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<p>This systematic review explores the utilization of collaborative virtual reality (VR) in engineering education, synthesizing findings from 27 empirical studies published between 2013 and 2023. Collaborative VR environments leverage immersive, interactive technologies to enhance student engagement, teamwork, and comprehension of complex engineering concepts. The review highlights the significant potential of VR to bridge theoretical knowledge with practical applications, facilitating active learning, design thinking, and interdisciplinary collaboration. Findings underscore the cognitive and pedagogical benefits of VR, including enhanced learning outcomes, improved problem-solving skills, and the development of technical and adaptive competencies critical for 21st century engineering practices. Additionally, VR’s capacity for inclusivity and accessibility supports diverse learning needs, fostering equitable opportunities in education. Despite its promise, the review identifies barriers such as high implementation costs, technical challenges, and preferences for traditional teaching methods, which should be addressed to maximize VR’s educational impact. Importantly, the review examines theoretical frameworks frequently used to study collaborative VR in engineering education, including the community of inquiry, project-based learning, experiential learning theory, and connectivism, highlighting their role in guiding the design and evaluation of immersive learning environments. The study emphasizes the need for stronger theoretical grounding and mixed methods research to deepen understanding and advance the integration of VR technologies in educational settings. The insights provided aim to inform educators, researchers, and VR designers in optimizing collaborative VR for transformative learning experiences in engineering disciplines.</p>

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A systematic review on the use of collaborative virtual reality in engineering education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月31日

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  • Isaac D. Dunmoye,
  • Landon T. Smith,
  • Jennifer S. Brown,
  • Julie P. Martin,
  • Dominik May,
  • Nathaniel Hunsu

摘要

This systematic review explores the utilization of collaborative virtual reality (VR) in engineering education, synthesizing findings from 27 empirical studies published between 2013 and 2023. Collaborative VR environments leverage immersive, interactive technologies to enhance student engagement, teamwork, and comprehension of complex engineering concepts. The review highlights the significant potential of VR to bridge theoretical knowledge with practical applications, facilitating active learning, design thinking, and interdisciplinary collaboration. Findings underscore the cognitive and pedagogical benefits of VR, including enhanced learning outcomes, improved problem-solving skills, and the development of technical and adaptive competencies critical for 21st century engineering practices. Additionally, VR’s capacity for inclusivity and accessibility supports diverse learning needs, fostering equitable opportunities in education. Despite its promise, the review identifies barriers such as high implementation costs, technical challenges, and preferences for traditional teaching methods, which should be addressed to maximize VR’s educational impact. Importantly, the review examines theoretical frameworks frequently used to study collaborative VR in engineering education, including the community of inquiry, project-based learning, experiential learning theory, and connectivism, highlighting their role in guiding the design and evaluation of immersive learning environments. The study emphasizes the need for stronger theoretical grounding and mixed methods research to deepen understanding and advance the integration of VR technologies in educational settings. The insights provided aim to inform educators, researchers, and VR designers in optimizing collaborative VR for transformative learning experiences in engineering disciplines.