Necessary synergy in educational technologies: design and learning
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.01.1Keywords:
engineering, design, educational technologies, virtual laboratory, university, teachingAbstract
The use of virtual reality learning environments (VRLEs) is currently a growing trend in education, with the purpose of improving the learning process and outcomes for students. In this paper is addressed the way to improve the design of a virtual laboratory based on the results of research conducted over ten years in subjects of the field of Materials Science and Engineering (MSE) in the Mechanical Engineering degree. In this study, compare a set of virtual reality learning environments (VRLE) created in previous years with other recently developed VRLE. The results of the survey of 199 engineering students shed light on how to improve student learning, retention, and knowledge transfer. This paper considers cognitive theory of meaningful learning (ML) as a principle that guides and supports the design of VRLEs to improve learning outcomes. Through the application of the principles of the ML, it has been proven that the design of an VRLE must follow a step-by-step protocol system as a way to present the contents, in an intentionally structured way. This study identifies the design patterns of an VRLE to promote ML. The results show that content that is meaningfully learned is more stable and less likely to be forgotten.
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