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Abstract-Gaming

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Abstract-Virtual

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Abstract-The application of Immersive Virtual Reality (VR) interfaces has shown favourable results for Engineering Education. In fact, VR interfaces provide new practises for improving the transferability of knowledge and communication amongst users. The capacity of current game engines improved by the availability of 3D building models and their components greatly increases the feasibility of 3D scenarios.The present work includes a description of an immersive VR interface developed for prospective Civil Engineering students. An Immersive Virtual Environment (IVE) was developed to display construction elements in a highly visual environment, avoiding the steep learning curve of general modelling software tools. The interface is available online and can be tested using a Head Mounted Display and a VR ready computer. The interface has been developed to disseminate Civil Engineering amongst pre-university students, simultaneously providing new tools to harness students' interest for Information Technology applied to a specific field of study. Keywords-Virtual Reality interfaces, Civil Engineering, Engineering Training, Game Engines Objectives and ideaIn the last few years, the development of Virtual Reality (VR) interfaces has shown promising applications in the scope of Engineering Education. Indeed, the literature contains various examples of VR applications to enhance communication, disseminate information, improve students' lack of experience in real case scenarios, amongst many others. Several authors assert favourable enhancements in the learning experience and knowledge transfer [1][2][3], stating that traditional methodologies may be supported by technological tools such as VR, providing more effective means to motivate students during teaching activities [4].Recent developments in the field of VR in education show promising results when this technology is applied to Engineering Education. In Civil Engineering Education, the established model of lecture-based classes can only allow knowledge to be transferred from lecturer to students, perpetuating a passive learning approach [5]. In this iJOE

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