2026 ASEE Annual Conference & Exposition

The work-in-progress paper describes the development and planned evaluation of a supplemental virtual reality (VR) simulation for a chemical engineering course on process safety at a large R1 midwestern research institution. The course centers on interpreting and annotating piping and instrumentation diagrams (P&IDs), prioritizing hazards, and documenting risk mitigation strategies. Traditionally, these skills are taught using paper-based methods, which, while effective for foundational learning, can limit students’ ability to visualize complex system interdependencies and anticipate the long-term consequences of their decisions.
To address the PID limitations, a VR application is being developed to provide students with immersive, scenario-based practice. The simulation will feature between one and four scenarios, each designed to replicate authentic P&ID processes encountered in chemical engineering practice. Rather than replacing the paper-based workflow, the VR module serves as a supplemental tool. The students will engage with the simulation to deepen their understanding and then demonstrate their learning through graded paper artifacts.
The evaluation of this intervention will employ a mixed-methods approach, combining quantitative and qualitative data. Quantitative assessment will utilize structured rubrics aligned with ABET outcomes, measuring technical proficiency and process safety skills. Qualitative assessment will include guided reflections and instructor observations, focusing on the development of entrepreneurial mindset (EM) habits as defined by the KEEN framework and the Habits of EM document. The EM Habits are as follows: implications thinking, risk assessment, accountability, and systems thinking, which are explicit to students through targeted prompts and feedback within both the VR and paper-based components.
Accessibility is a core consideration in design. In addition to the VR headset experience, a non-VR desktop application will be available, offering video walkthroughs and matched prompts to ensure all students can participate regardless of technological or physical constraints.
As the VR application is currently under development, the paper outlines the instructional context, planned features, and assessment strategy, with the understanding that details may evolve as the project progresses. The goal is to foster deeper learning and mindset growth while maintaining the rigor and reliability of traditional paper-based assessment.