2025 ASEE Annual Conference & Exposition

i360°VR: an interactive 360-degree virtual reality approach for engineering education

Presented at Software Engineering Division (SWED) Technical Session 2

Virtual Reality (VR) has demonstrated great promise in creating immersive learning environments across various educational domains. However, most VR learning modules are developed using entirely artificial environments, often constructed via game engines. While engaging, these virtual worlds may lack authenticity, which can detract from students' real-world learning experiences. On the other hand, VR modules based on 360° filming capture real-world environments but are often limited by the lack of interactivity. As a result, users can only passively review the media without interacting with the virtual world. In this study, we introduce a novel VR development framework—Interactive 360-Degree Virtual Reality (i360ºVR)—that combines the strengths of both game engine-based VRs and 360° filming. Our approach integrates real-world authenticity with interactive features, providing students with an engaging and immersive learning experience. To demonstrate its effectiveness, we developed an i360ºVR module focused on coastal erosion monitoring through the usage of a series of software packages across different domains including photogrammetry, computer graphics engines, and an online VR editing tool. We conducted an evaluation of this i360ºVR module with engineering students on four key metrics: immersion, interactivity, the creation of a tangible learning environment, and student perception of coastal erosion. The results of this study offer valuable insights into the role of interactive, authentic VR environments in enhancing student engagement and learning outcomes in engineering education. In addition, we discussed frameworks of applying the proposed i360°VR approach into two other STEM education contexts, including proposing a remote VR lab for the mechanical engineering program; and enhancing student learning in physics education through an accident analysis of the August 2020 port explosion in Beirut, Lebanon.

Authors

Dr. Xiangxiong Kong http://orcid.org/0000-0001-5134-7432 California State University, Fresno [biography]

Dr. Xiangxiong Kong is an Assistant Professor in the Department of Civil and Geomatics Engineering at the Lyles College of Engineering at California State University, Fresno. He holds a Ph.D. in Civil Engineering from the University of Kansas. Before joining Fresno State, Kong had years of experience in both industry and academia. His research interests lie in the areas of sensing technology in civil engineering, and technology-driven approaches in engineering education. His research has been supported by the Departments of Transportation, NSF, and NASA. Kong holds his Professional Engineer license in Missouri and his Structural Engineer license in Nebraska.
Dr. Alex Fegely http://orcid.org/https://0000-0002-7290-0038 Coastal Carolina University [biography]

Dr. Alex Fegely is an Assistant Professor of Instructional Technology and the Coordinator of Instructional Technology Programs at Coastal Carolina University. Dr. Fegely received his B.S.Ed. from Temple University in Secondary Education and History, his M.Ed. in Learning and Teaching and Ed.S. in Instructional Technology from Coastal Carolina University, and his Ed.D. in Curriculum and Instruction with a concentration in Educational Technology from the University of South Carolina. His research interests focus on robotics, XR, and other emerging technologies in education. Dr. Fegely has served as a co-chair of the X Realities and Learning SIG for the Society for Information Technology and Teacher Education (SITE).
Dr. George W Hitt Coastal Carolina University [biography]

George Wesley Hitt received the Ph.D. degree from Michigan State University with a concentration in nuclear physics. His dissertation research was on charged-particle spectroscopy for measuring astrophysically important properties of radioactive nuclei. Following his Ph.D., he was a Post-Doctoral Scholar with the National Superconducting Cyclotron Laboratory and was later part of the founding faculty of the Khalifa University of Science and Technology, United Arab Emirates, from 2009 to 2016. He is currently an Associate Professor of Engineering with the Department of Physics and Engineering Science, Coastal Carolina University, USA.
Dominique Nunez Garcia California State University, Fresno [biography]

Dominique Nunez Garcia is a dedicated research student assistant at California State University, Fresno, where she is pursuing a major in Civil Engineering and a minor in Mathematics. Passionate about her academic growth, Dominique actively engages in research projects that deepen her understanding of engineering principles while applying her mathematical expertise to solve complex problems. As a hardworking and driven student, she is committed to making meaningful contributions to her field and furthering her education.
Kaleb Glenn Montgomery Coastal Carolina University
Dr. Deify Law California State University, Fresno [biography]

Dr. Deify Law is a Full Professor and the Department Chair in the Department of Mechanical Engineering at California State University, Fresno. Before joining California State University, Fresno in 2013, he was a post-doctoral scholar in teaching and research at Baylor University. He received his Ph.D. in Mechanical Engineering from Virginia Polytechnic State and Institute University (Virginia Tech) in 2010. His research activities focus on the development, validation, and applications of continuum models for transport phenomena, spanning from single-phase flows to two-phase flows. His pedagogy emphasis is in enhancing teaching effectiveness in transport phenomena.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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