanced machinery, such as scanning probe microscopes (SPM) and transmission electron microscopes (TEM), poses significant challenges. These challenges arise from factors like cost constraints, limited availability, and safety concerns. These machines are prohibitively expensive to acquire and maintain, making it impractical for many educational institutions to provide widespread access. Even when such equipment is available, the limited number of units often restricts students&#39; opportunities for meaningful hands-on experiences. Moreover, operating these sophisticated machines requires extensive training, and improper use can pose risks to both students and equipment. Consequently, institutions are often cautious about granting unrestricted access. Collectively, these limitations hinder the depth and quality of the learning experience, preventing students from fully exploring and understanding complex mechanical systems and materials in practical settings.

VR addresses these challenges by providing virtual learning environments where students can visualize complex mechanical systems and investigate engineering materials at the atomic level without the need for costly equipment or risk. This technology can be seamlessly integrated into engineering materials classes to facilitate the visualization and interaction with both microscopic and macroscopic material structures. With VR, students can explore crystal lattices, grain boundaries, and molecular structures in detail, gaining a deeper understanding of how elements function as building blocks and how materials differ at the atomic level. This immersive exploration enables students to analyze materials in ways not possible within current physical settings. Through VR, students can also visualize various crystal structures, such as body-centered cubic, face-centered cubic, simple cubic, and hexagonal close-packed formations, as well as observe different types of dislocations and phase diagrams.

In this study, two groups of students enrolled in engineering materials classes participated in an experiment to evaluate the impact of VR on enhancing their understanding. The first group studied atomic structures of materials using traditional theoretical textbooks, while the second group utilized VR to visualize these structures in an immersive environment. Both groups were assessed using the same set of questions, allowing for a direct comparison of the effectiveness of each learning method.

The test results revealed a significant difference in performance: the non-VR group achieved an average score of 67%, whereas the VR group scored an impressive 91%. This substantial increase highlights the effectiveness of VR as a learning tool. Additionally, survey results supported these findings, with over 90% of respondents reporting that VR significantly enhanced their understanding of crystal structures compared to traditional methods.
AU - Ozlem Yasar
AU - Angran Xiao
CY - Montreal, Quebec, Canada
DA - 2025/06/22
PB - ASEE Conferences
TI - BOARD # 186: The Impact of Virtual Reality on Learning in Engineering Materials Courses
UR - https://peer.asee.org/55539
ER -