Overview
The Jomo Kenyatta University of Agriculture and Technology (JKUAT), through the College of Engineering and Technology (COETEC), in collaboration with the Innovation Centre for Engineering Education (ICEE), successfully conducted a multidisciplinary Virtual Reality (VR) training workshop at the Innovation, Prototyping Integrated Centre (iPIC), located within the JKUAT Engineering Workshops.
Held from 26th February to 6th March 2026, the workshop brought together academic and technical staff from diverse engineering disciplines to explore the application of immersive technologies in teaching and learning. The initiative reflects JKUAT’s strategic commitment to integrating digital solutions into engineering education to enhance both quality and accessibility.
Workshop Objective
The primary objective of the workshop was to equip participants with practical skills to digitize teaching environments by recreating engineering workshops and laboratory processes in virtual reality. By introducing simulation-based learning, the training sought to complement conventional teaching methods with interactive and immersive experiences that enhance student engagement and understanding. In addition, the workshop aimed to build institutional capacity by enabling departments to develop customized VR applications tailored to their specific teaching needs, thereby supporting long-term innovation in curriculum delivery.
Virtual Welding Simulation
A key highlight of the training was the development of a Virtual Reality welding simulation. Participants focused on digitizing the arc welding process as taught in engineering workshops, resulting in the creation of an interactive VR application that closely replicates real-world welding scenarios.
This virtual environment allows students to practice and refine their skills in a controlled setting, gaining familiarity with tools, techniques, and procedures before transitioning to physical workshop environments. The approach not only enhances learning outcomes but also reduces risks and operational costs associated with traditional training.
Training and Participation
The workshop was facilitated by Ass. Prof. Tomoaki Kageyama who provided hands-on instruction in the development of immersive VR environments and applications. The training combined theoretical insights with practical sessions, ensuring participants gained both conceptual understanding and technical competence.
A total of sixteen (16) participants were drawn from various departments, including Mechatronics Engineering, Electrical and Electronic Engineering, Telecommunication and Information Engineering, Civil Engineering, Soil, Water and Environmental Engineering, and the Engineering Workshops. This multidisciplinary representation fostered collaboration and encouraged the development of diverse VR-based training solutions.
Tools and Resources
To support sustainability and continued innovation, participants were introduced to industry-standard tools and provided with essential equipment. These included Meta Quest 2 VR headsets and controllers, alongside software platforms such as Unity Hub and the VRChat Creator Companion, which are widely used for developing immersive digital environments. The equipment, generously provided by ICEE to the Engineering Workshops Department, is currently being utilized by departmental representatives to design and implement VR-based training modules across various disciplines.
Strategic Impact
The integration of Virtual Reality (VR) into engineering education addresses critical challenges faced by universities, particularly in resource-constrained environments. VR technology reduces reliance on physical infrastructure by establishing virtual laboratories, enabling multiple students to engage simultaneously with high-fidelity simulations. This significantly enhances access to practical training.
It also supports scalable and flexible learning, allowing large student cohorts to acquire practical skills at their own pace without being limited by equipment or workshop space. VR enhances safety and competency development by providing a zero-risk environment where students can practice complex and potentially hazardous procedures, building confidence before engaging in real-world applications. The approach also improves efficiency and cost-effectiveness by minimizing material wastage and reducing the time required for initial skills acquisition, thereby optimizing overall training processes.
Conclusion
The successful implementation of this workshop marks a significant milestone in JKUAT’s transition toward a digitally enabled and resilient education system. By integrating Virtual Reality into engineering training, the university is enhancing the accessibility, safety, and effectiveness of practical learning.
This initiative lays a strong foundation for the expansion of immersive, project-based learning across disciplines, positioning JKUAT as a leader in the adoption of innovative technologies in engineering education and research.
Article written by: Billy Oluoch