Problems and solutions in using 3D modeling and virtual reality technologies for creating immersive learning

Abstract

This article is devoted to a comprehensive assessment of the effectiveness and challenges arising from the integration of 3D modeling and virtual reality (VR) technologies into the educational process to create an immersive learning environment. The aim of the study was to identify both the positive effects and the key barriers hindering the widespread adoption of these technologies. To achieve this goal, a quasi-experimental study was conducted at a technical university with the participation of 120 students. The participants were divided into an experimental group, which studied the design of a planetary gearbox using a specialized VR module, and a control group, which was taught using traditional methods with drawings and physical models. Learning effectiveness, engagement, cognitive load, and cybersickness symptoms were assessed through a combination of quantitative (testing, UES questionnaires, NASA-TLX, SSQ) and qualitative (interviews, focus groups) methods. The analysis of the results demonstrated a significant advantage of the immersive approach. The increase in academic performance in the experimental group amounted to 27,1%, which was more than twice the level of the control group (9,45%). Students working in VR demonstrated significantly higher levels of engagement, a sense of immersion, and gave positive feedback on the clarity of the material, which contributed to a deeper understanding of complex spatial structures. At the same time, the study also objectively revealed serious problems. A high cognitive load on students in the VR environment was recorded (average NASA-TLX score - 68.45 out of 100), as well as the presence of cybersickness symptoms in a significant proportion of users (average SSQ score 18.21), manifested in disorientation and visual strain. Qualitative analysis confirmed that along with high motivation and the safety of virtual experiments, students encountered technical malfunctions, difficulties adapting to controls, and a feeling of social isolation. Thus, the study concludes that despite the proven high educational effectiveness, the successful implementation of VR technologies requires a systematic approach. It is necessary not only to create high-quality content but also to develop methods aimed at reducing cognitive load and minimizing physiological discomfort, for example, by limiting session duration and introducing hybrid learning formats that combine individual work in VR with group discussions.