The Sequence Matters: A Crossover Study on VR and Traditional Instruction in Engineering Education

This dataset originates from a feasibility study that employed a 2x2 crossover design to compare a VR lesson on UV water disinfection with traditional instruction among 52 engineering students. Results showed the VR condition elicited significantly higher self-reported flow (p<.001) and engagement (p=.006). A key finding was a sequence effect on usability: the VR-first group rated usability significantly higher (mean SUS=93.4) than the Trad-first group (mean SUS=78.3). Qualitative analysis revealed students valued VR's clarity and interactivity, with 88.5\% preferring a blended learning approach. The study provides preliminary evidence of feasibility and positive user acceptance of VR and suggests that instructional sequence may be associated with differences in perceived usability; all findings reflect self-reported perceptions rather than confirmed learning outcomes.