Immersive Learning: A Systematic Literature Review on Transforming Engineering Education Through Virtual Reality

Abstract

Integrating Virtual Reality (VR) with developing technology has become crucial in today’s schools to transform in-the-moment instruction. A change in perspective has occurred because of VR, enabling teachers to create immersive learning experiences in addition to conventional classes. This paper presents a systematic literature review with an in-depth analysis of the changing environment of immersive learning. It discusses advantages and challenges, noting results from previous researchers. VR facilitates more profound knowledge and memory of complex subjects by allowing students to collaborate with digital structures, explore virtual landscapes, and participate in simulated experiments. Developing VR gear, like thin headsets and tactile feedback mechanisms, has democratised immersive engineering learning by making it more approachable and natural for a broader range of students. This study sheds light on the revolutionary potential of immersive learning via VR integration with new technologies in real-time education by examining current trends, discussing obstacles, and an outlook on future directions using the new Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). This study used four databases: Scopus, IEEE, Springer, and Google Scholar. During the selection, 24 articles were added during the review, and 66 studies were selected. It clarifies best practices for adopting VR-enhanced learning environments through empirical analysis and case studies, and it also points out directions for future innovation and growth in the field of immersive pedagogy.

1. Introduction

Virtual reality and traditional techniques each have advantages and disadvantages. A hybrid learning strategy for engineering students that blends virtual reality’s interactive, immersive advantages with the tried-and-true conventional schooling methods could offer a thorough and efficient education. Traditional approaches guarantee an academically solid basis and beneficial interpersonal interactions.

VR’s contributions to higher education include but are not limited to the following:

• Improving engagement, knowledge, and practical abilities.
• It is an effective way to teach learners and apprentices complex ideas.
• It can accurately simulate real-world scenarios and realise desired outcomes.
• Trainees can gain abilities in virtual environments that would be challenging to learn within conventional instructional and educational settings.
• Virtual environments can also boost passion and improve academic and cognitive abilities [1].
• Experiments can be conducted virtually and repeatedly, thus reinforcing knowledge.

Currently, one of the most widely used technologies is virtual reality. The immersive simulation uses computer-generated visuals to recreate a real-world setting. The person using it will engage inside the boundaries of this produced simulated atmosphere, fully submerged in it. Learners benefit from a greater degree of interaction as a result [2]. The idea of “learning factories” (LFs) has recently gained traction to modernise education and create more authentic education settings. Likewise, virtual reality has proven to be an effective way to teach learners and apprentices challenging ideas. Virtual reality is an enhanced visualisation method that is beneficial and successful [3].

Participants need help to self-configure laboratory equipment, encounter emergencies, or face the impacts of incorrect setup that could harm equipment. These practical activities, which primarily depend on sophisticated scientific apparatus, must be completed while supervised. Furthermore, practising and making up for lost time is only possible in the scheduled laboratory time. A designated number of prospective customers and pertinent partners should test the newly established service. It is necessary to assess the good, considering its strengths, weaknesses, efficacy, and functioning [4].

The equipment for practicals is set within a practical laboratory, and participants are physically in attendance as they do an inquiry technique (experiment). Tests provide data that support or refute the hypothesis for learners. The experimental area, expensive machinery, and instruments with significant upfront and ongoing costs are required [5]. As a result, this study meticulously gathers, examines, and evaluates the most recent papers regarding the advantages, disadvantages, and study gaps associated with virtual reality in training. It then uses this information to support its suitability for teaching engineering. The results are noteworthy because the systematic literature review studies indicate a deficiency in the VR technological implementation, which significantly lessens the educational benefits for students in engineering courses and education more generally. Therefore, to bridge the gap and realise the full potential of virtual reality in engineering education, the present study confidently proposes a conceptual approach based on the analysis of the most recent publications using inclusion and exclusion criteria [6].

• The structure of this article is as follows:

Section 2 is related work; this includes a literature review and search strategy with research objectives and questions. Section 3 then presents materials and methods, the methodology used, the systematic literature review technique, the search strategy, the selection criteria, and the data analysis procedure. Section 4 shows the results and discussion, covering the types of learning environments or uses, implementation obstacles, and the educational advantages of virtual reality, with future directions and summary. Finally, Section 5 has the conclusion and recommendations for further study and real-world implementations of immersive learning in engineering.

2. Related Work

2.1. Literature Review

The traditional notion of the duties and obligations of engineers needs to be revised to address society’s socioeconomic, environmental, and health issues. We require a specialist who can operate inside and outside their field’s confines. Next-generation engineers must be able to obtain, comprehend, assess, integrate, and apply information and viewpoints from other disciplines. This capability would assist professionals in considering a wide range of elements when tackling modern difficulties. We recommended implementing interdisciplinary engineering education (IEE) to cater to such needs and train engineering students from multiple fields in one environment. According to earlier studies, cross-disciplinary collaboration is essential in engineering as a specific skill that should be taught in educational contexts [7]. Although the application of virtual reality remains in its early stages of development, platforms are enabling more creative ways to interact and visualise data to enhance engineering design assessments. The traditional design review procedure is now frequently carried out on a PC using CAD software programmes such as Siemens NX CAD system. Nevertheless, regarding the functional and ergonomic validations of intricate 3D models, CAD on a screen may only sometimes meet every need [8].

According to recent statistics data, STEM (science, technology, engineering, and mathematics) instruction is expanding quickly in many different nations worldwide. For learners to acquire knowledge in many STEM subjects and their learning experiences, trainers must effectively design methods of instruction that offer high levels of representing fidelity and accuracy in simulation as well as experiential (hands-on) activities and assignments. Yet, many trainers and instructors encounter challenges when implementing lab exercises and practical assignments across various sectors, from elementary and secondary education to higher learning, such as college. The causes of students’ frustration and discontent are multiple factors, such as difficult travel to research facilities, a wide range of experiments that are either too costly or dangerous, a tedious process to access genuine sources, and a lack of support from trainers or management [9]. Rather than setting up actual models or field trips, colleges and universities might create a virtual environment that numerous learners can use simultaneously.

Additionally, technology can provide a controlled and safe educational setting for pupils, especially while handling hazardous products or complicated gear [10]. Studies have long mentioned that immersive settings could improve learning. Virtual reality’s immersive and additional motivational features enable learning in typically inaccessible or challenging settings. Consider situations such as a field trip to the moon, another millennium, or far-off historical places. In VR, tutors may make realistic settings to carry out tasks like chemical tests, surgical procedures, or scientific investigations safely and economically. Tutors and learners may also configure settings as frequently as they prefer. VR has gained incredible popularity by introducing head-mounted displays (HMDs) affordable for consumers, like the Vive from HTC and Oculus Rift, and the ability to use smartphones as gadgets for VR activities [11].

Immersion and non-immersion are the two primary categories of VR simulations commonly utilised. Non-immersive virtual reality simulators often have several displays and a platform replicating real-world activity. IVR simulators are different, in that they use head-mounted displays instead of displays. They can also be enclosed inside the virtual setup, eliminating the need for separate settings or systems, or they can use a control mechanism like those used in non-immersive simulators. Whether one chooses immersive or non-immersive virtual reality simulations, the performance is essentially the same, and the outcomes are comparable. The ability to completely submerge the participant in the virtual setting is one small benefit of using virtual reality simulations with HMDs, offering them a more comprehensive encounter [12]. Learner-centred educational practices have become increasingly popular among trainers in recent years to raise academic performance, inspiration, and participation. It draws attention to constructivist ideas, especially Piaget’s, which stresses that students actively develop understanding through sensations instead of passively absorbing data. Concentrating on participants’ talents and passions is critical to facilitate this hands-on training.

