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Virtual Reality (VR) is a powerful technology that can enhance engineering education by providing immersive and interactive learning experiences. However, many VR studies in engineering education lack a clear theoretical or pedagogical framework to guide their design and evaluation. This scoping review analyzes 51 studies on VR-assisted engineering education and reveals the trends and gaps in the current research. We argue that engineering VR studies should be informed by theories of learning and instruction that address the cognitive and socio-cognitive aspects of learning. We also suggest that VR-assisted engineering education research should incorporate multimedia design and pedagogical principles to optimize the effectiveness of VR applications. Our perspective aims to inspire engineering educators, practitioners, and instructional designers to develop VR contents and formulate VR research imperatives grounded in sound educational theories and multimedia learning principles.
Oje et al. (Fri,) studied this question.