Enhancing engineering student engagement and learning outcomes through WebVR and wearable sensor integration with immersive learning
Abstract This study addresses a critical gap in immersive engineering education by integrating browser-based WebVR with wearable inertial sensors to capture and enhance students’ physical interactions. In a randomized experiment (N = 93), participants experienced either (1) a WebVR environment augme...
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| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer
2025-07-01
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| Series: | Discover Sustainability |
| Subjects: | |
| Online Access: | https://doi.org/10.1007/s43621-025-01436-x |
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| Summary: | Abstract This study addresses a critical gap in immersive engineering education by integrating browser-based WebVR with wearable inertial sensors to capture and enhance students’ physical interactions. In a randomized experiment (N = 93), participants experienced either (1) a WebVR environment augmented with real-time motion tracking or (2) traditional video-based instruction. Pre- and post-tests measured conceptual understanding, while questionnaires assessed immersion, perceived interaction control (the learner’s ability to manipulate and explore virtual components—for example, zooming in on a valve assembly), and motivation. Independent-samples t-tests revealed that the WebVR-sensor group achieved significantly greater learning gains (mean improvement 12%, p < .01) and higher motivation scores (4.1 vs. 3.2 on a 5-point scale, p < .001) than the control. Hierarchical regression showed that adding perceived interaction control increased explained variance in motivation by 9% (ΔR2 = .09, p < .05) beyond immersion alone. These results demonstrate that wearable-enhanced WebVR not only boosts engagement but also deepens conceptual comprehension by granting learners a stronger sense of agency directly supporting Quality Education(SDG 4) by improving engineering education through enhanced conceptual understanding and motivation. WebVR and wearable sensors advance educational technology. (SDG 9) WebVR’s accessibility reduces learning gaps across locations and socioeconomic status, supporting equality. (SDG 10) Wearable create healthier, more engaging environments. (SDG 3) Furthermore, WebVR prepares engineering students for employment, bridging skill gaps and fostering job-ready education. (SDG 8) Our findings offer practical guidance for deploying low-cost immersive platforms in engineering curricula and point toward future work on long-term retention, ethical handling of biometric data, and cross-cultural validation of immersive learning interventions. |
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| ISSN: | 2662-9984 |