Furthermore, the emergence of new technologies—particularly IVR—presents creative chances for collaborative instruction, enabling learners to participate more fully in various academic assignments [13]. Recent advancements in consumer graded VR equipment have made VR considerably more accessible and reasonably priced. The development, use, testing and distribution of collaborative VR applications may now be done more affordably because of the latest advances in VR technology [14]. In order to build skills, consolidate expertise, and get trainees ready for lifetime education, field trips are an essential part of STEM education. Virtual field trips (VFT), which may substitute or supplement actual field trips (AFT), are becoming more and more popular due to the observed success of technologically driven educational activities and the widespread use of emerging technologies, particularly IVR [15]. Remote robot control, or robotic teleoperation, has grown in popularity across several sectors, but architecture has adopted it the most. The human–robot interface (HURI) design plays a critical role in these systems by improving the operator’s situational awareness. Conventional platforms frequently rely on visual data, such as video streaming, which might restrict the operator’s field of vision and add to their mental workload [16].

Educational quality enhancement should concentrate on significant changes at every level that accommodate various learning preferences and individual requirements. Particularly in higher education, external influences like the COVID-19 epidemic and changes in the socioeconomic landscape might bring about rapid or slow changes. These modifications require learning modalities and rethinking the goals of education. Short- and long-term objectives are essential for successful results and practical instruction. They are reevaluating and redesigning learning procedures necessary to meet changing socio-cultural, educational, and financial needs. Research suggested that while employing social virtual reality environments (SVREs) in distance-learning higher education (HE), e-learning can be produced in conjunction with the elements and circumstances leading to deep and meaningful learning (DML) [17]. For decades, the study of virtual reality (VR) in education placed an initial emphasis on desktop VR. Winn first illustrated how virtual worlds assist students in concretely visualising complex and subatomic things. Following that, Daworld and Lee built on this by finding important “gaining knowledge “of 3D settings, including enhancing spatial comprehension, facilitating tasks that would be unfeasible in the real world, and encouraging teamwork. The benefits of virtual reality, such as system reconfiguration, damage resistance, and the ability to visualise underlying mechanisms for deeper learning, have been emphasised in more recent assessments of virtual labs [18].

VR has been progressively integrated into post-secondary institutions with varying degrees of satisfaction due to its capacity to sustain learning and participation among students while conserving resources and enhancing experimentation effectiveness [19]. Various kinds of trainees prefer multiple methods of instruction. Therefore, the instructional style paradigm has been included by instructors in adaptive instruction, and the most employed is the Felder and Silverman learning types of frameworks established by Felder and Silverman in 1988. The four categories of the instructional style system used by engineering learners are as follows: sensory and intuitive, visual and verbal, reflecting and engaged, and sequenced and universal. An instructor subsequently develops an instructional strategy after identifying the student’s learning style using the Index of Learning Styles (ILS) [20]. Orthopaedic simulations and activity trainers have been launched and examined in large numbers since mentors’ initial virtual reality knee arthroscopic simulation in medical studies started in the 1990s. Today’s simulations allow students to practise arthroscopy, sawing, drilling, and decreasing-fracture techniques. Through virtual reality simulations, surgeons can practise surgery methods, intraoperative decision-making, preparatory scheduling, and diagnostic capabilities beyond the surgery theatre. Arguably, the main advantages of virtual reality simulations versus real-world simulations are that beginners can receive quick, helpful criticism of their abilities without needing to consult with a specialist in person [21].

The idea of multiple mediums in instruction involves enhancing learning and teaching by using various styles of participation, including print, visual images, and digital resources. A reform of instructional techniques is encouraged by this move away from conventional methods that use paper and towards mixed alternatives. It emphasises how modern technology may help create learner-centred, engaging educational settings. Still, it also says that educators must use these instruments in academic institutions in addition to conventional teaching strategies not instead of them. Another potential technological tool for instructional purposes is virtual reality, which provides immersive learning environments that enhance retention, interaction, and teamwork. The educational significance of such instruments is highlighted instead of mere technical features [22]. Due to inadequate laboratory equipment, distractions from other learners and the lab trainer, and standard experimental establishment, students need help grasping the material and directions. Although IVR technologies have the potential to improve education and instructional conditions, their application is frequently technologically driven and lacks educational principles. In addition to characteristics unique to the IVR, the development of IVR-technology-supported instructional settings needs to be based on a based-on evidence method of instruction [23].

Additionally, in traditional laboratories, students demonstrate little critical thinking when conducting tests or engaging in deep learning. Access to the newest laboratory supplies will encourage students to study since it allows them to see the latest innovations firsthand. To inspire and involve the students in the laboratory tasks, tutors must recommend creative, design-focused laboratories. To solve challenges, foster greater collaboration, and aid in creating fresh testing, it is necessary to combine information and the learning process in a novel manner. With the use of virtual laboratories, the issues can be resolved [24].

Researchers at the Department of Foreign Languages for Professional Communication studied the application of virtual reality headsets in foreign language instruction for engineering learners. In the simulation of a virtual setting, VR technology offers learners in engineering a profound educational experience. The simulation includes practising language skills, exploring the English-speaking world with Google Earth VR, visiting engineering laboratories, learning to describe and create 360° videos, and visiting virtual science museums. According to an investigation, virtual reality systems promise to improve language instruction and boost engineering students’ passion for learning [25]. An innovation that dates to the 1970s, virtual reality has become increasingly popular in the last few years. “Virtual” and “Reality” are two separate parts of the phrase “Virtual Reality.” “Virtual” describes a setting or situation that occurs online or in the realm of technology, whereas “Reality” describes the circumstance of a genuine, actual occurrence [26]. The goal of creating online spaces is to simulate an atmosphere so that a person can enter it and experience what it is like to be a part of a virtually non-existent world. The more accurate the representation of the setting’s components and their fidelity to its genuine aspects, the more precise and immersive the virtual setting feels [27].

Virtual reality can simulate items, the surrounding environment, and physical principles. VR has the potential to offer an enhanced level of immersion in a synthetic setting, an essential feature for virtual training at the workplace. Furthermore, mobility in virtual reality is not limited to precisely replicating actual movements, making it appropriate for expansive virtual settings (including variables such as sizable virtual offices) [28]. Manufacturers use virtual reality and computer modelling to design goods and assess users. Numerous research efforts are looking into the impact of virtual reality on inspiration, collaboration, involvement, and retention in the context of technical training. In this work, VR and problem-based learning (PBL) combine to allow students to independently plan and create objects, utilising 3D modelling programmes and an immersive virtual reality Cave Automatic Virtual Environment (CAVE) screen to assess their work. This ability draws students deeper by transforming abstract theories into more concrete and understandable forms. In these systems, dynamic demonstrations of time-dependent phenomena such as fluid dynamics and stress distribution become more understandable and approachable. By combining virtual reality technology with project-based instruction, engineering design assignments will be more straightforward to complete for trainees, enabling educational goals to be achieved easily by learners and educators to meet more successfully, and good collaboration will be encouraged. Figure 1 below shows a Cave system.

Figure 1. Immersive CAVE experience: virtual reality interaction.

