Simulation–adventure virtual worlds in the metaverse for engineering education and training: A domain-stratified narrative review

Aprilla Fortuna; Muhammad  Raihan; Dimas Aulia Saputra; Juan Luis Cabanillas García; Firas Tayseer Ayasrah

doi:10.58712/jerel.v4i3.191

Authors

Aprilla Fortuna Department of Mechanical Engineering, Faculty of Engineering, Universitas Negeri Padang, Indonesia
Muhammad Raihan Department of Mechanical Engineering, Faculty of Engineering, Universitas Negeri Padang, Indonesia
Dimas Aulia Saputra Master's in Vocational and Technology Education, Universitas Pendidikan Indonesia, Indonesia
Juan Luis Cabanillas García Department of Didactics, Organization and Research Methods, Universidad de Extremadura, Spain
Firas Tayseer Ayasrah College of Education, Humanities and Science, Al Ain University, United Arab Emirates

DOI:

https://doi.org/10.58712/jerel.v4i3.191

Keywords:

metaverse, virtual worlds, engineering education, immersive learning, narrative review

Abstract

This study employs a narrative review methodology to analyze the integration of Virtual Worlds, specifically Simulation Worlds and Adventure Worlds, in engineering education, aiming to enhance conceptual understanding, technical competence, and 21st-century skills. The study synthesizes 23 peer-reviewed articles selected from the Scopus database using stringent inclusion criteria. Simulation-based learning models focus on procedural accuracy and conceptual mastery, while adventure-based models emphasize transversal skills like creativity, collaboration, and problem-solving. Hybrid models combining both approaches are identified as the most effective, fostering technical expertise and soft skills simultaneously. Despite challenges such as high infrastructure costs and potential cognitive overload, immersive virtual environments offer significant opportunities for scalable and adaptable remote learning. Thematic analysis is employed to synthesize findings and provide recommendations for future implementation. This review highlights the importance of integrating these technologies in engineering education and suggests exploring their long-term impact on engineering careers. Additionally, it underscores the need for further research on the application of immersive technologies across diverse engineering disciplines, focusing on overcoming existing challenges and maximizing their educational potential.

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