ISSN: 2226-6348
Open access
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.
Abich, J., Parker, J., Murphy, J. S., & Eudy, M. (2021). A review of the evidence for training effectiveness with virtual reality technology. Virtual Reality, 25(4), 919–933. https://doi.org/10.1007/s10055-020-00498-8
Ahmad, A. R., Ali, D. F., Othman, N. F., Jumaat, N. F., Wahab, N. A., & Sundari, R. S. (2025). A Systematic Review of Web-Based Learning in Enhancing Visualization Skill. Journal of Advanced Research in Applied Sciences and Engineering Technology, 2(2), 119–142.
Ali, D. F., Ahmad, A. R., & Omar, M. (2024). Enhancing Student’s 3D Development and Mental Rotation Skill using Augmented Reality. International Journal of Academic Research in Progressive Education and Development, 13(3), 1709–1720. https://doi.org/10.6007/IJARPED/v13-i3/21966
Ali, D. F., & Mokhtar, M. (2014). Visualization skills among Universiti Teknologi Malaysia student. 2014 International Symposium on Technology Management and Emerging Technologies, 139–142. https://doi.org/10.1109/ISTMET.2014.6936494
Ali, D. F., Omar, M., & Mokhtar, M. (2016). Spatial visualization ability among engineering students in Malaysia. Man in India, 96(1), 203–209.
Alotaibi, R. (2021). An Integrated Framework for Smart College based on the Fourth Industrial Revolution. International Transaction Journal of Engineering, 12(4), 1–18. https://doi.org/10.14456/ITJEMAST.2021.81
Alvarez-Marin, A., & Velazquez-Iturbide, J. A. (2021). Augmented Reality and Engineering Education: A Systematic Review. In IEEE Transactions on Learning Technologies (Vol. 14, Issue 6). https://doi.org/10.1109/TLT.2022.3144356
Baronio, G., Motyl, B., & Paderno, D. (2016). Technical Drawing Learning Tool?Level 2: An interactive self?learning tool for teaching manufacturing dimensioning. Computer Applications in Engineering Education, 24(4), 519–528. https://doi.org/10.1002/cae.21728
Brunhaver, S. R., Korte, R. F., Barley, S. R., & Sheppard, S. D. (2017). Bridging the gaps between engineering education and practice. In US engineering in a global economy (pp. 129–163). University of Chicago Press.
Chang, R.-C. (2024). Using Virtual Reality to Enhance Forensic Science Education: Effects on CSI Learning Achievements, Situational Interest and Cognitive Load. Journal of Criminal Justice Education, 1–20. https://doi.org/10.1080/10511253.2024.2372860
Da Silva, I. B., & Agostinho, O. L. (2018). A strategy for teaching and learning technical drawing. International Journal of Engineering Education, 34(6), 1939–1950.
Delgado, J. M., Oyedele, L., Demian, P., & Beach, T. (2020). A research agenda for augmented and virtual reality in architecture, engineering and construction. Advanced Engineering Informatics, 45, 101122. https://doi.org/10.1016/j.aei.2020.101122
Fominykh, M., Wild, F., Klamma, R., Billinghurst, M., Costiner, L. S., Karsakov, A., Mangina, E., Molka-Danielsen, J., Pollock, I., Preda, M., & Smolic, A. (2020). Model Augmented Reality Curriculum. Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education, 131–149. https://doi.org/10.1145/3437800.3439205
Froyd, J. E., Wankat, P. C., & Smith, K. A. (2012). Five Major Shifts in 100 Years of Engineering Education. Proceedings of the IEEE, 100(Special Centennial Issue), 1344–1360. https://doi.org/10.1109/JPROC.2012.2190167
Garzón, J., Pavón, J., & Baldiris, S. (2019). Systematic review and meta-analysis of augmented reality in educational settings. Virtual Reality, 23(4), 447–459. https://doi.org/10.1007/s10055-019-00379-9
Huang, X., Zou, D., Cheng, G., & Xie, H. (2021). A Systematic Review of AR and VR Enhanced Language Learning. Sustainability, 13(9), 1–38. https://doi.org/10.3390/su13094639
Kaplan, A. D., Cruit, J., Endsley, M., Beers, S. M., Sawyer, B. D., & Hancock, P. A. (2021). The Effects of Virtual Reality, Augmented Reality, and Mixed Reality as Training Enhancement Methods: A Meta-Analysis. Human Factors: The Journal of the Human Factors and Ergonomics Society, 63(4), 706–726. https://doi.org/10.1177/0018720820904229
Khabia, S., & Khabia, D. (2012). Engineering Drawing teaching made easy by use of latest educational technology. 2012 IEEE International Conference on Technology Enhanced Education (ICTEE), 1–8. https://doi.org/10.1109/ICTEE.2012.6208635
Krapp, A. (1999). Interest, motivation and learning: An educational-psychological perspective. European Journal of Psychology of Education, 14(1), 23–40. https://doi.org/10.1007/BF03173109
Liberatore, M. J., & Wagner, W. P. (2021). Virtual, mixed, and augmented reality: a systematic review for immersive systems research. Virtual Reality, 25(3), 773–799. https://doi.org/10.1007/s10055-020-00492-0
Mackenzie, D. S., & Jansen, D. G. (1998). Impact of multimedia computer-based instruction on student comprehension of drafting principles. Journal of Industrial Teacher Education, 35(4), 61–81.
McKim, R. H. (1980). Experiences in Visual Thinking. In PWS Publishers, Boston.
Mokgatla, O. R., & Moseley, A. M. (2020). 4IR Technologies in Industrial Design Education in South Africa.
Ngatiman, S., & Saud, M. S. (2023). Development of Engineering Drawing Teacher Creativity Teaching Practice Construct. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(10), 1–14. https://doi.org/10.47405/mjssh.v8i10.2566
Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2019). Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-first century skills. Virtual Reality, 23(4), 425–436. https://doi.org/10.1007/s10055-018-0363-2
Sanabria, J. C., & Arámburo-Lizárraga, J. (2017). Enhancing 21st Century Skills with AR: Using the Gradual Immersion Method to develop Collaborative Creativity. EURASIA Journal of Mathematics, Science and Technology Education, 13(2). https://doi.org/10.12973/eurasia.2017.00627a
Shamsuddin, N. A. A., & Che Din, S. (2016). Spatial Ability Skills: A correlation between Augmented Reality (AR) and conventional way on wayfinding system. Environment-Behaviour Proceedings Journal, 1(2), 159–167. https://doi.org/10.21834/e-bpj.v1i2.279
Sorby, S. A. (2009). Educational Research in Developing 3?D Spatial Skills for Engineering Students. International Journal of Science Education, 31(3), 459–480. https://doi.org/10.1080/09500690802595839
Ali, D. F., Ahmad, A. R., Wahab, N. A., Kamaruzaman, N., & Omar, M. (2024). Enhancing Visualization Skills in Engineering Education Using Virtual and Augmented Reality Environment. International Journal of Academic Research in Progressive Education and Development, 13(4), 2071–2078.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode