Multi-Modal Virtual Reality in Engineering Education

Résumé

Engineering students struggle with abstract concepts and theory-practice integration, yet few studies systematically examine how to design virtual reality (VR) learning environments that sustain engagement beyond initial novelty effects. Multi-modal approaches that strategically integrate different technological affordances offer promising but underexplored solutions. This design case study demonstrates the development and implementation of a multi-modal VR learning environment integrating immersive Cave Automatic Virtual Environments (CAVE), non-immersive MATLAB simulations, and artificial intelligence (AI) motion tracking within project-based learning (PjBL). We investigate how different technological modalities can be strategically orchestrated to support situational interest development in undergraduate engineering education. We designed and implemented a four-week “Biomechanics of a Pitch” project in a Strength of Materials course, engaging 20 undergraduate mechanical engineering students. Using an exploratory case study approach with convergent mixed-methods data collection, we measured presence, representation fidelity, and situational interest through validated instruments (α = 0.92–0.93) and focus groups. Data was analyzed through reliability analyses, descriptive statistics, and thematic analysis to understand design effectiveness and student experiences. The multi-modal design enabled distinct complementary technological affordances: CAVE excelled in spatial presence (α = 0.93) and immersive understanding (M = 4.2, SD = 0.8), MATLAB supported analytical thinking and pedagogical usefulness, while AI motion tracking created personalized connections. Student interest evolved from pre-experience curiosity through maintained engagement during multi-modal experiences to post-experience learning motivation. Qualitative data revealed how strategic modality transitions sustained engagement beyond novelty effects. We present an integrated framework synthesizing interest development theory with multi-modal VR design principles, demonstrating how theoretically grounded VR implementations move beyond novelty effects through strategic technological orchestration. The study contributes a design framework, evidence-based design checklist, and practical implementation guidelines for engineering educators seeking to create effective VR-enhanced learning experiences.

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