The study’s outcomes indicated that the VR technique greatly impacted the distribution of cumulative project grades [29]. CAVE systems facilitate hands-on learning by offering a safe and risk-free environment. CAVE allows students to conduct virtual experiments and explore scenarios without the limitations and hazards associated with traditional lab settings. The CAVE system improves problem-solving and practical skills and reinforces academic knowledge. CAVE systems provide comprehensive performance metrics and real-time monitoring for assessment, enabling teachers to gauge students’ practical skills and approaches to problem-solving precisely. In addition to improving the overall educational experience, the collaborative nature of CAVE systems fosters teamwork and communication skills, better-preparing students for real-world engineering difficulties [30].

A method to tackle the inadequate reporting of systematic reviews, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) declaration became available in 2009 (henceforth known as PRISMA 2009). The PRISMA 2009 declaration included 27 elements that should carried out in studies and an “explanation and elaboration” article that included sample reports and further reporting guidelines for each item. The guidelines have received widespread support and acceptance, as demonstrated by their co-publication in several publications, reference in more than 60,000 reports (Scopus, August 2020), support from around 200 journals and groups that do systematic reviews, and implementation across various fields. To guarantee extensive coverage and scientific diligence, we followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards in this thorough literature review. The PRISMA paradigm gave our evaluation a firm basis, making it easier to find, evaluate, and include applicable research. This review aims to summarise recent studies on the effects of virtual reality in engineering education, highlight significant discoveries, and suggest directions for further research [31].

A virtual reality encounter was created for the Fluid Mechanics unit at the School of Engineering, Macquarie University, in a case study. This VR component is the laboratory session where learners utilise wind tunnel facilities to understand the travel features around an object. Three-dimensional computation fluid dynamics modelling datasets for the wing were used by researchers in a virtual reality structure utilising SteamVR, Oculus, and Ansys/EnSight. Conventional laboratories help improve the learning experience for learners, but they are additionally costly and demand big rooms. Emerging technologies, like VR, could benefit learners without reducing enrolment capacity or laboratory accessibility. A survey aimed to determine what learners think about the VR experience: Based on the initial findings, most learners (>86%) said the virtual reality component was fun, engaging, and interactive. Meanwhile, 37% concurred that virtual reality training directly improves their academic achievement in the Fluid Mechanics unit, along with many learners (>93%) wanting to see more VR lessons in Fluid Mechanics [32].

One well-known method in engineering education is to improve the practical skills of learners by having them observe actual laboratory and workshop demonstrations. Laboratories and workshops help trainees become effective problem-solvers with suitable thinking, imagination, and scientific presentation degrees. Industry is in great demand for these talents, but these physical facilities are costly, space-consuming, and confined. Furthermore, because of the quick increase in enrolment, it is now more challenging for undergraduate science and technology scholars to obtain appropriate hands-on knowledge in the labs. The textbooks and seminars frequently employ conceptual arguments, yet putting reality onto the surface can be difficult [32].

In ancient Chinese architecture, tenons are a common type of wooden design. However, since one cannot dismantle historic structures, it is challenging to comprehend the fundamental concepts and designs. Using the virtual laboratory built by immersive virtual reality technology, students can concentrate intensely on their educational pursuits and relish a complete educational experience. Participants can access the simulated assembly area by donning HCT headgear and clicking on the Unreal platform. From the first-person point of view, one can rumble in a three-dimensional space. As in everyday life, they can immediately grasp the intricate details of different mortise structures and experience their visual context of actions [33].

VR gaming education produces an immersive educational setting that allows students to fully express their determination, increase their excitement and interest in acquiring knowledge, and gain a more straightforward and intuitive comprehension of professional expertise in numerous fields. VR game instruction can improve users’ immersion using realistic environment scene layouts. An extremely flexible human–computer interaction system makes greater and richer expressions of feeling possible, which also allows for greater participation in VR games. Through VR contextual instruction, students can address learning difficulties and develop their understanding system by maintaining a high level of involvement, eagerness, and a positive mindset toward the game. Users can build a 3D virtual setting with virtual reality technology, like a computer’s virtual simulation. Participants can experience a virtual space in three dimensions by simulating an online setting and creating a new participatory inquiry incorporating multiple pieces of data. Students can actively build understanding in an online setting thanks to virtual reality. To choose and analyse an extensive range of instructional materials, combine fresh data and prior knowledge naturally, and build a more profound understanding system, students depend on their cumulative experience [34].

Using virtual reality to enhance experiential education has become popular in engineering education. Immersion in virtual reality classrooms can lower the entry barrier for challenging courses, such as computational fluid dynamics simulations (CFD). These settings can enhance intellectual capacity through sophisticated engagements and easily accessible technical knowledge. They can also significantly impact behavioural components of learning, such as bringing in and inspiring pupils. VR classrooms could pave the way for sophisticated learning environments that are easy to use and of excellent quality, supported by CFD simulations. The 4C/ID concept is one of several intriguing approaches to educational design that has gained popularity as an instrument to support complicated classrooms across numerous fields. In facilitating complicated instruction, the 4C/ID approach offers four main elements: learning tasks, just-in-time information, supportive information, and part-task practice. Using a combination of the educational design concepts emphasised by the creation tools and the 4C/ID components, a virtual garage’s educational setting is essentially organised [35]. The virtual garage is shown in Figure 2 below.

Figure 2. The Virtual Garage.

VR’s intellectual and behavioural benefits can assist instructors in lowering challenges for subjects that their pupils find difficult. Computational fluid dynamics (CFD) models are essential technologies for creating and investigating chemical engineering issues. While instructors and students in engineering education can directly use CFD simulation technologies, learners and instructors must overcome several implementations and operation-related problems [35].

Head-mounted devices give consumers the impression that they are an integral component of such immersive virtual spaces, in contrast to desktop-based simulated spaces. Participants in vocational training and education scenarios should use IVR. Vocational education, for instance, may be conducted without equipment and machinery or by not running the danger of costly mistakes leading to damages. Nevertheless, organisations need to adopt IVR to capitalise on these opportunities effectively. Considering that the accessibility of innovation rarely translates into its usage, it can be required to investigate the reasons behind target groups’ acceptance or rejection of technologies to improve predictions and encourage technology adoption [36]. Because significant amounts in mathematics formulation are not seen in experiments by participants, real-world tests are frequently inappropriate for explanations. Teachers can show learners through mathematical computations; however, learners need help to perform these tasks independently. Thus, UNREAL ENGINE 4 can construct a virtual environment for fluid mechanics. The virtual environment then allows the pupils to explore and feel the fundamental physical consequences by enabling them to modify the flow.

In a study, assignments and lecture results related to the fluid mechanics courses were implemented, and the researcher assessed outcomes. The researcher then used the outcome to determine virtual reality’s advantages in the classroom. Presenting in a virtual practical course the flow via a sectorial jump by a virtual laboratory in which students can use the commercial programme UNREAL ENGINE 4. Because of this application’s quick and excellent image illustration, many modern computer games (such as Unreal Tournament, Fortnite, Mass Effect, etc.) use it. They also exhibit a resemblance in terms of gaming controls. The maker’s pricing strategy is an additional benefit of the engine, as the programme that runs the engine is free for educational reasons [37].

