Virtual reality and AI chatbots reshape engineering education
Engineering students at the University of Melbourne are gaining hands-on experience with industrial plant operations thanks to a new teaching approach that combines virtual reality and AI-powered tutoring.
Leading the initiative is Dr Christopher Honig, an education-focused academic in the Faculty of Engineering and Information Technology’s Department of Chemical Engineering.
During COVID-19 lockdowns, Dr Honig turned to Operator Training Simulators (OTS), a tool normally used to train industry engineers, to provide students with immersive, scenario-based learning when lab and site visits were impossible.
Students work in a computer lab. Picture: Getty Images Signature
“These systems are like flight simulators for engineers,” Dr Honig said.
“Students can make mistakes, troubleshoot issues and learn critical safety procedures in a risk-free virtual environment.”
The simulator, developed by UK-based Operator Training Simulator (OTS) specialist, TSC Simulation, mirrors real industrial plant operations and control systems. Dr Honig adapted the software for teaching, giving students access to realistic training. Since 2021, it has been used in the undergraduate subject ‘Fundamentals of Chemical Engineering’, with plans for broader implementation.
In 2022, following the release of ChatGPT-3, Dr Honig led a project to incorporate a generative AI chatbot into the simulator, creating a digital tutor to guide students during training scenarios.
TSC Simulation's immersive 3D environments and accurate process simulations provide realistic training scenarios that are engaging, cost-effective and scalable. Video: TSC Simulation
Bachelor of Science (Chemical Engineering) student Eleanor Ragg assisted with the design of the chatbot, with Bachelor of Science (Computing and Software Systems) student Bronson Hill helping to deploy the system.
The chatbot creates opportunities for context-based learning moments throughout the simulation session, offering guidance or roleplaying scenarios, such as acting as a Plant Manager conducting a root cause analysis.
“Using AI as a ‘Socratic tutor’ gives students a chance to reflect on their decisions and better understand the consequences of their actions within a bounded and well-defined case study to improve the chatbot’s reliability,” Dr Honig said.
Eleanor focused on closing knowledge gaps that became apparent during early simulator use, designing a two-stage experience, one guided by the AI and another to lead students through independent problem-solving.
“Some students were confident and jumped straight into problem-solving, and others weren’t sure where to start,” she said.
“By providing more preparation and support, we were able to level the playing field.”
L-R: Dr Chris Honig, Eleanor Ragg and Bronson Hill. Picture: Supplied
Originally used as a post-scenario tool, the chatbot is now embedded within the simulator software. It continues to evolve through user testing and student feedback, with learners actively involved as co-designers.
Bronson said working across both teaching and technical development helped him see new possibilities for the technology.
TSC Simulation has since integrated the chatbot into its core software, with a global rollout planned. The tool could eventually support professional engineers through real-time data analysis, alarm response and safety decision-making.
The chatbot supports learning with timely, in-simulation guidance. Picture: TSC Simulation
Mr Luke Johnson, Development Manager at TSC Simulation, praised the collaboration: “Remote learning has changed how students engage with our simulations. AI chatbots help them get started faster and offer expert, contextual support both during and outside of scheduled class time. We are excited to share it with our global customers.”
Dr Honig is now exploring expansion into other subjects, including a Master’s-level course on process control, and is in discussions with other universities to share the system more extensively.