Digital Technologies for Practical Teaching in Science, Engineering, and Technology Education: A Systematic Review
Abstract
Abstract The rapid growth of online and distance education due to the COVID-19 pandemic has intensified long-standing challenges associated with delivering practical and laboratory-based learning in engineering education. However, various digital technologies such as virtual learning systems, virtual and augmented reality, virtual laboratories, and artificial intelligence have been adopted to enhance practical learning experiences. This study presents a systematic review of peer-reviewed literature published from 2015 to 2023 to examine how these technologies have been used to support practical learning in engineering education and to evaluate their pedagogical effectiveness. Following PRISMA guidelines, we found 658 articles across seven academic databases, of which 28 studies were suitable for further analysis. The results show that these digital technologies improved access, flexibility, student engagement, and understanding in online engineering courses. Virtual and augmented reality, for instance, excelled in helping students become familiar with skills and procedures, while virtual labs allowed for safe, repeatable experiments. However, there is still limited evidence that these technologies can completely replace hands-on lab and workshop experiences. The review highlights a continuing gap between theoretical learning and practical skills development in online engineering courses. This study does not argue for the replacement of physical laboratories; rather, it…
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Evidence Hub reads this as a systematic review. Its evidence level is 1 of 5 (Highest · pooled evidence). Pooled evidence from several studies sits at the top of the evidence pyramid.
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