The Empirical Research on the Impact of Applying VR Technology to Students’ Skill Learning in Machining Processing Courses on Questionnaire Evaluation

After the baptism of the COVID-19 pandemic, the application of digital technology in classroom teaching and self-learning has shown significant effectiveness. In common mechanical engineering training courses lacked the use of new media to assist teaching or learning applications. This study focuses on the constructs and experiments with a course model that integrates virtual reality (VR) technology into the application teaching of mechanical processing courses in colleges of technology, aiming to promote students to achieve diversified development through interdisciplinary learning. This paper adopts a quasi-experimental research design, dividing students into experimental and control groups for experimental teaching. Using paired learning method for cooperative learning. Using Teaching Assistant teaching modes to promote cooperation skills in the course. Adopting a Flipped Classroom teaching approach to provide students with opportunities for active thinking and discussion through inverted learning. Using the “Virtual Reality Technology Training” system as a teaching aid for the mechanical processing course, aiming to more effectively and rapidly reduce students’ different needs, achieve diversified learning, and provide equal opportunities for success. Through literature review and research, this thesis conducts a pre-test questionnaire study on students’ previous knowledge, learning motivation, and expectations. Using IBM SPSS Statistics 25 to conduct a pre-test questionnaire assessment, to see the impact of incorporating VR experience courses in the mechanical processing curriculum on students’ learning. After completing one semester of the course, a formal questionnaire study is conducted to empirically evaluate the impact of new media on the mechanical processing training curriculum. The objects of this research are 50 students from a national university in central Taiwan. The experimental group of students receive VR-assisted learning first, while the control group of students undergo the course using traditional apprentice teaching methods. The results of the VR experience course showed that the experimental group was better than the control group in both learning effectiveness and learning motivation. In terms of technical training, with the assistance of the “Virtual Reality Technology Training” system, the expression of technical skill teaching content can be made clearer and achieve the effect of imparting skills more quickly.