The Integration of Digital Techniques in Engineering Education: A Case Study to Evaluate Student’s Motivation and Performance

Abstract

The importance of a paradigm shift in the current traditional teaching strategies is becoming of high importance. Integrating disruptive technologies into undergraduate civil engineering students can improve their performance and motivation levels. Students were assessed on their ability to identify mistakes in a concrete design developed using Autodesk Revit®. The students were divided into three different groups and assessed using three different media: 2 dimensional plans (2D), 3 dimensional models (3D) and virtual reality (VR). The results have shown that 3D and VR students managed to score 54.9% and 62.5% respectively. 2D students scored 20.5%. This shows a substantial difference between VR and 3D relative to the 2D group. From the surveys conducted, it was also perceived that students found 3D and VR methods more motivating than the 2D traditional method. Spearman correlation also indicated a positive and medium to strong correlation between the level of motivation and performance of VR students. The results show that VR is a valid alternative to conventional methods of teaching. This study is part of an ongoing research effort related to utilization of VR in engineering education.