ABSTRACT The use of virtual reality (VR) in higher education and training has been widely explored in various fields, with divergent results. This study examines whether VR is a suitable learning support tool compared to traditional methods, such as 2D static slides or physical models, focusing on usability, workload, and learning effectiveness in an engineering education context. A total of 184 first‐year BSc engineering students voluntarily participated in an experimental activity. Participants were divided into three groups, each experiencing a different learning condition: slides‐based, VR‐based, and physical model‐based. The study design ensured comparability across conditions using 3 out of 4 levels provided by the ICAP (Interactive, Constructive, Active, Passive) framework. Usability was assessed using the System Usability Scale, workload via the NASA Task Load Index, and learning outcomes through a task‐based test. The study found no significant differences in test scores across the three conditions. However, participants in the VR‐based and physical model‐based conditions reported significantly higher usability and lower perceived workload compared to the slides‐based condition. The VR‐based condition provided an immersive environment while maintaining comparability in cognitive engagement. The findings demonstrate that VR can serve as an effective alternative to traditional learning methods, particularly for enhancing usability and reducing cognitive workload. However, its integration must be carefully designed to ensure cognitive engagement and optimize learning outcomes. This study highlights VR's potential in engineering education and underscores the importance of aligning tools with pedagogical goals.
Giussani et al. (Tue,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: