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Educational impact of Metaverse learning environment for engineering mechanics dynamics

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dc.citedby2
dc.contributor.authorSidhu M.S.en_US
dc.contributor.authorMousakhani S.en_US
dc.contributor.authorLee C.K.en_US
dc.contributor.authorSidhu K.K.en_US
dc.contributor.authorid56259597000en_US
dc.contributor.authorid59165088800en_US
dc.contributor.authorid57204102747en_US
dc.contributor.authorid57225456188en_US
dc.date.accessioned2025-03-03T07:42:13Z
dc.date.available2025-03-03T07:42:13Z
dc.date.issued2024
dc.description.abstractMechanics dynamics course is challenging for mechanical engineering students. Strong abilities in abstract thinking, reasoning, and problem-solving are prerequisites for this course. Technology advancements in Industrial Revolution 4.0 have brought about significant changes in engineering education, and traditional teaching methods may no longer be sufficient to prepare students for the requirements of this industrial revolution. Relating to all Internet technologies, the Metaverse is an emerging environment that allows immersive interactive experiences to enhance comprehension. Combining Metaverse with constructivist learning, students can engage in engineering tasks and receive real-time feedback for deeper understanding. Education 5.0 emphasizes the use of new applications and technology to provide more humanized education, with an emphasis on students' social and emotional growth and solutions that improve life in society. However, since the Metaverse learning environment is still in its infancy, more empirical research is required regarding the application of the Metaverse environment using a constructivist approach to facilitate teaching and learning in engineering, particularly in the setting of mechanics dynamics. This research proposal aims to investigate and design a conceptual framework for the Metaverse environment as an additional learning aid in mechanical engineering education. The research findings could enhance the quality of mechanical engineering education, which is in line with the current Malaysia education blueprint that is, the incorporation of new educational technology aids and interventions. Additionally, the findings could provide new insights into the design of engineering curricula teaching practices and the Malaysian Science, Technology, Innovation, and Economy policy of providing new educational platforms that is, to nurture a creative society and a skilled workforce. ? 2024 Wiley Periodicals LLC.en_US
dc.description.natureFinalen_US
dc.identifier.ArtNoe22772
dc.identifier.doi10.1002/cae.22772
dc.identifier.issue5
dc.identifier.scopus2-s2.0-85195466143
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85195466143&doi=10.1002%2fcae.22772&partnerID=40&md5=004b96ebdea6e7ada6455ca1bc991c0f
dc.identifier.urihttps://irepository.uniten.edu.my/handle/123456789/36393
dc.identifier.volume32
dc.publisherJohn Wiley and Sons Incen_US
dc.sourceScopus
dc.sourcetitleComputer Applications in Engineering Education
dc.subjectBlueprints
dc.subjectComputer aided instruction
dc.subjectEngineering education
dc.subjectStudents
dc.subjectTeaching
dc.subjectAbstract thinking
dc.subjectConstructivism
dc.subjectEngineering mechanics
dc.subjectIndustrial revolutions
dc.subjectLearning environments
dc.subjectMechanic dynamic
dc.subjectMechanical engineering education
dc.subjectMechanical engineering students
dc.subjectMetaverses
dc.subjectProblem-solving
dc.subjectDynamics
dc.titleEducational impact of Metaverse learning environment for engineering mechanics dynamicsen_US
dc.typeArticleen_US
dspace.entity.typePublication
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