###### Abstract  
This article is about experiments investigating teaching and learning processes and their effects on students. Specifically, the laboratory experiment method aims to determine if using virtual reality in classes leads to better learning outcomes, knowledge retention, satisfaction, engagement, and attractiveness compared to traditional teaching methods. The study found that students who used VR (Experimental Group--EG) had significantly better learning outcomes (with an average of 5.9747) compared to the control group (Control Group--CG), who only had traditional classes (with an average of 4.6229). The study employed a Likert scale from 1 to 7. The difference between EG and CG was 29.2%. Furthermore, the study found that students in the EG had higher knowledge retention, satisfaction, engagement, and attractiveness compared to the CG. All measurements were above 6.4 on the same scale. This study is important because it explores innovative teaching methods and their potential to improve learning outcomes, satisfaction, and efficiency. It also opens up avenues for further research on teaching methodologies for undergraduate students.  
attractiveness; education technologies; engagement; engineering education; satisfaction; teaching-learning in engineering; virtual reality +
Footnote †: journal: Medical Engineering  
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concepts [16], logistics services [17], robotics [18], industrial design [19], engine assembly [20], spatial geometry [21], urban railway vehicle engineering [22], automotive industry [23], manufacturing sustainability in Industry 4.0 [24], mechanical engineering [25; 26], computer engineering [27], smart tourism [28], among others.  
The use of VR in engineering education has shown a 60% increase in learning through experiments compared to traditional teaching methods [29]. Additionally, 83% of participants reported greater satisfaction with the use of VR [30]. However, there needs to be more publications on the application of VR in teaching-learning processes, specifically in the field of production engineering, with limited topics such as supply chain management, process flow, layout organization, and lean manufacturing concepts [31; 32]. There are several opportunities for future research in areas such as production systems management, production planning and control, material handling, production simulation, production process management, quality control, work organization, risk analysis and prevention, and ergonomics [33], as well as emergent fields such as Industry 5.0 and renewable energy systems management.  
The purpose of this study is to assess the effectiveness of VR in enhancing learning outcomes compared to traditional teaching methods. Through an experimental setup involving two distinct groups, the study seeks to determine whether the group exposed to VR exhibits superior learning rates compared to those subjected to traditional teaching. It also aims to measure the extent of knowledge retention across both groups as well as the perceived levels of satisfaction, engagement, and attractiveness among students utilizing VR in contrast to students following conventional teaching approaches.  
The study is important because it delves into the area of production sequencing, which has yet to be thoroughly examined in the realm of production engineering processes with VR. Additionally, the utilization of traditional teaching methods in engineering classes, given the new technologies implemented in the manufacturing realm, may lead to lower learning rates and knowledge gaps [33]. Previous studies have shown positive impacts on learning [34; 35] and on the satisfaction, engagement, and attractiveness perceived by students subjected to VR approaches [36; 37].  
The rest of the article is structured in terms of theoretical background, materials and methods, results, discussions, and conclusions.