Teaching Design Project in Introductory Engineering Course Using 3D Modeling and Immersive Virtual Reality

  • Osama HalabiEmail author
  • M. Samir Abou El-Seoud
  • Vladimir Geroimenko
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 716)


This paper presents a new approach for delivering the project component in introductory engineering course. The approach is based on using 3D modeling software to create the prototype of the product. Furthermore, immersive VR display were utilized to enable the students to explore and inspect their design in different stages and discover the problems in the design. The approach enabled the students to get perception of their design and interact with the model from different angle and navigate around which gave them closer look at the design that usually impossible using the traditional 2D display. The results showed that the VR approach increased the attainment of the students in the project.


Project-based learning Immersive education Virtual reality 


  1. 1.
    Abulrub, A.G., Attridge, A., Williams, M.A.: Virtual reality in engineering education: the future of creative learning. Int. J. Emerg. Technol. Learn. 6, 4–11 (2011). CrossRefGoogle Scholar
  2. 2.
    Jette, S.: The Third industrial revolution– how lateral power is transforming energy, the economy, and the world. World Futur. Rev. (World Futur. Soc.) 4, 199–202 (2012). ISBN 978-0230341975Google Scholar
  3. 3.
    Chuah, K.M., Chen, C.J., Teh, C.S.: Incorporating Kansei engineering in instructional design: designing virtual reality based learning environments from a novel perspective. Themes Sci. Technol. Educ. 1, 37–48 (2008)Google Scholar
  4. 4.
    Ai-Lim Lee, E., Wong, K.W.: A review of using virtual reality for learning. Trans. Edutainment 1, 231–241 (2008)Google Scholar
  5. 5.
    Kim, J.-H., Park, S.-T., Lee, H., Yuk, K.-C.: Virtual reality simulations in physics education. Interact Multimed. Electron J. Comput.-Enhanc. Learn. 3, 1–7 (2001)Google Scholar
  6. 6.
    Reigeluth, C.: What is instructional-design theory and how is it changing? Instr. Theor. Model New Paradig. Instr. Theory 2, 5–29 (1999). Google Scholar
  7. 7.
    Martens, R., Bastiaens, T., Kirschner, P.A.: New learning design in distance education: the impact on student perception and motivation. Distance Educ. 28, 81–93 (2007),
  8. 8.
    Huang, H.M., Rauch, U., Liaw, S.S.: Investigating learners’ attitudes toward virtual reality learning environments: based on a constructivist approach. Comput. Educ. 55, 1171–1182 (2010). CrossRefGoogle Scholar
  9. 9.
    Amarin, N.Z., Ghishan, R.I.: Learning with technology from a constructivist point of view. Int. J. Business Humanit. Technol. 3, 52–57 (2013)Google Scholar
  10. 10.
    Laseinde, O.T., Adejuyigbe, S.B., Mpofu, K., Campbell, H.M.: Educating tomorrows engineers: reinforcing engineering concepts through Virtual Reality (VR) teaching aid. In: IEEE International Conference Industrial Engineering and Engineering Management (IEEM), pp. 1485–1489, January 2016,
  11. 11.
    Ai-Lim Lee, E., Wong, K.W., Fung, C.C.: How does desktop virtual reality enhance learning outcomes? a structural equation modeling approach. Comput. Educ. 55, 1424–1442 (2010). CrossRefGoogle Scholar
  12. 12.
    Häfner, P., Häfner, V., Ovtcharova, J.: Teaching methodology for virtual reality practical course in engineering education. Procedia Comput. Sci. 25, 251–260 (2013). CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  • Osama Halabi
    • 1
    Email author
  • M. Samir Abou El-Seoud
    • 2
  • Vladimir Geroimenko
    • 2
  1. 1.Qatar UniversityDohaQatar
  2. 2.The British University in EgyptCairoEgypt

Personalised recommendations