Public defence in Mechatronics, MSc Antti Liljaniemi

Title of the thesis: Re-innovating engineering education: The role of Digital Twin and emerging technologies

Thesis defender: Antti Liljaniemi
Opponent: Dr. Sanna Brauer, Tampere University of Applied Sciences, Finland
Custos: Prof. Kari Tammi,Aalto University School of Engineering

Technologies used in modern industry have advanced rapidly in recent years, while teaching practices in engineering education have evolved much more slowly. Digital twins, artificial intelligence, robotics, and virtual reality are now part of everyday industrial practice, yet their use in education remains fragmented or experimental. Bridging the gap between education and industry is essential to ensure that graduating engineers are prepared for today’s and tomorrow’s work environments.

As artificial intelligence, robotics, and virtual reality become integral to industrial operations, students need new ways to connect theoretical knowledge with practical problem-solving. This dissertation examines how digital twins, virtual reality, and other emerging technologies can be integrated into engineering education to better meet industry needs. Traditional, lecture-based instruction alone is often insufficient for understanding complex and dynamic systems. In contrast, digital twins and VR simulations enable experimentation, visualization, and skill development in ways that closely resemble modern engineering practice. However, effective use of these technologies requires pedagogically sound and carefully phased implementation.

The dissertation is based on three case studies. The use of digital twins in machine automation education improved students’ understanding and motivation: in the Digital Twin course, pass rates exceeded 92% (n=596). The adoption of emerging technologies was examined using the OQEM maturity assessment method, applied in 25 experiments across multiple industries as part of the Digi-Flash project. In addition, the Holodeck virtual reality environment improved learning outcomes and student engagement when VR was used to support traditional laboratory exercises (n=96).

A key outcome of the research is the TPIK model (Technological, Pedagogical and Industrial Knowledge), which provides a practical framework for integrating new technologies into engineering education. The model combines technology, pedagogy, and industry needs as the foundation for curriculum design and emphasizes pedagogical planning, technology maturity assessment, and close collaboration with industry.

The findings show that digital technologies can strengthen engineering education when their adoption is grounded in pedagogy, informed by technology maturity assessment, and carried out in close cooperation with industry.

Keywords: Digital Twin, Immersive learning environments, Engineering education, Emerging
technologies, Technology maturity 

Thesis available for public display 7 days prior to the defence at Aalto University's public display page. 

Contact information: 
Antti Liljaniemi

antti.liljaniemi@metropolia.fi

+358 400 240 756

www.linkedin.com/in/antti-liljaniemi-37645833    
https://www.metropolia.fi/en/rdi/collaboration-platforms/garage