Learning 4.0: Virtual Immersive Engineering Education

The 21st Century is driven by the enrolment of the industry 4.0 to a society 4.0. The concept of being digitally connected in human-machine-networks is more and more spread over the entire society. Smart Cities, eGovernment and quantified-self movements are only some of the key phrases. Physical reality and virtuality increasingly melt together and international teams collaborate across the globe within immersive virtual environments. The training of virtual and joint problem solving within networks of avatars, virtual human and machines therefor is a huge field of research which has to be done. In the context of the development from purely document based learning systems to complex virtual learning environments (VLEs), a shift towards more interactive and collaborative components within higher educational e-learning can be noticed, but is still far from being called the state of the art. Benefits of those virtual worlds can be summarized in the possibility of hazard-free, explorative learning, visualization of invisible processes, the slow-motion of fast processes as well as the immersion in those worlds on the basis of natural user interfaces. Those environments bear a huge potential to support the student lifecycle by situated learning, problem based learning and immersion as a key resource for high transfer achievements of developed knowledge and skills. Tomorrows teachers need technological competencies in order to create VLE and interact with students in within VLE. This digital literacy includes not only the design of VLE but also experience in digital coaching and joint problem solving in virtual worlds. The paper shows the state of the art discourse by examples of VLE and outlines three different studies, designed and conducted to increase the success of implementing VLE in engineering education.