Enhancing Visualization Skills in Engineering Education Using Virtual and Augmented Reality Environment

Abstract

This study explores the impact of Virtual Reality (VR) and Augmented Reality (AR) on enhancing visualization skills in engineering education, a crucial competency for understanding complex engineering drawings. A quasi-experimental design with non-equivalent control groups was employed, involving 90 first-year engineering students divided into three groups: VR, AR, and a conventional teaching method control group. The Purdue Spatial Visualization Test for Rotation (PSVT:R) was used to assess students' visualization skills before and after the intervention. Results showed that while the experimental groups started with higher initial visualization abilities. VR and AR methods led to significant declines in post-test scores, indicating potential cognitive overload from navigating these advanced technologies. In contrast, the control group showed no significant change, underscoring the limitations of traditional methods. The findings suggest that the current implementation of VR and AR may not effectively support visualization skill development without proper instructional scaffolding. A blended approach, integrating conventional and technology-based instruction with appropriate cognitive support, is recommended to optimize learning outcomes. This study highlights the need for careful integration of emerging technologies into engineering curricula to enhance education quality and meet the demands of modern engineering practices.