The purpose of this study is to explore the application of VR (virtual reality) technology to assist the development of VR welding courses in welding practice teaching, and to implement experimental teaching to verify its effectiveness. The preliminary VR welding curriculum structure was developed by this study according to the results of literature review and focus group interviews, the student-based “VR welding course” was developed, and 34 first-year students of the electric welding practice course were taken as the research subjects to implement experimental teaching and case study. The qualitative and quantitative research and analysis results are as follows. (1) The results of the final test of the welding practice of most students are significantly higher than the results of the mid-term test. (2) Most students expressed significant positive affirmation of the learning effect of the VR-assisted welding course. (3) Most students were very significantly positive regarding their learning satisfaction with the VR-assisted welding teaching course. (4) The four major implementation priorities of VR welding courses were planned. This study develops a “teaching mode of a welding implementation course assisted by virtual reality technology”, which can provide students with a safe, low-cost, repeatable, and sustainable welding skills learning environment, and has been positively affirmed by most students. In the future, the results of this study can provide reference for the introduction of virtual-reality-assisted teaching of welding related courses in various universities of science and technology, in order to strengthen teachers’ teaching ability in VR assisted implementation courses and provide students with more diversified learning stimuli.
This study developed a smart greenhouse virtual reality (VR) curriculum based on STEAM learning and explored its effects on students’ satisfaction and learning outcomes. The objectives included evaluating STEAM capability indicators, the practicability of VR-assisted teaching, constructing the VR curriculum, discussing students’ satisfaction, and assessing the impact on learning effectiveness. The fuzzy Delphi method was used to evaluate the importance of STEAM capabilities and the practicability of VR-assisted teaching. Experimental teaching was carried out on 26 engineering students, and the case study method was adopted for hybrid analysis and discussion based on quality and quantity. The study found that “hands-on skills” and “problem-solving” were the most important capabilities, with the highest practicability in VR-assisted teaching. Based on this, an analysis was conducted on the integrated teaching design, and the smart greenhouse VR teaching materials based on STEAM learning were developed. After 18 weeks of experimental teaching, most students expressed significant positive affirmation of their satisfaction with the “STEAM smart greenhouse VR” curriculum. The study highlights the importance of hands-on skills and problem-solving in VR-assisted teaching. The study suggests that the practicability analysis of VR-assisted teaching should be reviewed according to the curriculum characteristics, and three phases of VR-assisted teaching modes, such as teacher operation, student exercises, and student testing, should be planned to guide students to learn step by step. The curriculum design and planning based on STEAM learning in this study could provide a reference for teachers and researchers to plan students’ STEAM capability training and interdisciplinary capability learning and development. The study highlights the importance of hands-on skills, problem-solving in VR-assisted teaching, and the positive impact of multi-sensory experiences on student learning outcomes. These findings can inform the development of future VR-assisted teaching materials and curricula.
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