An extensive sample of students who used a VR-based flight simulator as a component of an ongoing evaluation were monitored in a study by a researcher, and the results yielded insightful information. According to preliminary findings, 70% of learners said that utilising virtual reality gear enhanced their educational achievements during the module, and every learner said virtual reality provided an additional immersive environment for learning. The results of this study highlight the prospective advantages that incorporating virtual reality glasses into technical curricula could have for improving learner participation and fostering the development of practical abilities in immersive simulations. Two students accordingly assumed the roles of pilot and co-pilot to replicate lifelike cockpit situations. The lab uses high-end controls (stick, throttle, and rudder pedals represented by a mouse) to give the pilot a genuine haptic sensation. The human pilot may steer the plane, change thrust, open the flaps to adjust the aircraft, and turn on the autopilot using the controls. They view a separate screen that displays the pilot’s views of the surroundings and cabin within the classic flying simulator without virtual reality. The pilot can only look around using the mouse since the scene is fixed [38]. The co-pilot’s area, featuring a separate display with a replica of the cockpit monitoring panel, is further depicted in Figure 3 below.

Figure 3. VR-based flight simulation framework.

One of the central tenets of engineering education is real-world application. Therefore, every engineering course must include real-world, practical knowledge. Project-based learning (PBL) can help learners better understand the real world. PBL encourages academic achievement because it is a student-focused approach to training, where students engage with one another in exploring a real-world problem or challenge. According to studies, PBL’s close resemblance to engineers’ professional practices makes it a perfect fit for training in engineering [38].

The last few years have seen a rise in the accessibility of virtual reality, both regarding technology and layout. A wide range of recording devices, software for editing, and virtual reality headsets are accessible for building and viewing environments using VR. Simulations based on VR have long been utilised for pilot and training in medicine, offering a safe means of gaining expertise in circumstances with more significant hazards. Singh et al. compared responses from learners engrossed in 3D VR programmes and their learning goals with those from learners watching 2D films in an investigation [39]. Because 3D VR packages improve practical instruction, learners choose them over 2D movies. According to the inquiry, 2D movies could have been better at precisely reproducing situations than 3D VR components were.

Nevertheless, research has also indicated that the educational results of 2D films and 3D VR packages are comparable. Much consideration must be given to its design to get the most out of the VR experience. Immersive VR classes may improve the education of learners with excessive extraneous displays or distractions unrelated to the subject matter. The content presented needs to be the focus of the virtual setting [39]. Cai [40] suggests using the phrase “in-depth learning” in the instructional approach of VR educational purposes to characterise the objectives of educational technology like VR. Visualisation is typically 2D-based, whether in textbooks or projection screens, so Cai demonstrates how 3D visualisation can help learners grasp objects of study, principles, and procedures effectively. He says interactions among users and simulated items in virtual worlds—for example, someone inside a virtual cell watching the organelles within it or an aircraft engine or river creation visualised in three dimensions—would produce exciting and genuine methods to boost instruction. Learners can grow in technical awareness and comprehend challenging ideas [40].

In contrast to face-to-face (FtF) tuition, this study examined the advantages and disadvantages of IVR-based interactions for building tasks. The authors compared the efficacy of IVR-based discussion in virtual settings and conventional face-to-face conversation in real life. The experiment’s findings demonstrated that face-to-face and IVR-based collaboration facilitates effective interaction in terms of conversation excellence, depth, and transparency.

According to the research, IVR-based interactions may offer extensive data while serving as a backup means of interaction for organisations or classes that are far out geographically. To help participants of construction education projects communicate more effectively, IVR-based conversations’ relevance and correctness need to be improved [41]. According to the research results, improving human-to-human connection within the IVR system is critical to improving communication efficiency. Riverside’s 5E exploratory educational model is shown in Figure 4 below.

Figure 4. Using VR instruction, Riverside’s 5E exploratory educational model.

Specifically, it becomes essential to build IVR-based methods of interaction that facilitate the interchange of non-verbal signals, such as body position, actions, and gaze. For participants spread out geographically, IVR-based methods decrease miscommunication and improve the suitability and precision of interactions amongst project participants. It helps students feel more connected collectively in the IVR setting. IVR-based interaction has much to offer as a substitute way to communicate that can complement or replace established avenues of communication, even though it may still require technological advances. The IVR-based collaboration will help improve the management of big-scale global projects by linking far-distant participants in real-time [41]. Figure 5 show IVR environment with avatars

Figure 5. IVR environment with avatars.

Due to declining costs, virtual reality is becoming far more accessible beyond the businesses for which it ideally operates. Improved learning design and well-considered educational standards have accelerated the use of virtual reality in education, particularly in STEM (science, technology, engineering, and math) subjects. Reduced expenses allow researchers to interact using subtle processes and produce visible educational results; researchers’ involvement and usability offer great promise. This research presents a novel method for improving the user’s comprehension of any mathematical equation by employing a VR programme for plotting an individual’s graph. The suggested approach uses the Unity tool and the C# programming language. Students can view and engage with the mathematical equation graph using the proposed technique in a virtual reality setting [42].

In an investigation on immersion VR simulations for ongoing work, the goal was to improve and streamline mobile communications technologists’ practical training. According to initial trial findings, users considered the interface straightforward and enjoyable. Most said that individuals felt more involved with the material than their prior instructional encounters. Trainees voiced dissatisfaction with tracking their hands, including how the system enables participants to control things in the 3D setting; however, a survey anticipated that the Oculus Integrating package’s hands-tracking technology was still undergoing tests. Although the application relied on hand motions like pinching and holding for moving things, everyone taking part anticipated that the hands would function as they would in everyday life. At the beginning of the programme, trainees were perplexed by this disparity, but through practice, each one improved. Furthermore, hand tracking depends on the cameras in the front panel of the Oculus Quest headgear. For future experiments, suppliers must clarify precisely how the equipment works, as many participants were confused by this behaviour [43].

A study identified six essential groups and variables that affect the efficacy of immersive instruction within higher learning: learning design, technologies, immersion, participation, interaction, and functionality. From a different article, an investigation looked for fresh perspectives on essential variables. However, it continues to have limitations due to the expanding vocabulary surrounding virtual reality and immersive education, including augmented reality, 360-degree movies, CAVE, and direct 3D screens. There is a need for more discussion of the theory of learning, which is the cornerstone of immersion educational experiences and needs improvement, as seen in earlier literature reviews. Subsequent research indicates that researchers should develop a framework appropriate for immersive instructional design according to the connections and interdependence of the abovementioned elements. Institutions from The Cognitive Affective Model of Immersion Learning (CAMIL) might adopt such a model. Immersion training continues to utilise Unity3D primarily for software development. Every time a new technology is adopted, users must investigate the effect on educational results for the price-to-value ratio [44]. To guarantee that instruction and study in colleges and universities remain applicable in the context of the Industrial Revolution 4.0., researchers established the Future-Ready Curriculum (FRC). The interactive website FLUID-LABVIR provides academics studying engineering and fluid mechanics with an immersion learning environment. The applications, developments, and difficulties of immersive learning have been discussed extensively in research articles. However, information for review regarding the current application of immersive learning, particularly in the engineering sector, is lacking. One of the issues with employing VR technology is that numerous learners feel uneasy when watching virtual reality movies [45].

