A Crossover Study on VR and Traditional Instruction in Engineering Education

Virtual reality (VR) is increasingly used as an interactive instructional medium in engineering education, yet evidence on practical implementation and student-reported experience remains limited. This study examined students’ perceived experience and usability across VR and traditional instruction within a crossover design in a UV-C water disinfection lesson. Using a mixed 2 × 2 crossover design, 52 undergraduate engineering students completed both a VR lesson (Meta Quest 3; Unreal Engine 5.4) and a content-aligned traditional session delivered with slides and a physical UV disinfection stand. After each session, participants reported perceived flow (short Flow Index) and engagement (adapted User Engagement Scale); the System Usability Scale (SUS) was completed after the VR session only. A brief knowledge quiz and open-ended feedback were also collected and used descriptively. Students reported higher perceived flow and engagement in the VR condition than in the traditional condition, and VR usability was generally rated acceptable-to-excellent, with higher SUS scores observed in the VR-first sequence than in the traditional-first sequence. Qualitative feedback emphasized clarity and interactivity, and most participants expressed a preference for a blended approach. Overall, the results support the practical feasibility and positive user acceptance of the VR lesson in this instructional context. The findings also suggest that perceived usability may be associated with instructional sequence, although this pattern should be interpreted cautiously within the perception-based scope of the study.