Work

Investigating the comparative effectiveness of XR and digital flipped methodologies

Year: 2025

Type: article

Abstract: This study explores the pedagogical impact of digital pre-laboratory experiences within a flipped engineering education context, examining how simulation modality influences student engagement and perceived workload. A cohort of 250 first-year engineering students was assigned to one of four groups: a control group with a traditional pre-lab quiz, or one of three digital pre-lab formats; a 2D image-based tool (iLabs), a low-fidelity browser simulation, or an immersive virtual reality (iVR) experience. All simulations replicated a standard 3-point beam bending experiment using identical empirical data. Student perceptions were collected through NASA's Task Load Index (TLX), Likert-scale surveys and open-ended feedback. Although no statistically significant differences in post-lab test scores were observed, iVR participants reported significantly higher enjoyment ( M = 6.11, H = 24.19), attention ( M = 5.8, H = 11.92), immersion ( M = 5.67, H = 20.7) and interactivity ( M = 5.53, H = 9.2). TLX analysis also revealed significant differences in physical demand ( M = 2.74, H = 11.61) and effort ( M = 7.51, H = 7.78). These findings suggest that simulation modality strongly influences user experience, even when learning gains remain comparable. The study highlights the need to balance pedagogical value with resource demands when designing digital learning interventions.

Source: International Journal of Mechanical Engineering Education

DOI: 10.1177/03064190251385990

Authors: Krys Bangert, Edward Browncross, Matteo Di Benedetti, Harry Day, Andrew Garrard

Institution: University of Sheffield

Language: English

Topic: Experimental Learning in Engineering

Subfield: Media Technology

Field: Engineering

Domain: Physical Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $4,150