Virtual Reality and Digital Twins for Mechanical Engineering Lab Education: Applications in Composite Manufacturing

Abstract

This study investigates the effectiveness of a virtual reality (VR) simulation for teaching the hand lay-up process in composite manufacturing within mechanical engineering education. A within-subjects experiment involving 17 undergraduate mechanical engineering students compared the VR-based training with conventional physical laboratory instruction. Task performance, cognitive load, and learner perceptions were measured using procedural accuracy scores, completion times, NASA-TLX workload ratings, and post-task interviews. Results indicated that while participants required more time to complete the task in VR, procedural accuracy was comparable between VR and physical labs. VR significantly reduced mental, physical, and effort-related demands but elicited higher frustration levels, primarily due to navigation challenges and motion discomfort. Qualitative feedback showed strong learner preference for VR, citing its hazard-free environment, repeatability, and step-by-step guidance. These findings suggest that VR offers a viable and pedagogically effective alternative or complement to traditional composite-manufacturing training, particularly in contexts where access to physical facilities is limited. Future work should examine long-term skill retention, incorporate haptic feedback for tactile realism, and explore hybrid models combining VR and physical practice to optimise learning outcomes.