Abstract:

Background:
Despite the global effort to increase female representation in STEM fields, engineering remains one of the most male-dominated disciplines. A significant barrier to entry is the lack of realistic information regarding the daily academic environment and a persistent concern among female students regarding their ability to fit in. This research investigates whether exposure to realistic immersive content through 360º virtual reality (VR) headsets can improve high school students' understanding of engineering degrees and mitigate gender-based stereotypes.

Methodology:
To analyse the potential of VR, a study was conducted with a sample of 56 high school students, aged between 15 and 17 years. The intervention consisted of a two-minute immersive 360º video experienced through VR headsets. The footage depicted a "day in the life" of an engineering student, featuring first-person perspectives of university classrooms, corridors, specialized laboratories, and outdoor campus spaces. The primary objective was to provide a relatable, transparent view of the degree's routine to increase interest and challenge pre-existing stereotypes. The impact was measured through a comparative analysis of quantitative surveys administered immediately before and after the VR exposure.

Results:
Initial data revealed a significant gender gap: prior to the intervention, female participants reported the lowest levels of familiarity regarding the dynamics of engineering classes. Furthermore, females expressed significantly higher concerns regarding their ability to fit in within engineering compared to other fields, such as Health Sciences (U = 72.0, p < 0.001) or general Sciences (U = 103.5, p < 0.015).
Post-intervention results showed that the experience was highly rated for realism (98%) and effectively showcased the daily routine of an engineering student (83%). Crucially, the intervention increased engineering career familiarity for female students by 24%. This increase helped reduce the gender disparity in familiarity; prior to the intervention, the gender gap approached significance (p = 0.06), and after the intervention, this gap was completely eliminated (p = 0.612). Additionally, the intervention produced a 21% reduction in females' perceived barriers to social integration, effectively narrowing the gap in their perceived ability to belong in the field.

Conclusions:
The results suggest that exposure to realistic immersive content through 360º VR headsets can be a promising tool to provide a realistic approach to the engineering environment, acting as a powerful pedagogical tool for career guidance.

Keywords:

Career choice, Engineering education, Gender gap, STEM, Virtual Reality.