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The objective of this work is to present an initial investigation of the impact the Connected Learning and Integrated Course Knowledge (CLICK) approach has had on students’ motivation, engineering identity, and learning outcomes. CLICK is an approach that leverages Virtual Reality (VR) technology to provide an integrative learning experience in the Industrial Engineering (IE) curriculum. To achieve this integration, the approach aims to leverage VR learning modules to simulate a variety of systems. The VR learning modules offer an immersive experience and provide the context for real-life applications. The virtual simulated system represents a theme to transfer the system concepts and knowledge across multiple IE courses as well as connect the experience with real-world applications. The CLICK approach has the combined effect of immersion and learning-by-doing benefits. In this work, VR learning modules are developed for a simulated manufacturing system. The modules teach the concepts of measures of location and dispersion, which are used in an introductory probability course within the IE curriculum. This work presents the initial results of comparing the motivation, engineering identity, and knowledge gain between a control and an intervention group (i.e., traditional vs. CLICK teaching groups). The CLICK approach group showed greater motivation compared to a traditional teaching group. However, there were no effects on engineering identity and knowledge gain. Nevertheless, it is hypothesized that the VR learning modules will have a positive impact on the students’ motivation, engineering identity, and knowledge gain over the long run and when used across the curriculum. Moreover, IE instructors interested in providing an immersive and integrative learning experience to their students could leverage the VR learning modules developed for this project.
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Assessing the Use of Virtual Reality Technology in Teaching Marine Ecological Concepts
Virtual reality environments are becoming increasingly popular as educational tools, but it remains unclear when these environments enhance learning or when they are a distraction from the learning process. We compared two dif- ferent methods for teaching ecological concepts about the rocky intertidal zone by comparing an experimental (virtual) class with a control (traditional) type of class. We investigated whether cognitive (i.e., knowledge) and affective (i.e., attitudes, perceptions) outcomes are enhanced when students use lesson plans presented in a virtual reality environment compared with lesson plans facilitated via traditional methods. We also assessed the extent to which these attributes are enhanced when students create their own virtual tours as part of a field-based learning experience. The experimental group showed significantly higher maintenance of knowledge gain than the traditional group at the conclusion of the study, but there were no other significant differences among treatment groups. Feedback from teachers reported that students were more engaged, had better recall, and enjoyed the change from the traditional lecture style. Lack of statistically different scores measuring excitement suggests a need for improvement in the design and implementation of these virtual environments to maximize their appeal to students. However, our results suggest that virtual reality technologies provide an innovative alternative to standard lesson plans that can help improve knowledge retention about ecological concepts.
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- Award ID(s):
- 1635989
- PAR ID:
- 10132945
- Date Published:
- Journal Name:
- Journal of STEM outreach
- Volume:
- 2
- ISSN:
- 2576-6767
- Page Range / eLocation ID:
- 1-11
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.15695/ jstem/v2i1.14
