Multi-Modal Virtual Reality in Engineering Education: A Design Case Study of Fostering Situational Interest Through Project-Based Learning
Abstract
Engineering students face difficulties with abstract ideas and bridging theory with practice. This study examines how to design virtual reality environments sustaining engagement beyond initial novelty. Researchers developed a multi-modal system integrating CAVE technology, MATLAB simulations, and AI motion tracking in project-based learning. Twenty mechanical engineering undergraduates participated in a four-week “Biomechanics of a Pitch” project within a Strength of Materials course. Using mixed-methods analysis with validated instruments (α = 0.92–0.93) and focus groups, researchers measured presence, representation fidelity, and situational interest. Results showed CAVE excelled in spatial presence (α = 0.93) and immersive understanding (M = 4.2, SD = 0.8), MATLAB supported analytical thinking, while AI tracking enabled personalization. Student interest evolved from curiosity through sustained engagement to post-experience motivation. Strategic transitions between modalities maintained engagement beyond novelty. The authors present a framework integrating interest development theory with multi-modal VR design principles and provide implementation guidelines for engineering educators.
