More Like this

1. Mixed Reality Multimedia Learning to Facilitate Learning Outcomes from Project Based Learning

   https://doi.org/10.1061/9780784482865.017  

   Patil, Karan R. ; Ayer, Steven K. ; Wu, Wei ; London, Jeremi ( January 2020 , Construction Research Congress 2020: Computer Applications)

   Tang, Pingbo ; Grau, David ; Asmar, Mounir E. (Ed.)

   Effective construction engineering and management education requires hands-on experiences that have not traditionally been offered in classroom settings. Physical building competitions like Solar Decathlon are valuable for providing experiential learning opportunities that may support tacit and explicit knowledge development among students, but they are often not available to all students due to funding and resource limitations. Less resource intensive teaching strategies, such as project based learning, can mimic the benefit of physical experiences by providing context to learning content. This paper reviews project based learning literature to identify trends in reported learning gains from the adoption of this strategy. Additionally, emerging technologies offer the ability to create low cost, immersive multimedia environments that may be able to support the types of learning targeted by physical design and construction experiences. Literature on multimedia learning theory is explored to identify opportunities for multimedia applications to facilitate learnings derived by physical educational contexts, but with the use of increasingly affordable multimedia strategies. This paper resulted in identifying six learning gains that have a theoretical potential to be facilitated using augmented reality and virtual reality technologies. The theoretical potential was deduced based on prior research on teaching strategies that provide real-world context to learning content. The authors of this paper propose using the identified learning gains as targets to specifically design implementation studies to verify this potential. The learning gains identified in the results section can be targeted and measured in future research when empirically validating the use of immersive technologies for construction education. The contribution of this work is in synthesizing the learning gains that future researchers should target based on evidence from prior research in related learning contexts. 

   more » « less
2. Holographic Learning Environment for Bridging the Technical Skill Gap of the Future Smart Construction Engineering Students

   Ogunseiju, Omobolanle ; Akanmu, Abiola ; Bairaktarova, Diana ( January 2020 , Enabling the Development and Implementation of Digital Twins: Proceedings of the 20th International Conference on Construction Applications of Virtual Reality)

   Dawood, Nashwan ; Rahimian, Farzad P. ; Seyedzadeh, Saleh ; Sheikhkhoshkar, Moslem (Ed.)

   The growth in the adoption of sensing technologies in the construction industry has triggered the need for graduating construction engineering students equipped with the necessary skills for deploying the technologies. One obstacle to equipping students with these skills is the limited opportunities for hands-on learning experiences on construction sites. Inspired by opportunities offered by mixed reality, this paper presents the development of a holographic learning environment that can afford learners an experiential opportunity to acquire competencies for implementing sensing systems on construction projects. The interactive holographic learning environment is built upon the notions of competence-based and constructivist learning. The learning contents of the holographic learning environment are driven by characteristics of technical competencies identified from the results of an online survey, and content analysis of industry case studies. This paper presents a competency characteristics model depicting the key sensing technologies, applications and resources needed to facilitate the design of the holographic learning environment. A demonstrative scenario of the application of a virtual laser scanner for measuring volume of stockpiles is utilized to showcase the potential of the learning environment. A taxonomic model of the operational characteristics of the virtual laser scanner represented within the holographic learning environment is also presented. This paper contributes to the body of knowledge by advancing immersive experiential learning discourses previously confined by technology. It opens a new avenue for both researchers and practitioners to further investigate the opportunities offered by mixed reality for future workforce development. 

   more » « less
3. Simulation in engineering education: The transition from physical experimentation to digital immersive simulated environments

   https://doi.org/10.1177/00375497241229757  

   Negahban, Ashkan ( February 2024 , SIMULATION)

   Besides its use as a powerful systems analysis tool, simulation has also been used for decades in educational settings as a teaching and learning method. Simulation can replace or augment real-world inquiry-based experiences by providing learners with a low-cost and risk-free experimentation platform to develop knowledge and skills in a simulated environment. This paper presents an overview of current applications and the ongoing transition from physical experimentation to digital simulations and immersive simulated learning environments in engineering education. The paper highlights major implementation and research gaps related to simulation-based learning and immersive simulated learning environments, namely, lack of integration with learning theories and limited formal assessments of effectiveness. Potential implementation approaches and important areas for future educational research are discussed and exemplified in response to the identified gaps. The discussions presented are intended for simulationists, educational researchers, and instructors who are interested in designing and/or utilizing engineering education interventions involving simulated learning environments and immersive technologies in their teaching and educational research. In particular, the Immersive Simulation-Based Learning (ISBL) approach discussed in the paper provides a framework for simulationists to reuse the models developed as part of their simulation projects for educational purposes. 

   more » « less
4. Combining Immersive Technologies and Problem-Based Learning in Engineering Education: Bibliometric Analysis and Literature Review

   Nowparvar, Mahgol ; Chen, Xing ; Ashour, Omar ; Ozden, Sabahattin G ; Negahban, Ashkan ( January 2021 , ASEE annual conference)

   null (Ed.)

   There is a cohesive body of research on the effectiveness of problem-based learning (PBL) for a wide range of learner groups across different disciplines in engineering education. On the other hand, there is a growing interest in using immersive technologies such as virtual reality (VR) in engineering education. While there are many literature review articles on each of these subjects separately, there is a lack of review articles on the application of combined PBL-VR learning environments in engineering education. This paper provides an assessment of the applications and potential of implementing immersive technologies in a PBL setting to utilize the advantages of both paradigms. More specifically, this paper aims to provide insights related to two main questions: (1) where (in what disciplines/subjects) PBL and VR have been used together in engineering education? And, (2) how are VR and PBL integrated and used in engineering education? The first question is investigated by performing a bibliometric analysis of relevant papers published in the proceedings of previous ASEE annual conferences. The second question is explored by performing a literature review and classification of ASEE papers that discuss the use of VR in conjunction with PBL. Our findings reveal a gap between the application of integrated PBL and VR across different disciplines in engineering education. We also analyze the trends related to PBL and VR application in engineering education over time. Finally, we identify and propose future opportunities related to the combination of PBL and immersive technologies, including but not limited to immersive simulation-based learning (ISBL) and incorporating artificial intelligence (AI) into immersive virtual/simulated learning environments used in engineering education. 

   more » « less
5. Supporting Teacher Self-efficacy and TPACK: Teaching Louisiana Wetlands Using Virtual Field Trips

   Olokunde, Temitope ; Jones, Nastassia N. ( March 2023 , Proceedings of Society for Information Technology & Teacher Education International Conference)

   Langran, E. ; Christensen, P. ; Sanson, J. (Ed.)

   Education about natural environments and their connection to ecosystems has the potential to foster environmental literacy and stewardship. Fostering environmental awareness in students helps them to learn about STEM topics in nature through hands-on classroom lessons with immersive experiences. Virtual reality technology serves as an educational tool that provides immersive learning experiences, which makes it relevant to developing environmental knowledge. This study focuses on Louisiana’s natural environment, particularly the Louisiana wetlands that exist near communities with little to no STEM training opportunities for teachers and students in K-12 schools. A virtual reality themed professional development program was established in Louisiana, to equip STEM teachers with virtual reality skills to immerse students into simulated field experiences of Louisiana wetlands. Integrating virtual reality technology into the teaching of Louisiana wetlands, helps put STEM concepts in a real-world context that is relatable to teachers and students living in these areas. This study draws insight from the teachers’ learning experiences as they participated in the professional development program. 

   more » « less