Methodology for the creation of virtual learning environments for the subject Automotive Mechanics in Higher Education

Abstract

This article discusses the methodology for the creation of virtual learning environments (VLEs) for automotive mechanics in higher education, emphasizing the need to integrate technological and pedagogical strategies for optimal learning. The introduction highlights the importance of VLEs in the digital age, considering the COVID-19 experience and the potential of virtual reality (VR), the technology acceptance model (TAM) and other pedagogical strategies. The methodology, based on a systematic review of 30 articles from indexed databases, employed specific keywords and the PRISMA method to select and analyze relevant studies. The results and discussion revealed the predominance of project-based learning (23%) and gamification (13%), but also the need for further integration of realistic simulations (10%), VR (16.6%) and learning management platforms (LMS) (20%) adapted to automotive mechanics. A gap was identified in research on interface usability (6.6%) and accessibility (10%), as well as in rigorous evaluation of the impact of VLEs on academic performance. Finally, the conclusion emphasizes the importance of hands-on learning in automotive mechanics, highlighting the need for EVAs to replicate the sensory experience of the workshop, complementing, not replacing, actual practice.