Journal of Computer Assisted Learning (2001) 17, 142-155 142  2001 Blackwell Science Ltd Virtual reality and hypermedia in learning to use a turning lathe A. Antonietti, E. Imperio*, C. Rasi & M. Sacco* Catholic University of Sacred Heart, and National Research Council, Milan* Abstract A Virtual reality environment with hypermedia was designed to help undergraduates understand the structure and functioning of a turning lathe. Study 1 was carried out with 30 novice students and Study 2 involved 24 students attending a machining course. These studies demonstrated that the virtual lathe can foster the comprehension of some core machining concepts. Further, the studies suggest that novice students benefit most from earlier free navigation of the virtual environment whereas expert students benefit from an analysis of the hypermedia. Keywords: Comparison; Engineering; Hypermedia; Instruction; Questionnaire; Undergraduate; Virtual reality Information technologies and engineering instruction Current needs and Virtual reality There are many multimedia teaching aids available for machining and manufacturing engineering education. However, the problems currently encountered in the use of such instructional tools account for the computer packages’ limited interactivity; for the lack of online assessment of students’ competence levels and for the difficulty of integrating the presentation of notions and concepts with an active exploration that the software allows (Day & Suri, 1999). The educational tools designed should allow personalised training and learners’ activity should prioritise an immediate evaluation of their individual actions. Thus, the development of didactic frameworks corresponding to students’ individual requirements in different teaching contexts is needed (Day & Suri, 1999). Virtual reality (VR) environments may partially satisfy these needs (Antonietti et al. 2000) because they present multiple entry points for personal learning strategies (Traub, 1993) and offer didactic paths that privilege an intuitive approach (Helsel, 1992). Moreover, VR helps students to learn in a natural, perceptual-motor learning way (Ferrington & Loge, 1992). When students are working in a VR environment, they can receive immediate feedback about the relevance of their actions because they can see at once if the desired goal is achieved or if it is actually possible to perform the planned actions. Further, VR clarifies some implicit assumptions underlying concepts to be learned (Antonietti & Cantoia, 2000). Also, upgrading a VR machine can be fast so that schools can have the latest technology and students can work on machines which are currently in real use (Osberg, 1995). Accepted 5 October 2000 Correspondence: Alessandro Antonietti, Department of Psychology, Catholic University of Sacred Heart, Largo Gemelli 1, 20123 Milano Email: antoniet@mi.unicatt.it