For participants to practise experiments in the lab, this platform offers multiple platforms and an online structure that utilises multimedia content and a simulated construction simulation. The site contains movies that explain concepts, tests, illustrations, and graphics. Throughout the school year 2020–2021, researchers used three techniques in the simulated laboratory task: Head Losses in Piping (FM–HLP), Flowing in Open Channel (FM–OC), and Wind Tunnel (FM–WT). Participants deemed the simulator more engaging than conventional techniques and a suitable replacement for face-to-face experiments [46]. According to a literature review, implementing immersive learning at an academic institution requires a comprehensive strategy that includes developing software and hardware solutions for immersive instruction, establishing a dedicated virtual and augmented reality laboratory with the necessary technological resources, incorporating immersive studying techniques into academic programmes, and conducting studies to investigate the efficacy of immersive education [47].

They aimed to quantitatively assess an immersive virtual learning setting for application in operator education for mechanical and plant engineering machinery. The investigation’s numerical findings demonstrate an enthusiastic embrace of modern technology regarding its utility, simplicity, and desire for usage by trainees, along with favourable evaluations of educational achievement and drive during the process. All user-encounter measures fell inside the extremely appropriate spectrum. The effort required for the cognitive assessment in VR training had been favourable and within the middle of the spectrum [48]; a survey was conducted to compare the effectiveness of an in-person and a virtual laboratory. The review of this instructional strategy’s efficacy relied on three factors: (i) response from learners collected through a questionnaire via open-ended inquiries and a Likert scale for comments, (ii) the level of trainee engagement with the virtual lab, and (iii) its impact on the student’s academic achievement as measured by the outcomes of the classroom test. Learners expressed greater trust in their knowledge of the virtual lab material than in the actual lab. It is fascinating, considering that the curriculum for only one study’s virtual and in-person labs is the same. Participants also expressed gratitude for the flexibility of the virtual lab, highlighting its accessibility at any time from any location and the length of time required to do a task [49].

Virtual reality in architecture and construction is an emerging trend with various benefits for professionals and academics, going above the integration of technology for BIM. At the University of Lleida, a series of immersion exercises took place in the Technical Architecture and Buildings degree programme to quantify the prospective benefits of this technology. The findings showed how simple it was for trainees to pick up virtual reality tools and how beneficial these options were as specialised operating instruments, particularly for designing stages and being an excellent way to teach architecture and construction [50].

In an evaluation of a virtual reality simulator designed to improve and streamline field service communications engineers’ practical training, preliminary testing findings from the studies revealed that all respondents observed the system as fascinating, and most of the respondents liked the process and considered it typically simple to operate. However, those who had not played video games discovered the interface challenging to get used to, possibly influencing their report on satisfaction and challenges in finishing specific tasks. The attendees stated that it proved more difficult to familiarise themselves and perceive depths when manoeuvring within a 3D setting on a 2D display. They felt that they encountered excessive dependence on the keyboard and mouse collaboration. Thus, many indicated that a comparable application could work more effectively with an immersive virtual reality headset [51]. Nevertheless, stakeholders need to synthesise more information on the management and linking of VR and AR in learning, such as the developments and the course of research in other areas. Investigations have demonstrated that trainers should thoroughly assess the sustainability of technological advances and the potential of embracing them in educational settings before incorporating them into their students [52].

A Unity programme called the Eindhoven Acoustic Virtual Reality (EAVR) system allows users to fiddle with various acoustics combinations of materials and room sizes while hearing these modifications in real time. The tutors and students may use the EAVR programme with the head-mounted display (HMD) or a computing monitor. It is possible to modify or save a scene’s auditory characteristics using inspections of the present state, which can then be retrieved and contrasted when the user is in the space. The programme uses an enhanced version of Resonance Sound that has been adjusted for instructional purposes so that the coefficients of absorption of the acoustic substances and the estimated reverberation time are shown [53].To present the full immersion to the user, virtual reality platforms are also essential. Controllers can be either complete control panels, wherein users must manually carry out the activities, or portable controls, where operations are assigned to buttons [54].

This study’s presentation of beneficial results that could benefit students, educators, organisations, and educational institutions was motivated by the need for systematic studies examining the effects of VR and instructional analytics on various student and instructor types inside different schools [55]. On the internet, trainees can virtually carry out simulated laboratory tests. Additionally, with better access, trainees can perform experimentation at any time and from any location [56].

The Internet of Things integrates the virtual and physical worlds. Internet-connected intelligent gadgets gather, process, and occasionally distribute critical data. This can help with remote learning virtual reality educational settings [57]. Studies on the applicability and effects of both VR and AR technologies on online instruction in educational institutions is crucial. It should focus on how these tools affect educational outcomes like achievement and involvement at all levels of higher education, from course preparation to student assessment and rating [58]. The widespread availability of reasonably priced gear and software, along with advances in technology, has increased the viability and appeal of VR in many fields, especially education [59]. (VR), when implemented as head-mounted devices (HMDs), could lead to novel approaches to teaching medical information in situations with limited resources. The benefits include the fact that HMDs allow for repetitive practice in many kinds of healthcare specialties with no negative patient outcomes [60].

At the same time, this is something new; such research approaches still need to be improved in new long-term investigations to confirm if institutions manage instructional enhancements as time passes. Disparities regarding instructional methods, such as setting, samples, time frame, socioeconomic status, or educational programmes with distinct content, must be recognised [61]. Training in real life would ordinarily be difficult or impossible, but VR gives students the chance to safely play out realistic circumstances where making the right judgements is crucial [62].

Classrooms today and in the future should be significantly impacted by technology advancements. Such technological developments comprise the high-speed web, virtual reality, and the new era in AI. The rate of data transmitted by the upcoming 6G network generations will be more than adequate for real scenarios in VR applications like telepresence and teleoperation [63]. A novel approach in educational delivery called “education 4.0” attempts to develop academics and the forthcoming generation of trainees ready for the impending technological shift, which calls for novel skills and technologies like 3-D printing, cutting-edge robotics, and the Industrial Internet of Things (IIoT). The change from conventional schooling to everywhere, individualised training that is an element of the interconnected virtual environment has also been made necessary by the COVID-19 pandemic. Learners can experience and operate tangible items virtually thanks to the 5G mobile network’s exceptional latencies and dependability capabilities [64].

The novel, technologically advanced virtual reality education options have significantly benefited from the commercial deployment of 5G networked communications. Virtual reality schooling is an example of a high bandwidth application that puts much strain on the conventional network structure. In addition to meeting the needs of real-time illustration, ultra-low latency, and short-loop VR stream delivery, multiple access edge computing (MEC) can move the user panels nearer to the interface [65]. Inspired by 5G, 6G goes beyond helping individuals and objects to facilitate efficient interaction between smart devices, transitioning from IOE to everything intelligent and helping to build a promising future for intelligent IOE and digital twins. A virtual reality fused setting in the education metaverse uses the latest innovations, including blockchain, AI, 5G+, 6G, VR, AR, MR, digital twins, and more. It blends the virtual and real worlds, links virtuality with objective reality, and is a sophisticated and intelligent educational setting that fosters relationships and training [66]. IoT plus 5G have just started developing their unique moment and are expanding into more exciting technologies such as autonomous cars, intelligent plants, and remote surgeries. The requirements of 6G will involve use cases and reinventing the flexible framework engineering. Setting that availability apart, 6G will lead to future technological advances that redefine business models around information utilisation because it will be both a physical and virtual norm, opening new opportunities for innovative organisation authorities [66]. Table 1 below shows VR Approach, Strengths and Challenges for 10 selected review articles.

Table 1. VR Approach, Strengths and Challenges for 10 Review Articles between 2019 and 2023.

