With the rapid progress in virtual reality (VR) technology, the scope of VR applications has greatly expanded across various domains. However, the superiority of VR training over traditional methods and its impact on learning efficacy are still uncertain. To investigate whether VR training is more effective than traditional methods, we designed virtual training systems for mechanical assembly on both VR and desktop platforms, subsequently conducting pre-test and post-test experiments. A cohort of 53 students, all enrolled in engineering drawing course without prior knowledge distinctions, was randomly divided into three groups: physical training, desktop virtual training, and immersive VR training. Our investigation utilized analysis of covariance (ANCOVA) to examine the differences in post-test scores among the three groups while controlling for pre-test scores. The group that received VR training showed the highest scores on the post-test. Another facet of our study delved into the presence of the virtual system. We developed a specialized scale to assess this aspect for our research objectives. Our findings indicate that VR training can enhance the sense of presence, particularly in terms of sensory factors and realism factors. Moreover, correlation analysis uncovers connections between the various dimensions of presence. This study confirms that using VR training can improve learning efficacy and the presence in the context of mechanical assembly, surpassing traditional training methods. Furthermore, it provides empirical evidence supporting the integration of VR technology in higher education and engineering training. This serves as a reference for the practical application of VR technology in different fields.

翻译：随着虚拟现实（VR）技术的快速发展，VR应用在各领域的范围显著扩大。然而，VR训练相对于传统方法的优越性及其对学习效能的影响仍不确定。为探究VR训练是否比传统方法更有效，我们分别在VR平台和桌面平台上设计了机械装配虚拟训练系统，并进行了前测与后测实验。53名未具备先验知识差异的工程制图课程学生被随机分为三组：物理训练组、桌面虚拟训练组和沉浸式VR训练组。本研究采用协方差分析（ANCOVA），在控制前测成绩的条件下检验三组后测成绩的差异。其中，接受VR训练的小组在后测中得分最高。研究的另一层面关注虚拟系统的存在感。我们针对研究目标开发了专用量表来评估这一维度。结果表明，VR训练能增强存在感，特别是在感官因素和真实感因素方面。此外，相关性分析揭示了存在感各维度之间的关联。本研究证实，在机械装配情境下，使用VR训练可提升学习效能并增强存在感，超越传统训练方法。同时，本研究为VR技术在高等教育与工程训练中的整合提供了实证依据，并为VR技术在不同领域的实际应用提供了参考。