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Education Sciences
Volume 14
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10.3390/educsci14010006
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Article

Embedding Civil Engineering Understanding through the Use of Interactive Virtual Reality

by
Daniel William McCloskey
1,*,
Emily McAllister
1,
Ryan Gilbert
1,
Connor O’Higgins
1,
Darragh Lydon
2,
Myra Lydon
3 and
Daniel McPolin
1
1
Civil and Structural Engineering, School of Natural and Built Environment, Engineering and Physical Sciences Faculty, Queen’s University Belfast, Belfast BT9 5AG, UK
2
Media Lab/School of Arts, English and Languages, Faculty of Arts, Humanities and Social Sciences, Queen’s University Belfast, Belfast BT7 1NN, UK
3
Civil Engineering, School of Engineering, College of Science and Engineering, University of Galway, H91 TK33 Galway, Ireland
*
Author to whom correspondence should be addressed.
Educ. Sci. 2024, 14(1), 6; https://doi.org/10.3390/educsci14010006
Submission received: 21 November 2023 / Revised: 4 December 2023 / Accepted: 16 December 2023 / Published: 20 December 2023
(This article belongs to the Special Issue Digital Twins and Future Intelligent Educational Environments)
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Abstract

Recent skills surveys of engineering graduates have highlighted a deficit in critical thinking among graduates. A possible solution to this is to increase the number of hands-on exercises in the curriculum. This could be carried out through the integration of 3D learning tools, specifically a virtual reality (VR) program, to effectively teach civil engineering practical studies and allow repeatable and measurable exercises for students. This study aims to assess the suitability of the VR program as an additional resource alongside existing learning exercises or a substitute for hands-on experiments when needed. The methodology involved creating a VR program, compatible with VR headsets to replicate an engineering experiment, namely the loading of a concrete beam to observe its failure. Students’ understanding of the virtual experiment was evaluated through end-of-experiment questions. The findings indicate that the VR learning tool was successful in enhancing students’ understanding of the civil engineering experiment. The immersive and interactive nature of VR contributed to a solid grasp of the concepts presented, proving its potential as a valuable educational resource. By leveraging VR technology, educational institutions can provide an engaging and effective alternative to traditional laboratory sessions, ensuring uninterrupted and high-quality learning experiences for civil engineering students.
Keywords: virtual reality; interactive learning tool; digital modelling virtual reality; interactive learning tool; digital modelling

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MDPI and ACS Style

McCloskey, D.W.; McAllister, E.; Gilbert, R.; O’Higgins, C.; Lydon, D.; Lydon, M.; McPolin, D. Embedding Civil Engineering Understanding through the Use of Interactive Virtual Reality. Educ. Sci. 2024, 14, 6. https://doi.org/10.3390/educsci14010006

AMA Style

McCloskey DW, McAllister E, Gilbert R, O’Higgins C, Lydon D, Lydon M, McPolin D. Embedding Civil Engineering Understanding through the Use of Interactive Virtual Reality. Education Sciences. 2024; 14(1):6. https://doi.org/10.3390/educsci14010006

Chicago/Turabian Style

McCloskey, Daniel William, Emily McAllister, Ryan Gilbert, Connor O’Higgins, Darragh Lydon, Myra Lydon, and Daniel McPolin. 2024. "Embedding Civil Engineering Understanding through the Use of Interactive Virtual Reality" Education Sciences 14, no. 1: 6. https://doi.org/10.3390/educsci14010006

APA Style

McCloskey, D. W., McAllister, E., Gilbert, R., O’Higgins, C., Lydon, D., Lydon, M., & McPolin, D. (2024). Embedding Civil Engineering Understanding through the Use of Interactive Virtual Reality. Education Sciences, 14(1), 6. https://doi.org/10.3390/educsci14010006

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