INTERACTIVE LEARNING WITH VIRTUAL REALITY AND 3D PRINTING
DOI:
https://doi.org/10.15547/tjs.2026.2.003Keywords:
immersive technologies, molecular visualization, CAD modeling, STEM educationAbstract
This study explores the educational potential of integrating virtual reality (VR) and 3D printing in STEM education, with a focus on improving students’ understanding of molecular geometry. The main aim is to examine how engaging technologies influence students’ conceptual understanding, involvement, and spatial thinking.
The research was conducted with 32 undergraduate students from the Faculty of Mathematics and Natural Sciences at South-West University “Neofit Rilski”. A structured three-phase learning model was applied, including digital modeling of molecules using CAD software, physical creation of models through 3D printing, and interactive exploration in a virtual reality environment. Data were collected through questionnaires, classroom observations, and reflective student journals.
The results show that over 90% of students reported improved understanding of molecular structures, while a significant number demonstrated increased motivation and enhanced spatial visualization skills. Students also highlighted the value of combining physical and virtual interaction in the learning process.
The findings suggest that the integration of VR and 3D printing provides an effective and engaging approach to teaching abstract scientific concepts. This approach supports active learning and contributes to the development of key competencies in STEM education.
References
Radianti, J.; Majchrzak, T. A.; Fromm, J.; Wohlgenannt, I. A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Comput. Educ., 147, 103778, 2020.
Jensen, L.; Konradsen, F. A review of the use of virtual reality head-mounted displays in education and training. Educ. Inf. Technol., 23, 1515–1529, 2018.
Ford, S.; Minshall, T. Where and how 3D printing is used in teaching and education. Addit. Manuf., 25, 131–150, 2019.
Ambele, R.; Kaijage, S.; Dida, M.; Trojer, L.; Kyando, N. A review of the development trend of personalized learning technologies and its applications. Int. J. Adv. Sci. Res. Eng., 8, 75–91, 2022.
Makransky, G.; Lilleholt, L. A structural equation modeling investigation of the emotional value of immersive virtual reality in education. Educ. Technol. Res. Dev., 66, 1141–1164, 2018.
Parong, J.; Mayer, R. E. Learning science in immersive virtual reality. J. Educ. Psychol., 110, 785–797, 2018.
Stracke, C. M.; Bothe, P.; Adler, S.; Heller, E. S.; Deuchler, J.; Pomino, J.; Wölfel, M. Immersive virtual reality in higher education: A systematic review of the scientific literature. Virtual Real., 29, Article 64, 2025.
Buehler, E.; Comrie, N.; Hofmann, M.; McDonald, S.; Hurst, A. Investigating the implications of 3D printing in special education. ACM Trans. Access. Comput., 8, 1–28, 2016.
Papavlasopoulou, S.; Giannakos, M. N.; Jaccheri, L. Empirical studies on the Maker Movement, a promising approach to learning: A literature review. Entertain. Comput., 18, 57–78, 2017.
Wisdom, S.; Novak, E. Using 3D printing to enhance STEM teaching and learning: Recommendations for designing 3D printing projects. In: Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education; IGI Global, Hershey, PA, USA, 2019.
Kefalis, C.; Skordoulis, C.; Drigas, A. The role of 3D printing in science, technology, engineering, and mathematics education in general and special schools. Int. J. Online Biomed. Eng., 20, 4–18, 2024.
Wu, H.-K.; Shah, P. Exploring visuospatial thinking in chemistry learning. Sci. Educ., 88, 465–492, 2004.
Soomro, M. A.; Casakin, H.; Georgiev, G. V. Sustainable design and prototyping using digital fabrication tools for education. Sustainability, 13, 1196, 2021.
Stone, B.; Kay, D.; Reynolds, A.; Brown, D. 3D printing and service learning: Accessible open educational resources for students with visual impairment. Int. J. Teach. Learn. High. Educ., 32, 336–346, 2020.
Tene, T.; Marcatoma Tixi, J. A.; Palacios Robalino, M. D. L.; Mendoza Salazar, M. J.; Vacacela Gomez, C.; Bellucci, S. Integrating immersive technologies with STEM education: A systematic review. Front. Educ., 9, 1410163, 2024.
Cheng, K.-H.; Tsai, C.-C. A case study of immersive virtual field trips in an elementary classroom: Students’ learning experience and teacher–student interaction behaviors. Comput. Educ., 140, 103600, 2019.
Napitupulu, M.; Muddin, A.; Bagiya, B.; Diana, S.; Rosyidah, N. Teacher professional development in the digital age: Strategies for integrating technology and pedagogy. Glob. Int. J. Innov. Res., 2, 2382–2396, 2024.
Shah, S. F. A.; Mazhar, T.; Shahzad, T.; Khan, M. A.; Ghadi, Y. Y.; Hamam, H. Integrating educational theories with virtual reality: Enhancing engineering education and VR laboratories. Soc. Sci. Humanit. Open, 10, 101207, 2024.
Makransky, G.; Mayer, R. E. Benefits of taking a virtual field trip in immersive virtual reality: Evidence for the immersion principle in multimedia learning. Educ. Psychol. Rev., 34, 1771–1798, 2022.
Henriksen, D.; Richardson, C.; Mehta, R. Design thinking: A creative approach to educational problems of practice. Think. Skills Creat., 26, 140–153, 2017.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
