| Summary: | In this study, a virtual and augmented reality (VAR) approach was used as a means of active learning for final year university students in the Computer-Aided Engineering module. The students were majoring in either Aerospace or Mechanical Engineering. This approach was used during the tutorial sessions, alongside the video-based lectures, over the course of five weeks. The aims of the study was to determine changes in situational interests of the students during their use of the VAR system, how VAR affects students’ academic achievements and if VAR encourages collaborative learning among students. Situational interest was administered once a week for three weeks, academic achievement was determined via pre- and post-tests over three weeks as well and collaborative learning level was measured once on the fifth week. The analysis showed that students’ situational interests maintained at a high as they progressed through the three weeks and their academic achievement increased significantly over the weeks as well. The collaborative learning aspect also proved to be at a high.
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