TY - GEN
T1 - Students as Developers
T2 - 7th IEEE Global Engineering Education Conference, EDUCON 2026
AU - Abdelgawad, Marwa W.
AU - Khan, Abdul Muhaimin Dad
AU - Abudhaim, Batool Baker
AU - Tamimi, Hamza
AU - Seddek, Hamza
AU - Desouky, Osama
N1 - Publisher Copyright:
© 2026 IEEE.
PY - 2026
Y1 - 2026
N2 - Engineering mechanics courses often challenge students' ability to visualize three-dimensional systems, construct accurate free-body diagrams, and translate spatial force and moment interactions into equilibrium equations. While virtual reality has been shown to support spatial reasoning, most applications position students only as end-users. This work explores an alternative approach by engaging students as developers of a VR learning environment for a required statics course in mechanical engineering.Mechanical and computer engineering students collaborated to design and implement a two-level prototype that guides users through 2D and 3D equilibrium analysis using interactive force manipulation and step-by-step reasoning. Rather than evaluating the effectiveness of the VR tool on learners, this study focuses on the educational experiences of the student developers. Data were collected through developer journals, meeting reflections, and mixed-format surveys to capture perceived conceptual growth, technical skill development, and interdisciplinary collaboration.Mechanical engineering students reported a clearer understanding of free-body diagrams, 3D decomposition of forces, and the ability to sequence equilibrium procedures as they translated theory into interactive scenes. Computer engineering students reported growth in Unity development, debugging, 3D asset integration, and an improved ability to interpret discipline-specific content outside their major. Both groups described meaningful gains in communication, teamwork, and confidence, noting that the iterative design-test cycle revealed misconceptions and improved their ability to explain concepts across disciplines.These findings suggest that developing educational tools may serve as a productive project-based learning strategy that complements traditional instruction. Future work will evaluate the system's effectiveness with end-users using formal assessment measures.
AB - Engineering mechanics courses often challenge students' ability to visualize three-dimensional systems, construct accurate free-body diagrams, and translate spatial force and moment interactions into equilibrium equations. While virtual reality has been shown to support spatial reasoning, most applications position students only as end-users. This work explores an alternative approach by engaging students as developers of a VR learning environment for a required statics course in mechanical engineering.Mechanical and computer engineering students collaborated to design and implement a two-level prototype that guides users through 2D and 3D equilibrium analysis using interactive force manipulation and step-by-step reasoning. Rather than evaluating the effectiveness of the VR tool on learners, this study focuses on the educational experiences of the student developers. Data were collected through developer journals, meeting reflections, and mixed-format surveys to capture perceived conceptual growth, technical skill development, and interdisciplinary collaboration.Mechanical engineering students reported a clearer understanding of free-body diagrams, 3D decomposition of forces, and the ability to sequence equilibrium procedures as they translated theory into interactive scenes. Computer engineering students reported growth in Unity development, debugging, 3D asset integration, and an improved ability to interpret discipline-specific content outside their major. Both groups described meaningful gains in communication, teamwork, and confidence, noting that the iterative design-test cycle revealed misconceptions and improved their ability to explain concepts across disciplines.These findings suggest that developing educational tools may serve as a productive project-based learning strategy that complements traditional instruction. Future work will evaluate the system's effectiveness with end-users using formal assessment measures.
KW - Active Learning
KW - Project-based Learning
KW - Spatial Visualization
KW - Virtual Reality
UR - https://www.scopus.com/pages/publications/105044413962
U2 - 10.1109/EDUCON67543.2026.11574190
DO - 10.1109/EDUCON67543.2026.11574190
M3 - Conference contribution
AN - SCOPUS:105044413962
T3 - IEEE Global Engineering Education Conference, EDUCON
BT - EDUCON 2026 - IEEE Global Engineering Education Conference, Conference Proceedings
PB - IEEE Computer Society
Y2 - 27 April 2026 through 30 April 2026
ER -