Creation of Immersive Resources Based on Virtual Reality for Dissemination and Teaching in Chemical Engineering

• Published in: Education sciences Vol. 12; no. 8; p. 572
• Main Authors: Díaz, Manuel J., Mantell, Casimiro, Caro, Ildefonso, de Ory, Ignacio, Sánchez, Jezabel, Portela, Juan R.
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.08.2022
• Subjects: 360° videos; chemical engineering; Educational Resources; Experiential Learning; immersion; Laboratories; laboratory practices; Skill Development; Smartphones; Teaching; Undergraduate Students; Virtual reality
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci12080572

Chemical Engineering is a complex discipline that is mainly applied to the industrial context, which makes it difficult to approach real equipment and systems in the classroom to students. Nevertheless, Information and Communication Technologies (ICTs) are particularly useful to encourage active and autonomous learning, normally associated with deeper levels of engagement and understanding of the subjects taught. In this way, several studies have demonstrated that immersion has the potential to increase learning experiences and improve creativity and engagement, Virtual Reality (VR) being a remarkable example. In this context, we created and shared with students two immersive resources based on VR: (a) a laboratory 360° video tour, which was used to disseminate the Chemical Engineering Degree in an Open Door Days organized for high school students; and (b) an experiential learning tool integrated with Moodle, which was available previously to face-to-face practical lessons of the subject Separation Operations. In both cases, the feedback from the participant students was positive. High school students increased their interest in Chemical Engineering Degree after viewing the 360° video, meanwhile undergraduate students found the immersive tool useful in the subsequent performance of real practical activities. From the perspective of professors, creation of these resources required purchase of equipment, time and effort, but they were highly valued as a tool for disseminating and supporting teaching, being an initial starting point for the creation of more enhanced VR-based materials.