Integration of Virtual Reality and Conversational Agents in Physics Education: Competency Assessment in Engineering

Abstract

This study examines an educational experience implemented in an introductory physics course for engineering students, focused on developing the competency to explain the functioning of engineering systems based on principles of natural sciences. The instructional design combined project-based learning with immersive technologies through the collaborative construction of an electric Go-Kart, complemented by the use of VirtualSpeech, an AI-supported virtual reality platform incorporating conversational agents and automated feedback to support technical communication. A descriptive–exploratory research design was adopted to characterize student engagement and competency-based performance within this authentic learning environment. Two complementary instruments were employed: the RCEE-A rubric to assess written technical argumentation and the UWES-9 scale, adapted to the educational context, to measure student engagement. The results indicate high levels of student engagement and generally strong performance in technical explanation and argumentation at the end of the project. Rather than establishing causal effects, the findings provide descriptive evidence of how the integration of project-based learning, immersive virtual environments, and AI-supported conversational interaction can support engagement and scientific reasoning in early-stage engineering education.