Abstract
The use of VR in engineering education provides a means for contextualising learning through authentic and engaging scenarios, e.g. the touring and operation of a chemical plant. This paper presents the design of an immersive VR simulation of an existing pilot plant in the School and its evaluation through a randomised non-inferiority trial to test student learning compared to a more traditional learning medium. Specifically, the study evaluates information retention (i.e. memory and understanding) when using the VR simulation and compares this to information retention when presented as a multimedia instructional video. Student self-efficacy in plant operation and design (e.g. equipment function and operation), as well as engagement in the learning activity, are also evaluated. The results indicate that both the VR and multimedia-based activities lead to comparable data retention and student self-efficacy. Moreover, students enjoyed the VR experience and welcomed the addition of the resource to their educational materials.