Reference	Approach	Strengths	Challenges
[54]	Survey and case study	The stimulation of an immersive engagement. Full spectrum of sensations, including tactile, auditory, and aromatic immersion.	High Costs Absence of monetary and managerial assistance Teachers’ sluggish uptake and shortage of excitement for using XR technologies in the learning environment Creates a virtual environment with numerous scenarios for testing and details, which takes a lot of background effort. Lowering users’ emotional experience.
[9]	Qualitative and Quantitative or mixed methods	Enhancements in perceived ease of use, favourable opinions on the user experience as well as educational results or accomplishments.	Despite the growing popularity of VR simulations, there are still few analyses available to educate teachers and trainers about the application of VR in STEM fields.
[55]	PRISMA instructions	Among every kind of school, the greatest benefit was observed in increased enthusiasm and focus rates. Entertaining exercises that inspire students to participate Strives to improve colleges and universities students’ retention of information. Fostering the students’ self-assurance Help in instruction” was the impact on teachers. Teachers will become content facilitators rather than content providers.	The expenses related to the implementation and upkeep of technology The price and accessibility of software It takes a specialist with the required abilities and knowledge in 3D modelling, computing, and a thorough comprehension of the topic to create such content. Another obstacle was discovered to be a lack of reality. Immersion technology can frequently be complicated and difficult to use, particularly for freshmen or those who need to improve their technological skills. Unfavourable encounter with technologies Possible negative consequences of extended usage of immersive technology, like eyestrain or motion sickness
[56]	Systematic literature review	You may utilise the virtual laboratory from wherever at any moment. Experiments can be conducted by students without regard to time, money, or space constraints.	The paper focused on benefits only.
[57]	Survey	HMDs, which offer complete immersion through 3D virtual environments that mimic reality, are the foundation of most contemporary VR solutions currently in use.	It has no additional extensive study.
[58]	Systematic umbrella review	Positive influence on participation as well as performance of students	It is also important to remember that, despite declining costs, virtual reality remains a somewhat complicated and costly product.
[59]	Comparison	A form of education that more effectively satisfies the demands of learners in today’s world, who seek pleasure, interaction, involvement, and manipulation of items.	It will not be possible to effectively integrate VR into classroom instruction unless certain technological and societal problems are fixed, and educational curricula are modified to fully utilise the technology’s capabilities.
[60]	Systematic review according to PRISMA	Head-mounted devices (HMDs) may open new ways of teaching medical content for low-resource settings. In many healthcare specialities, HMDs allow for repetition with no harm to the patients. They may also open new avenues to study complicated healthcare stuff and remove ethical, monetary, and supervisory restrictions on the use of cadavers and other skills lab equipment, which are conventional healthcare teaching tools.	Many HMD-based treatments were trial projects with limited scope. The use of HMDs in surgery and anatomy is very common, but it is unclear if and how other medical specialities could benefit.
[61]	Quantitative exploration with a bibliometric study	Virtual platforms can offer a secure setting for testing things that may be risky and frequently mimic school settings. Every level of study has seen a rise in the usage of technological tools, which instructors are implementing to enhance students’ educational experiences.	The ability of these didactic tools to increase their instruction efficiency in comparison with various conventional approaches constitutes one of their main limitations. Equal opportunity for all pupils and user confidentiality are additional factors that need to be considered.
[62]	Participants and design	Several research findings have revealed that desktop virtual reality has a higher motivating impact than traditional instruction. Investigations comparing the success rate of complete immersion virtual reality (i.e., heads-mounted displays) with traditional training methods have repeatedly demonstrated that immersive virtual reality is more efficient in terms of inspirational effects, such as pleasure, inspiration, and confidence measured by self-reports.	Prior research examining the effectiveness of virtual reality-based safety instruction in comparison to conventional techniques has been inconsistent. Owing to the novelty of the interaction and lack of experience with controlling gadgets, training can be negatively impacted by inexperience in technology.

2.2. Search Strategy

We thoroughly searched several scholarly databases, notably Springer, IEEE Xplore, Scopus, and Google Scholar, to find pertinent studies. The search used various phrases and keywords about immersive learning, engineering education, virtual reality, VR in education, and other topics. The analysis was restricted to papers published between 2019 and 2023 to include the most current advances in this area. We excluded 2024 since it is still ongoing. Table 2 shows the inclusion and exclusion criteria used.

• Inclusion and Exclusion Criteria

Table 2. Inclusion and Exclusion Criteria used.

Inclusion Criteria	Exclusion Criteria
Studies that have been printed in conference proceedings or peer-reviewed journals.	Articles without peer review, including editorials, opinion pieces, and magazine articles.
Studies concentrating on the application of virtual reality to engineering instruction.	Research is not especially connected to the teaching of engineering.
English-language articles.	Articles released prior to 2019.
Research using case studies, quasi-experimental, or experimental approaches.	Research lacking significant qualitative analysis or empirical data.
Studies in book chapters.
Studies with peer review that were released between 2019 and 2023.	Studies that do not discuss enhancement of skills or educational results.
Empirical research on the application of virtual reality (VR) in undergraduate and graduate engineering education.	Studies that do not concentrate on engineering education or virtual reality.
Studies that gauge improvement of skills, participation by students, or educational results.

Table 2. Inclusion and Exclusion Criteria used.

Inclusion Criteria	Exclusion Criteria
Studies that have been printed in conference proceedings or peer-reviewed journals.	Articles without peer review, including editorials, opinion pieces, and magazine articles.
Studies concentrating on the application of virtual reality to engineering instruction.	Research is not especially connected to the teaching of engineering.
English-language articles.	Articles released prior to 2019.
Research using case studies, quasi-experimental, or experimental approaches.	Research lacking significant qualitative analysis or empirical data.
Studies in book chapters.
Studies with peer review that were released between 2019 and 2023.	Studies that do not discuss enhancement of skills or educational results.
Empirical research on the application of virtual reality (VR) in undergraduate and graduate engineering education.	Studies that do not concentrate on engineering education or virtual reality.
Studies that gauge improvement of skills, participation by students, or educational results.

• Data Extraction and Synthesis

To make eliminating duplication easier, all the research papers found during the first scan were imported into the reference management programme. Two phases of the filtering procedure were carried out: the full-text evaluation came after the title and abstract screenings.

• Title and Abstract Screening

All identified articles were assessed for relevancy using inclusion and exclusion requirements by two separate reviewers who each reviewed one’s abstracts and titles. Resolving disagreements amongst reviewers involved talking it over or consulting an additional reviewer.

• Full-Text Screening

We chose publications’ full texts, and we evaluated their eligibility. We then gathered pertinent data, carefully examining each investigation to determine its design, sample size, VR application, educational results, and principal conclusions.

• Data Synthesis

We applied the narrative method, collected and synthesised information, and categorised papers according to prevalent themes and results. The synthesis’s objectives were to spot trends, assess VR’s usefulness in engineering education, and point out gaps in existing research.

• Quality Assessment

We employed a standardised checklist modified from the PRISMA to evaluate the calibre of the included studies. We assessed every study according to standards such as the degree of clarity in the research objectives, suitability of the technique, reliability of the findings, and overall contribution to the area.

• Limitations

Although this analysis aimed to offer a thorough overview, it is crucial to recognise any potential shortcomings. These factors, such as publication bias, the exclusion of non-English studies, variations in research methods, and the use of VR, may impact the generality of the results. Notwithstanding these drawbacks, the systematic review provides insightful information about the use of virtual reality in engineering education and points the way for further study.

