Metaverse and VR Technologies in Teenage Engineering Science Popularization: Application Effects, Immersion Design, and Learning Outcomes

Abstract:

This study explores the application of metaverse and VR technologies in engineering science popularization for teenagers (13–18 years old) and evaluates their impact on learning outcomes, engagement, and interest in engineering careers. We developed a metaverse-based engineering science popularization platform (EngiVerse) with VR modules (e.g., virtual mechanical assembly, civil engineering structure simulation) and conducted a quasi-experiment with 800 teenagers across 4 countries. Results indicate that teenagers using EngiVerse showed significantly higher engineering knowledge retention (M=82%, SD=7.3) than those in the traditional classroom group (M=65%, SD=9.8; t (798)=21.45, p<0.001) and 2D online group (M=71%, SD=8.5; t (798)=14.23, p<0.001). Immersion level (β=0.38, p<0.001) and interactive task design (β=0.29, p<0.001) were key predictors of learning outcomes. Additionally, 68% of EngiVerse users reported increased interest in pursuing engineering majors, compared to 42% in the traditional group. This study provides design guidelines for metaverse/VR science popularization tools tailored to teenagers and highlights their potential to address engineering talent pipeline gaps.