Learning electrical and computer engineering has always come with a unique challenge: many of its foundational concepts — electric fields, magnetic forces, semiconductor behavior — are invisible to the naked eye and difficult to visualize.  

To make these invisible principles tangible, students in the School of Electrical and Computer Engineering have long used specialized tools and software. Circuit simulators model voltage and current, electromagnetic tools visualize fields, and semiconductor design platforms reveal transistor behavior. These tools turn abstract theory into interactive experiences that prepare students for real-world engineering challenges.

“Without something visual, ECE courses can seem like a bunch of equations involving calculus, which can be intimidating to students at first,” said Ge. “We want to make learning more concrete.” 

The assistant professor is developing lessons using Apple Vision Pro so that students can explore electric motors and magnetic fields. 

“All of a sudden, these invisible forces that are the building blocks of modern technology are in front of them,” he said. “It makes the learning come to life.” 

Naeemi, who teaches semiconductor physics, has previously developed 2D learning simulations that model electron behavior at the atomic level. The open-sourced tools have drawn hundreds of users from around the world, but they still fall short of capturing the full picture.

“Our 2D simulations work, but the devices and concepts they model are 3D in the physical world,” Naeemi said. “For example, when electrons are under an applied electric field, they make a curved movement. You can’t see that from looking at a 2D screen.” 

With Apple Vision Pro, Naeemi plans to convert his simulations into experiences, allowing students to step inside a semiconductor or electric field and observe the mechanics from within. 

Naeemi and Ge aren’t alone in developing ways to integrate the headsets into ECE courses. 

Associate Professor Daniel Molzahn plans to use Apple Vision Pro to give power engineering students virtual access to utility-scale systems. Senior research engineer Zhiyang Jin is developing 3D demonstrations illustrating the working principles of major electrical equipment. And Professor Omer Inan is creating interactive models to help ECE and biomedical engineering students visualize cardiac function.

Entrepreneurship Goes Virtual 

Mihalik, a former executive in the solar energy industry, is taking a different approach. He wants students to use Apple Vision Pro to practice real-world business. 

In his ECE 6001 Technology Entrepreneurship: Teaming, Ideation, and Entrepreneurship course, students develop business ideas around emerging technologies. In previous semesters, any project looking into the commerical viability of spatial computing products was a theoretical exercise. Now, students can build and test their ideas using the actual technology. 

“Having the devices in hand changes everything,” Mihalik said. “The cool part is that if they choose to, these groups can create a real product that they can take outside of the classroom and own.”

For Aditya Sandip Borse, a second-year ECE master’s student, the Apple Vision Pro plays a central role in his team’s project. The group is developing a spatial computing platform for furniture and interior design visualization intended for real estate applications.  

“Our entire idea is based around the use of spatial computing, so using Apple Vision Pro for key activities such as prototyping and customer discovery has been essential,” he said. “It allows our potential early adopters to interact directly with a functional prototype, which in turn lets us gather high-quality, actionable feedback.” 

Lauren Bonetti, also a second-year ECE master’s student, is working on a different challenge that focuses on improving precision for electrical engineers. Her team’s concept uses Apple Vision Pro to project circuit schematics next to a physical circuit board while zooming in on components during soldering.  

“Using Apple Vision Pro, makes inventing exciting and tangible,” she said. “We were able to build a rapid prototype and simulate it with other students to gain customer feedback, which helped us troubleshoot potential challenges early.”

“These are the kinds of tools and experiences that used to be reserved for professionals in the field,” Mihalik said. “Now, students are getting hands-on exposure earlier, and that’s going to change how we prepare engineers.” 

And the exposure will only expand. Students can check out the devices for research projects, independent exploration, and personal entrepreneurial ventures. 

“These devices aren’t intended just for learning,” Mihalik said. “They’re a way for students to create something. It makes them active participates in the future of engineering.”