Evaluating the Impact of a Virtual Simulation Platform on Student Performance in Pipeline Engineering Education

Abstract

Purpose: Traditional pipeline engineering education often struggles to convey complex spatial relationships and practical construction scenarios. This research addresses this gap by examining how a virtual simulation platform enhances learning outcomes in pipeline engineering construction courses. Research design, data and methodology: The research adopts a quasi-experimental design. A sample of 70 sophomore students aged 18-20 years in Municipal Engineering Technology at Liaoning Vocational College of Ecological Engineering, split equally between the experimental (virtual simulation) and control groups (traditional instruction). We assessed improvements in construction drawing reading ability and construction organization design ability, alongside student satisfaction. Results: The virtual simulation group showed greater improvement in drawing reading (+21.1% vs 8.2% control) and organization design (+23.8% vs control decline), with significant post-test advantages (1.6 & 1.66 points; Independent Samples T-Test & Welch’s ANOVA, p<0.05) and large effect sizes (Cohen’s d >0.8). The mean satisfaction scores varied from 4.03 to 4.23 on a 5-point scale, indicating generally positive feedback from students regarding their learning experience. Conclusion: Beyond confirming pedagogical efficacy, these findings highlight virtual simulation’s role in bridging theory-practice gaps through immersive experiential learning. The platform demonstrates significant potential for transforming engineering education curricula and workforce readiness.