Exploring virtual reality to improve chemical engineering learning outcomes

Abstract

This project aims to investigate (RQ1) how to develop an effective immersive Virtual Reality (VR) learning experience based on actual bioreactor lab practical sessions and (RQ2) if the use of a VR learning pedagogy improves learning outcomes and learning experiences of students. It is hypothesised that using interactive VR as an authentic context for situated learning will better achieve the learning outcomes of understanding processes and performing operations in industry standard bioreactor setups. This involves the use of an immersive and interactive simulation of a real-world industrial bioreactor setup, allowing repeated practice in a safe and contextualised environment.

One of the main issues with a traditional chemical engineering curriculum is the lack of opportunities to work with actual engineering plant equipment that is normally sparse and highly regulated. Therefore, students learn the theory but may have difficulty applying the concepts effectively in practice to become competent engineers. The use of VR to expose chemical engineering students to plant equipment in classroom learning is a viable solution. VR is becoming more accessible due to advancements in technology and the corresponding lowering of hardware costs. Educators, however, find it hard to adopt VR in the classroom due to difficulties in developing or procuring relevant VR content for their curriculum.

To address the above problems, this proof of concept project involves the creation of VR content and pedagogical approaches of applying situated learning via an immersive VR simulation in a chemical engineering curriculum. This project could potentially improve learning outcomes of engineering students due to uncovering a better understanding of the link between concept and application. Significant outcomes of this research include a validation of the VR pedagogical approach and subsequently VR design guidelines for the approach. These outcomes can be applied across a variety of engineering curriculum that include a significant practical component.