Multi-Modal Virtual Reality in Engineering Education: A Design Case Study of Fostering Situational Interest through Project-Based Learning

Daria Mizza; Khalil Elkhodary; Dhafer Malouche; Mohammed Al-Mousa

doi:10.3991/ijep.v16i5.61389

Authors

Daria Mizza American University in Cairo, Cairo, Egypt https://orcid.org/0000-0001-9315-9659
Khalil ElKhodary American University in Cairo, Cairo, Egypt https://orcid.org/0000-0002-0249-5751
Dhafer Malouche Qatar University, Doha, Qatar
Mohammed Al-Mousa American University in Cairo, Cairo, Egypt https://orcid.org/0009-0004-1461-2435

DOI:

https://doi.org/10.3991/ijep.v16i5.61389

Keywords:

Virtual Reality (VR), Multi-modal learning, Situational interest, Project-based learning (PjBL), Engagement, CAVE

Abstract

Engineering students struggle with abstract concepts and theory-practice integration, yet few studies systematically examine how to design virtual reality (VR) learning environments that sustain engagement beyond initial novelty effects. Multi-modal approaches that strategically integrate different technological affordances offer promising but underexplored solutions. This design case study demonstrates the development and implementation of a multi-modal VR learning environment integrating immersive Cave Automatic Virtual Environments (CAVE), non-immersive MATLAB simulations, and artificial intelligence (AI) motion tracking within project-based learning (PjBL). We investigate how different technological modalities can be strategically orchestrated to support situational interest development in undergraduate engineering education. We designed and implemented a four-week “Biomechanics of a Pitch” project in a Strength of Materials course, engaging 20 undergraduate mechanical engineering students. Using an exploratory case study approach with convergent mixed-methods data collection, we measured presence, representation fidelity, and situational interest through validated instruments (α = 0.92–0.93) and focus groups. Data was analyzed through reliability analyses, descriptive statistics, and thematic analysis to understand design effectiveness and student experiences. The multi-modal design enabled distinct complementary technological affordances: CAVE excelled in spatial presence (α = 0.93) and immersive understanding (M = 4.2, SD = 0.8), MATLAB supported analytical thinking and pedagogical usefulness, while AI motion tracking created personalized connections. Student interest evolved from pre-experience curiosity through maintained engagement during multi-modal experiences to post-experience learning motivation. Qualitative data revealed how strategic modality transitions sustained engagement beyond novelty effects. We present an integrated framework synthesizing interest development theory with multi-modal VR design principles, demonstrating how theoretically grounded VR implementations move beyond novelty effects through strategic technological orchestration. The study contributes a design framework, evidence-based design checklist, and practical implementation guidelines for engineering educators seeking to create effective VR-enhanced learning experiences.

Author Biographies

Khalil ElKhodary, American University in Cairo, Cairo, Egypt

Professor of mechanical engineering and Associate Dean of undergraduate studies of the School of Sciences and Engineering (American University in Cairo)

Dhafer Malouche, Qatar University, Doha, Qatar

Professor of Statistics at Qatar University

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