Impacts of the Application of Virtual and Augmented Reality on Teaching-Learning Processes in Engineering Courses: A Systematic Literature Review About Learning and Satisfaction on Students

Abstract

Cognitive approaches to teaching generate learning through the interaction between the subject and object of study. One of the strategies to create this interaction is related to the application of virtual and augmented reality in the teaching-learning processes. Through a systematic literature review, this work aims to describe the approaches used to measure the impacts on student learning using virtual reality (VR) and augmented reality (AR) in the teaching-learning processes of engineering courses, the impacts on learning, and student satisfaction. The surveys showed that in 70% of research analyzed, students who used virtual reality or augmented reality learned more, and 90% of the research showed that students who used virtual or augmented reality were more satisfied with the new approach than the traditional teaching approach. The conclusion is that there are positive impacts, in the vast majority of cases, on learning and the satisfaction of students who use virtual or augmented reality in the teaching-learning processes applied in engineering courses.