• Objectives and Research Questions

This systematic literature review’s main objective is to methodically assess the usefulness and impact of virtual reality applications in engineering education, emphasising the difficulties associated with implementation, learning results, learners’ participation, and improving skills.

• Research Objectives

The primary objective is to assess how well virtual reality tools work, how easy they are to use, and how they affect engineering education in various fields.

• Secondary Objectives:

• List the benefits and difficulties of applying virtual reality to intricate engineering ideas.
• Examine the long-term effects of VR on the involvement of learners, practical abilities, and recall of knowledge.
• Examine the successful and sustainable integration of virtual reality into current engineering programmes.

• Questions for Research

• In what ways do virtual reality tools improve engineering education’s student achievement, recall of information, and the acquisition of professional skills?
• What difficulties and technological obstacles exist when utilising virtual reality in education for engineers, and how may they be overcome?
• In comparison to conventional teaching approaches, how does virtual reality impact student inspiration and participation?
• What opinions do educators and students have about VR integration within the curriculum.

Figure 6 summarises the research questions and research objectives.

Figure 6. Objectives and research questions.

3. Materials and Methods

Methodology

• Study Design

This systematic literature review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards. PRISMA ensures transparency and thoroughness in the research process by offering an organised method for performing systematic reviews. The study covered only five years mainly because technology is changing rapidly, and there is a need to research current and latest trends. We used ChatGPT for content creation and QuillBot for language improvement.

We used a systematic review for a thorough literature search using the PRISMA framework to find and choose research on virtual reality in engineering education,

Meta-Analysis: Quantitative data from chosen research publications will be combined and examined where suitable to assess VR’s overall efficacy.

• Search Strategy

We chose goals and research questions that met the exacting requirements of MDPI journals, guaranteeing a comprehensive and robust methodological analysis of virtual reality in engineering education using the PRISMA method.

• Systematic Literature Review Process

We initially retrieved the data for this study in June 2024. We then added another reference during the first revision in September 2024. The year range imposed was from 2019 to 2023, five years, and we excluded 2024 since the year is yet to be completed. However, we added studies of 2023 and 2024 in October 2024. To cover all the content written about this subject over the years in question. In the scientific literature on the state-of-the-art, we reported using a relevant and comprehensive search formula covering any level of education and subjects. Because of this, and because the subject is multidisciplinary, we employed the following search using the “Boolean operator technique: “(‘Immersive learning’) AND (‘gamif*’) AND (‘Virtual Reality’) AND ‘(Engineering Education’) searching criteria in SCOPUS; for the IEEE database, the Boolean operator used the keywords “All Metal data”; Engineering Education”. For Springer, “Immersive learning” AND “Virtual Reality” AND “Engineering Education”. Lastly, for Google Scholar, we employed the “allintitle” operator, together with the exact keywords as IEEE.

The procedure, shown in Figure 7, adhered to and followed each step and specification of the PRISMA declaration. Four databases were used in this study: SCOPUS (87), IEEE 7, Springer 464, and Google Scholar 21. We excluded 354 records because they were considered duplicates. We then screened 144 articles. The inclusion criteria were the use of virtual reality in engineering education and research embracing educational applications published in peer-reviewed publications. We disqualified 433 documents from the investigation because we realised, they did not satisfy the study’s eligibility criterion. The 144 papers that we requested to be retrieved were all found. We also screened 121 articles manually.

Figure 7. PRISMA 2020 flow diagram searches of databases and registers.

Consequently, 23 articles qualified for our review. Furthermore, we did not consider one more paper because it contained an incomplete article. We included 43 reports manually. As a result, the review included and examined 66 publications.

4. Results and Discussion

4.1. Benefits of Virtual Reality in Engineering Education

• Improved comprehension of complicated ideas: VR makes sophisticated engineering structures and systems visually appealing, which aids trainees in comprehending spatial connections and functionality which are frequently difficult to comprehend using conventional techniques [32,34,36].
• Interactive Education: by allowing participants to work using simulated designs, adjust parts, and see the results of their modifications instantly, interactive instruction helps them comprehend the material better [1,25,29].
• Safe Environment for Experimentation: virtual reality offers trainees a risk-free platform to carry out studies and hone skills without worrying about getting hurt or paying for materials that come with actual-life testing [36].
• Enhanced Engagement: immersion VR can improve motivation and commitment among learners, resulting in greater enjoyable and interesting learning [1,25,28].
• Adaptability and Accessibility: since VR can be accessible distantly, it provides numerous educational possibilities and allows educators and learners in various regions to collaborate [12,18,26,35,41].

4.2. Virtual Reality Uses in Engineering Education

Figure 8 below shows virtual reality uses in Engineering Education. They are five identified uses with a brief explanation of each one of them.

Figure 8. Virtual Reality Uses in Engineering Education.

• Learners studying engineering can build and work with three-dimensional models of machines, systems, and structures. Three-dimensional models facilitate in-depth examination and comprehension of creative concepts [16,17].
• By taking learners to factories, building sites, and technical sites across the globe, virtual reality could offer them an understanding of practical uses and industrial processes [2].
• In technical education, trainers and trainees may use VR technologies for accreditation and evaluation and provide practical instruction for specialised skills like welding, circuit design, or operating a machine and telecommunications [20,23,24,25].
• Multiple-user virtual reality settings support cooperative tasks, allowing participants to collaborate on technical issues no matter where they are in the world [18].
• VR labs replicate actual lab conditions wherein trainees can practice techniques, perform tests, and learn how to use equipment without being physically constrained [13,22].

4.3. Challenges in Using Virtual Reality in Engineering Education

Figure 9 below shows virtual realitychallenges in Engineering Education. They are five identified uses with a brief explanation of each one of them.

Figure 9. Challenges in Using Virtual Reality in Engineering Education.

• The cost of high-end virtual reality gear and programmes may be prohibitive for many educational organisations [9,12,21].
• Since virtual reality technology is still developing, issues with resolution, latency, and field of vision may affect how users interact [20].
• Producing instructional virtual reality content takes time, experience, and money. Instructors might need assistance creating and implementing a VR-based curriculum [20,24].
• It may be difficult but necessary to ensure VR is available to all trainees, particularly those with disabilities [9,13,26]
• Certain educational facilities and professionals could be reluctant to embrace technological advances, favouring more conventional approaches to instruction [25].

Owing to the constraints of virtual reality setups, namely their restricted degree of movement, a typical range for motion is just 3 × 2 m², which makes it challenging to replicate exercise that calls for a broad range of mobility. For instance, practising for long-distance chases is not possible. It also performs poorly in exercises needed for precise activity due to the absence of performance feedback. For example, a patient’s suffering could worsen if the healthcare worker does not appropriately bandage their injuries. Simulating patients’ reactions in VR-based nursing education could be difficult [14]. The difficulties associated with geosciences field-based education include liability concerns, access to learners with disabilities, and safety worries. Due to budget constraints, geoscientists working in smaller universities may use inadequate outcrops and occasionally take weekend travels to better areas. Pedagogical deficiencies can still affect field excursions, even in cases where institutions resolve logistical problems. Supervisors usually lead classes in observing certain geological occurrences, but crowded spaces, rugged terrain, and little knowledge might make it difficult for learners to participate altogether. Interference from surroundings, such as inclement weather and loud noises, further muddles the learning process and may prevent some learners from accessing it or make it less beneficial [15]. The time and money required to develop hardware and software, potential implications on safety and wellness, the discomfort of wearing headgear, potential unwillingness to use, and its incorporation into educational environments are some drawbacks of utilising IVR. Furthermore, participants are susceptible to becoming overloaded and distracted in intense VR situations, hindering their ability to study. Using IVR may interfere with educational procedures by reducing memory capability, contingent upon the teaching objectives [23].

