Immersive Tools in Engineering Education—A Systematic Review
Source abstract
Abstract
Immersive tools are being adopted as an alternative to traditional education methods, especially in engineering curricula, where it is common to integrate various disciplines such as science, technology, engineering, and mathematics (STEM). This systematic review aimed to evaluate the effectiveness of immersive tools and serious games in improving student engagement and knowledge retention in engineering education. This study follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, analyzing 31 articles published between 2020 and 2025 across four databases (Scopus, Web of Science, Dimensions, and ScienceDirect). Articles were included if they complied with the following inclusion criteria: using (any) immersive tools, carrying out evaluation methods, and participation of students in STEM-related engineering courses. The data extracted encompassed sample characteristics, game attributes, evaluation methods, and results. The findings suggest that immersive tools positively impact students’ engagement and motivation. However, challenges such as potential motion sickness, complexity of serious games (SGs), and high implementation costs exist. SG design must balance engagement, immersion and pedagogical effectiveness to ensure viability. Future research should assess long-term impacts and promote methodological consistency across studies, particularly in subject areas and sample demographics, while determining a way to reduce motion sickness and alleviating SG complexity and difficulty.
Source: crossref · Quality: baseline
Research context
OpenAlex topics: Educational Games and Gamification · Biomedical and Engineering Education · Teaching and Learning Programming
SciVX discovery tags are terminology-based. OpenAlex topics are source-provided classifications.
Affiliations
Faculty of Engineering, University of Porto, 4200-465 Porto, Portugal
Associated Laboratory for Energy, Transports and Aeronautics (LAETA)—PROA, Faculty of Engineering, University of Porto, 4200-465 Porto, Portugal
Funding
EU Erasmus+ under STRIM (Safety Training with Real Immersivity for Mining)
References (53)
Show source-provided references
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