Harnessing the Technology-Enhanced Learning for Cognitive Progress: A Meta-Analysis of Learners’ and Teachers’ Reflections on Working with Virtual Reality Tools in Engineering Education

Abstract

This article presents a comprehensive feedback analysis of learners and teachers on the impact of Virtual Reality (VR) tools on learning practical contents. Through a meta-analysis including Chi-Square test of feedback from both learners and teachers, the study aims to evaluate the effectiveness of VR as a technology-enhanced learning tool in fostering cognitive progress and improving educational experiences. The analysis synthesizes qualitative and quantitative data from multiple studies to assess how VR tools influence student engagement, understanding of complex concepts, and collaborative learning. It also examines teachers' perspectives on the integration of VR tools, including their effectiveness in delivering content, enhancing teaching methods, and addressing technical challenges. The findings reveal that VR tools significantly enhance students' learning experiences by providing immersive, interactive environments that facilitate deeper understanding and practical application of engineering principles. Teachers report positive outcomes, including increased student motivation and participation, but also highlight challenges such as the need for high-quality VR content and adequate training. This article contributes to the growing body of research on technology-enhanced learning by offering insights into the practical benefits and limitations of VR tools in engineering education. The study underscores the potential of VR to transform educational practices while also identifying areas for future research to optimize its implementation and impact.