Application of simulation and virtual reality to production learning

Abstract

Purpose

This study explores the impact of new technologies, such as simulation and virtual reality, on the pedagogy and learning of engineering students. It aims to compare the effectiveness of these digital tools against traditional teaching methods in enhancing student learning experiences.

Design/methodology/approach

Utilizing a quantitative research approach, the study involved third-year engineering students from the “Production Management” course at the School of Engineering of Vitoria-Gasteiz. Data were collected through an ad hoc questionnaire and analyzed using SPSS software, focusing on student satisfaction, challenges in adopting new technologies and the evolving roles of students and teachers.

Findings

The research highlighted several key aspects. Firstly, it identified the need for adapting teaching methods to incorporate new technologies effectively. Secondly, the integration of simulation and virtual reality was found to facilitate a deeper understanding of real-world problems, as students could engage with these issues in a simulated, virtual environment. Finally, the study emphasized the importance of pedagogical approaches that leverage these technologies to increase student involvement and motivation. The results suggest a positive impact of digital tools on the learning process in engineering education.

Research limitations/implications

The study’s scope was limited to one course within a single institution, suggesting the need for broader research across various disciplines and educational settings.

Originality/value

This research offers valuable insights into the integration of simulation and virtual reality in engineering education, underscoring their potential to enhance the learning experience and knowledge acquisition among students.

Citation

Ruiz de la Torre Acha, A., Rio Belver, R.M., Fernandez Aguirrebeña, J. and Merlo, C. (2024), "Application of simulation and virtual reality to production learning", Education + Training, Vol. 66 No. 2/3, pp. 145-165. https://doi.org/10.1108/ET-02-2023-0051