Use of Virtual Reality for Geosynthetics Learning

Abstract

Virtual Reality (VR) has emerged as a promising educational tool in engineering education due to its potential to enhance student engagement, conceptual understanding, and practical skills. In the context of geotechnical engineering, the teaching of geosynthetics often faces limitations related to laboratory infrastructure, equipment availability, safety restrictions, and access to field activities. This manuscript addresses the development of Virtual Environment for Geosynthetics Education (VEGE), an immersive VR laboratory designed to support the learning of fundamental concepts and applications of geosynthetics. The platform is structured into three interactive rooms, namely, a hands-on environment for exploration of three- dimensional geosynthetic models, a virtual learning room featuring 2D and 360° laboratory demonstrations, and a virtual field trip room providing immersive visits to real construction works. In addition, an eight- stage assessment methodology is proposed towards evaluations of learning gains and qualitative aspects such as student engagement and conceptual understanding, comparing virtual, conventional, and mixed teaching approaches. Although the evaluation phase has not yet been completed, the proposed framework has established a structured basis for a future validation of the educational effectiveness of VR in geosynthetics education. The results are expected to contribute to the systematic adoption of immersive technologies in engineering education.