Development of an Immersive Automotive Education Module for Beginner Learners: A Developer-Centered Systems Design, Constructivist Learning Framework, and Empirical Evaluation of the VR Car Engine Educational Simulator—Paper I: Systems Architecture and Foundational Evaluation

The comprehension of internal combustion engine anatomy and component function represents a persistent challenge in automotive, mechanical, and vocational education. Traditional instructional methods relying on static two-dimensional diagrams and constrained access to physical engine hardware frequently fail to convey the three-dimensional spatial relationships that define engine operation. This challenge is compounded at resource-constrained institutions, including Historically Black Colleges and Universities (HBCUs). This paper presents the developer-centered systems design rationale, theoretical framework, and empirical evaluation of the VR car engine educational simulator—an immersive Unity 3D learning module for the Meta Quest standalone head-mounted display developed at Southern University and A&M College. Grounded in constructivist learning theory, spatial cognition research, Recognition-Primed Decision (RPD) theory, and Cognitive Load Theory (CLT), the simulator features a four-stage interaction pipeline: bonnet opening, engine extraction, exploded-view component separation, and controller-based component selection with contextual information retrieval. A one-group quasi-experimental pre-test/post-test/follow-up study with 32 undergraduate participants yielded statistically significant learning gains (mean gain: 47.4 percentage points; Cohen’s d = 3.96 vs. pre-test baseline), strong two-week retention (matched follow-up gain of 44.9 pp across 28 participants), excellent usability (SUS = 85.6), and satisfactory immersive presence (IPQ GP = 4.2/6.0). Findings support standalone VR as an accessible and pedagogically grounded medium for automotive component education in HBCU and resource-constrained educational settings.