Enhancing engineering education through immersive environments—a study of the Holodeck VR system in hydraulics and pneumatics

This study explores the integration of immersive technologies, virtual reality (VR) and digital twin (DT) technologies, into engineering education through a novel learning space, Holodeck. This study aims to improve student learning outcomes in a hydraulics and pneumatics course by addressing problems of increasing student numbers, decreasing resources, and calls for more interactive and experiential learning activities. Holodeck is a virtual environment and interactive laboratory where students explore complex systems, hone problem-solving abilities, and use theoretical knowledge in a very interactive and experiential way. The research adopted a multi-method approach with the incorporation of action research and statistical analysis to evaluate the impact of VR and DT on student behavior, motivation, and performance. The research encompassed 96 second-year mechanical engineering students, classified into two groups to compare users of Holodeck technology with those engaged in conventional laboratory environments. The findings indicate that the incorporation of immersive technology enhanced the students’ proficiency in recognizing pneumatic components and comprehending system diagrams. Concurrently, various technical challenges and developmental requirements were recognized. The article concludes with a reflection on future pedagogical practices and identifies key areas for further research, particularly the integration of VR and DT to create more dynamic and effective learning environments. It is not always possible to use real machines or systems in engineering education—either for safety reasons or because the equipment is too expensive or rare. In this study, a virtual learning environment called Holodeck was developed, where students can practice the basics of hydraulics and pneumatics in a safe and practical way. The environment using virtual reality offers the opportunity to experiment, observe, and understand phenomena that would otherwise be difficult to approach through theory alone. The students found the learning meaningful and motivating, and their problem-solving skills developed. Holodeck does not substitute conventional learning but rather provides a new approach to combining theoretical knowledge and application. It also demonstrates how contemporary technologies can be incorporated into education systems in a consistent and student-centered way.