4.4. Future Directions

• Developments in VR Technologies: as VR hardware and software keep developing, the quality and availability of VR experiences will improve, making them more widely available and reasonably priced [16].
• Integrating with Different Technologies: extremely immersive and engaging educational settings can be produced by fusing virtual Reality with haptic feedback, augmented reality, and machine intelligence [11,22].
• Growth of VR Material: there will be a rise in the amount of excellent, varied VR instructional material available as further organisations and universities make VR investments [18,21,22,29].
• Innovation and Research: current investigations on the usefulness of virtual reality for instruction will shed light on current standards and aid in advancing the creation of VR-based instructional strategies [18,22,29].
• Broader Acceptance: VR is becoming more widely used in engineering programmes globally as its educational advantages become more apparent, revolutionising how upcoming engineers are taught [13,25,27].
• According to studies, educators and scientists should consider using 360-degree videos alongside various immersive technologies not used in the classroom. These movies work best when viewed on smartphones and whiteboards or streamed straight to a head-mounted display. Very beneficial in learning environments are 360° videos. The first factor that makes 360° videos accessible is the low cost of the essential equipment required to see them, including a smartphone and a cardboard box—a device that learners typically hold. Secondly, viewers may employ their expected sensory–motor contingencies—such as head movements—to explore the environment presented from a selfish point of view. Viewers feel encouraged to start processes related to immersion, which promotes education. Despite being extremely straightforward and simple, they still provide an immersive encounter [13].
• Field visits in STEM fields like geoscience are essential to developing skills, integrating information, and readiness for continuous education. As new technologies proliferate and IVR becomes more widely available, virtual field trips (VFTs) are becoming increasingly recognised as a viable teaching tool to augment or replace authentic field trips (AFTs), given the documented efficacy of educational technology. The applications of VFTs in place-based STEM education have, however, received little attention from researchers, and there currently needs to be more empirical information comparing the educational experiences and results achieved by learners on field trips in virtual reality with VFTs viewed on computers [15].
• Increased immersive response has been obtained from our study using 3D scene reconstruction approaches that use point cloud models from technologies like iDAR and depth cameras to overcome these restrictions. But there are still difficulties. Large data volumes that hinder analysis and exchange between the robot and controller make real-time model rendering challenging for many three-dimensional reconstruction methods that rely on raw point cloud data. Furthermore, the lack of physical features like weight and collision detection in these point cloud models makes it more challenging to develop a more complex control system based on physical models [16]. We recommend more research in this area.
• Institutions and educators should ideally research the use of technology in education because it impacts them directly in the natural world. Emphasis should be on the significance of collaborative methods to the investigation as a way that brings together a specialist academic community to deal with and resolve problems that unavoidably occur when employing novel technologies in education settings. It additionally improves the trustworthiness and validity of results from studies beyond their current investigation setting [18].

• Summary

The implementation and effect of virtual reality in engineering education were the topics of papers released in 2019 and 2023 that we have included in the systematic literature review. We divided the findings into four primary categories: participation by learners, practical enhancement of skills, efficiency in outcomes for learning and implementing concerns.

Therefore, task affordances are essential to ensuring that any learning design transcends memorisation and encourages students to learn socio-emotionally. Additionally, VR learning settings need some time to adjust. There have been some instances of motion nausea when using VR, and VR controls are unconventional and take some time to get used to. Acceptance of virtual environments varies among users, which presents a barrier to learning and research [54].

Virtual Reality in education can improve learning, increase comprehension, and encourage the development of practical skills, particularly in engineering education. However, the challenges we have noted above must be addressed by users before learners and instructors in education can use virtual reality on a larger scale. The authors chose a span of the last five years and not more since VR is an emerging novel technology that is constantly changing; therefore, most older references might need to be updated.

• Effective Learning Outcomes:

Multiple research investigations have shown that virtual reality significantly improves learners’ comprehension of complex engineering concepts.

A case study from the School of Engineering at Macquarie University included virtual reality in the Fluid Mechanics course. This virtual reality lab simulated the wind tunnel equipment using 3D digital fluid dynamics data and platforms such as Ansys/EnSight, Oculus, and SteamVR. Although conventional laboratories improve understanding, they are expensive and need much space; virtual reality delivers comparable advantages without these drawbacks. According to research, more than 86% of participants said the VR element was entertaining and exciting, but just 37% said it positively impacted their grades. Still, over 93% expressed a need for additional VR fluid mechanics classes, demonstrating a high level of curiosity about VR as a teaching medium [9].

• Virtual laboratories in engineering education significantly impact how well students learn. Most institutions closed amid the COVID-19 pandemic; thus, learners virtually took lessons to finish the study. Many were having trouble completing their laboratory tests, though. Without lowering the standard of instruction, VLs will assist the trainees in such circumstances as finishing their experimental assignments [24].
• The effective incorporation of technology into the classroom depends on the active engagement and dedication of those instructors who are inherently resistant to transformation [57].

• Retention and Recall:

• This study has discovered that virtual reality enhances these skills. Participants who participated in VR-based instruction recalled material more effectively and had more excellent memory than those who utilised conventional educational instruments [6].
• From an educational standpoint, we advise scientists to consider how well the suggested instructional approach and the employed evaluation methods align. Although most research employs tests to gauge proficiency following IVR, incorporating additional instructional metrics can be more appropriate. A study suggested integrating metrics for learning—like requesting scholars to participate in solving challenges and illustrate their competence over the environment—with retention initiatives. Asking them to record everything they can recall regarding the subject matter they went through would more accurately determine the efficacy of training [13].

5. Conclusions

Virtual reality (VR) is a potent instrument that institutions may use to improve engineering education. It offers notable benefits regarding learning outcomes, engagement, and skill development. However, to reach its total capacity, institutions need to solve the issues of cost, accessibility, and content production. Subsequent investigations should concentrate on customised education, enduring consequences, amalgamation with additional technologies, and expandable execution approaches. By doing this, it will be possible to change the education system and give graduates more significant opportunities to better equip them for the challenges of contemporary engineering.

Inexpensive solutions, such as 360-degree cameras, Google VR Tour Creator, ThingLink, and CoSpaces Edu, make it simple for educators to produce VR material that includes participatory excursions and 3D environments. Already designed lectures are available on sites like The Nearpod and the ClassVR, and it is easy to get students interested in VR without requiring specific expertise by using smartphones and basic applications such as VR viewers like Google Cardboard. Through immersive simulations and virtual labs, VR has the potential to revolutionise engineering education by enhancing student engagement, knowledge retention, and practical skills. However, access to VR infrastructure, teacher and student training, and alignment with learning objectives are necessary for a successful integration. VR fosters critical thinking and teamwork but has drawbacks, such as expensive expenditures, technological difficulties, and the requirement for better evaluation instruments. Additionally, we should do a few long-term studies on the effects of VR. Notwithstanding these obstacles, virtual reality presents significant prospects for transforming engineering education, yet sustainability and access remain crucial for further investigation.