Semester
Spring
Date of Graduation
2024
Document Type
Thesis
Degree Type
MS
College
Statler College of Engineering and Mineral Resources
Department
Civil and Environmental Engineering
Committee Chair
Dr. Fei Dai
Committee Member
Dr. JuHyeong Ryu
Committee Member
Dr. Scott P. Breloff
Abstract
Virtual reality (VR)-assisted learning may facilitate an immersive and interactive learning environment and enable learners to explore and interact with learning content at their own pace and interest. However, it is still unknown how well VR is received in engineering learning while empowering autonomy and personalization. The objective of this study is to investigate learners' perceptions of VR-assisted learning in engineering education while allowing learners to learn at their own pace, driven by their personal preference. To this end, experiments were conducted, in which thirty engineering students were recruited and immersed in a VR setting designed to deliver an interactive learning module focused on bridge engineering concepts. After the trial, two questionnaires were administered to collect their feedback. The first questionnaire sought participants' opinions on the technology acceptance of VR, focusing on its perceived usefulness and perceived ease of use. The second questionnaire solicited participants' experiences with VR-assisted learning, focusing on presence and engagement, usability, emotion, and adoption. The results revealed that VR-assisted learning would appropriately accommodate learner autonomy. The findings highlight the potential of using VR in self-directed learning, which may facilitate engaging and personalized learning experience in engineering education.
Recommended Citation
Mansur, Mohammad Samin, "Understanding Learners' Perception of Virtual Reality-Assisted Learning in Engineering Education" (2024). Graduate Theses, Dissertations, and Problem Reports. 12385.
https://researchrepository.wvu.edu/etd/12385
Embargo Reason
Publication Pending