This paper presents the design, implementation, and initial evaluation of a virtual classroom aimed at supporting the teaching of extended reality (XR) technologies to students in a Mechanical Engineering undergraduate program. The initiative is driven by the growing importance of XR in both industrial and educational contexts and addresses the need to incorporate innovative methodologies into engineering curricula to foster active and experiential learning.

The project is structured around the development of an immersive virtual environment that introduces students to core XR concepts and tools through practical, hands-on activities. The virtual classroom serves both as a didactic resource and as a testbed for the integration of interactive 3D content into engineering instruction. By enabling students to engage with simulations and models relevant to their technical training, the environment supports the development of spatial reasoning and applied problem-solving skills—competencies that are increasingly valued in professional practice.

Developed using Unreal Engine, the environment was chosen for its graphical fidelity, real-time rendering capabilities, and robust XR support. The virtual space is divided into a set of functional zones designed to align with specific learning objectives and types of interaction. These zones include areas for object manipulation using either VR controllers or hand-tracking input for basic pick-and-place interactions, haptic feedback experiences using compatible devices, interactive visualization of mechanical components and assemblies in 3D, and virtual slide presentations used to contextualize and introduce tasks within each learning module. This modular layout supports varied instructional strategies and allows for sequential or targeted learning experiences based on specific pedagogical goals.

The classroom was deployed using commercially available XR headsets with room-scale tracking to allow for intuitive movement within the virtual space. To assess the educational potential and usability of the initiative, a user experience survey was conducted among faculty members involved in the pilot phase. The results indicate a high degree of satisfaction, with instructors highlighting improved student engagement, greater conceptual clarity, and added pedagogical flexibility.

These findings suggest that XR-based environments can serve as powerful complements to conventional instruction in engineering education. The paper concludes by outlining a roadmap for future development, including the expansion of the content library, integration with learning management systems (LMS), and adaptation of the platform to support other engineering disciplines and cross-curricular initiatives.

Keywords: Extended Reality, Virtual Classroom, Immersive Learning, Unreal Engine.