The use of interactive simulations in higher education (HE) has long been recognized as a powerful tool for enhancing learning, particularly in helping students understand abstract concepts. Recent advances in game engines and 3D modelling, along with real-time delivery technologies, have enabled universities to develop in-house solutions tailored to specific curricula and learning objectives.

Virtual Reality (VR) stands out for its immersive and interactive nature, offering high audiovisual fidelity that aligns well with the visualization of complex, inherently 3D concepts. However, the widespread adoption of VR in education faces significant challenges, notably around cost, accessibility, and logistical complexities of deploying numerous headsets in traditional teaching environments. These limitations highlight the need for flexible and accessible alternatives that fit into existing teaching environments

To address this, we launched the Synchronous Interactive Media (SIM) project to harness the capabilities of game engines and remote computing. The goal is to enable cost-effective, large-scale deployment of 3D visualizations in real-time across diverse teaching spaces without requiring specialized VR hardware or modifications to teaching spaces. This approach allows both lecturers and students to collaboratively engage with simulations during teaching sessions, preserving the interactive benefits of VR while ensuring practicality in standard educational settings.

A key aspect of the SIM project is its interdisciplinary partnership model, which brings together digital developers, academic staff, PhD students, and undergraduates to design and develop simulations. This collaboration ensures that the visualizations are closely aligned with the learning outcomes of specific modules, instilling a sense of ownership and relevance among all stakeholders. A prime example is our earthquake simulation, created for students studying earthquake engineering. This 3D, interactive visualisation lets students build virtual structures and test them under various earthquake scenarios. Crucially, it is not just a proof of concept but also fills a real gap in teaching and student understanding.

The project made significant progress by integrating the game engine’s front-end visualisation with a computational back end developed in Python. This integration combines the accuracy of technical modelling with the benefits of visual learning, while empowering student partners to contribute within their expertise. The success of this workflow paves the way for applications across various disciplines, offering a flexible framework for the development and deployment of interactive educational tools in HE.

In conclusion, the SIM project demonstrates how exploiting technological advancements, coupled with interdisciplinary collaboration, can overcome existing limitations in educational visualization tools. Both the project approach and the piloted workflow open new possibilities for scalable simulation solutions across many disciplines that fit within existing curricula and facilities. By providing interactive, scalable, and easily deployable 3D simulations, this approach holds promise for enriching the educational landscape and deepening student understanding of complex concepts.

Keywords: 3D visualisation, simulation, partnership, game engines, technology, higher education.