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1. Creative Geotechnical Engineering Education Module Based on an Educational Game Using Multiphysics Enriched Mixed Reality

   https://doi.org/10.1109/FIE58773.2023.10343396  

   Cui, LuoBin; Cai, Weiling; Hare, Ryan; Huang, ChenChen; Tang, Ying; Zhu, Cheng (October 2023, IEEE)

   This work-in-progress paper discusses the development of an educational game to provide integrated geotechnical engineering education modules that connect theoretical concepts, laboratory testing, field investigation, and engineering design. The game, Earth Trek, is developed based on the design of geothermal piles, which are an innovative and sustainable geotechnical engineering approach to combat climate change. Virtual reality is applied to visualize the field environments, laboratory conditions, and design components for structural simulation. The game uses a combination of storytelling and tasks to engage students with geotechnical concepts in an enjoyable way. With the newly developed game, geotechnical engineering instructors can provide students with exposure to laboratory testing and field environments, improving the quality of geotechnical engineering education. The use of multiphysics enriched mixed reality gaming allows for a visual representation of the connections between theoretical concepts, laboratory testing, field investigation, and engineering design. Additionally, this study discusses the challenges that geotechnical students face when dealing with worldwide concerns such as energy demand, environmental protection, infrastructure sustainability, and hazard reduction. Earth Trek allows students to apply geotechnical engineering knowledge to explore the underground space and the associated geothermal energy to tackle the engineering problems using only their smartphones. Through exploring the virtual environment and completing game tasks, students can obtain different testing tools used for geotechnical experiments, including thermal conductivity measurement and direct shear test. They are also trained to conduct parametric study to explore the influence of boundary conditions on thermal transfer efficiency of the geothermal pile. The key contribution of this work is to illustrate an educational paradigm based on mixed reality, moving towards creative engineering education in geotechnical engineering. The newly developed educational game and Earth Trek are expected to enhance geotechnical engineering education and provide students with an interdisciplinary knowledge to tackle worldwide concerns. 

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2. Perceptions of Engineering Learning Software in Classrooms with Diverse Student Populations Using an Expanded Technology Acceptance Model

   Cook-Chennault, K.; Villanueva, I. (August 2022, 2022 ASEE Annual Conference & Exposition)

   The perceptions and experiences of freshman and sophomore engineering students when playing an online serious engineering game are explored. The engineering game of interest was designed to improve engineering intuition and knowledge of engineering mechanics in a statics course. Use of serious educational engineering games has increased in engineering education to help students increase technical competencies in engineering disciplines. However, few have investigated how these engineering games are experienced by the students; how games influence students’ perceptions of learning, or how these factors may lead to inequitable perspectives among diverse populations of students. A mixed method sequential analysis informed by the Technology Acceptance Model was performed to ascertain the experiences of one hundred and thirty-two students. Women of colour indicated that going to the next challenge level in the game made them feel as though they had increased their engineering knowledge to a higher degree than their male counterparts, this group also indicated higher levels of frustration than their male and Caucasian woman counterparts. Additional studies are need to more definitive conclusions. 

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3. Exploring perspectives and experiences of diverse learners' acceptance of online educational engineering games as learning tools in the classroom

   Cook-Chennault, Kimberly; Villanueva, Idalis (January 2020, Conference proceedings Frontiers in Education Conference)

   This Research Full paper focuses on perceptions and experiences of freshman and sophomore engineering students when playing an online serious engineering game that was designed to improve engineering intuition and knowledge of statics. Use of serious educational engineering games has increased in engineering education to help students increase technical competencies in engineering disciplines. However, few have investigated how these engineering games are experienced by the students; how games influence students' perceptions of learning, or how these factors may lead to inequitable perspectives among diverse populations of students. Purpose/Hypothesis: The purpose of this study was to explore the perceptions, appeal, and opinions about the efficacy of educational online games among a diverse population of students in an engineering mechanics statics course. It was hypothesized that compared to majority groups (e.g., men, White), women of color who are engineering students would experience less connections to the online educational game in terms of ease of use and level of frustration while playing. It is believed that these discordant views may negatively influence the game's appeal and efficacy towards learning engineering in this population of students. Design/Method: The Technology Acceptance Model (TAM) is expanded in this study, where the perspectives of women of colour (Latinx, Asian and African American) engineering students are explored. The research approach employed in this study is a mixed-method sequential exploratory design, where students first played the online engineering educational game, then completed a questionnaire, followed by participation in a focus group. Responses were initially analyzed through open and magnitude coding approaches to understand whether students thought these educational games reflected their personal culture. Results: Preliminary results indicate that though the majority of the students were receptive to using the online engineering software for their engineering education, merely a few intimated that they would use this software for engineering exam or technical job interview preparation. A level-one categorical analysis identified a few themes that comprised unintended preservation of inequality in favor of students who enjoyed contest-based education and game technology. Competition-based valuation of presumed mastery of course content fostered anxiety and intimidation among students, which caused some to "game the game" instead of studying the material, to meet grade goals. Some students indicated that they spent more time (than necessary) to learn the goals of the game than engineering content itself, suggesting a need to better integrate course material while minimizing cognitive effort in learning to navigate the game. Conclusions: Preliminary results indicate that engineering software's design and the way is coupled with course grading and assessment of learning outcomes, affect student perceptions of the technology's acceptance, usefulness, and ease of use as a "learning tool." Students were found to have different expectations of serious games juxtaposed software/apps designed for entertainment. Conclusions also indicate that acceptance of inquiry-based educational games in a classroom among diverse populations of students should clearly articulate and connect the game goals/objectives with class curriculum content. Findings also indicate that a multifaceted schema of tools, such as feedback on game challenges, and explanations for predictions of the game should be included in game/app designs. 

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4. An initial exploration of the perspectives and experiences of diverse learners’ acceptance of online educational engineering games as learning tools in the classroom

   https://doi.org/10.1109/FIE43999.2019.9028605  

   Cook-Chennault, Kimberly; Villanueva, Idalis (October 2019, An initial exploration of the perspectives and experiences of diverse learners' acceptance of online educational engineering games as learning tools in the classroom)

   This Work-In-Progress falls within the research category of study and, focuses on the experiences and perceptions of first- and second year engineering students when using an online engineering game that was designed to enhance understanding of statics concepts. Technology and online games are increasingly being used in engineering education to help students gain competencies in technical domains in the engineering field. Less is known about the way that these online games are designed and incorporated into the classroom environment and how these factors can ignite inequitable perspectives and experiences among engineering students. Also, little if any work that combines the TAM model and intersectionality of race and gender in engineering education has been done, though several studies have been modified to account for gender or race. This study expands upon the Technology Acceptance Model (TAM) by exploring perspectives of intersectional groups (defined as women of color who are engineering students). A Mixed Method Sequential Exploratory Research Design approach was used that extends the TAM model. Students were asked to play the engineering educational game, complete an open-ended questionnaire and then to participate in a focus group. Early findings suggest that while many students were open to learning to use the game and recommended inclusion of online engineering educational games as learning tools in classrooms, only a few indicated that they would use this tool to prepare for exams or technical job interviews. Some of the main themes identified in this study included unintended perpetuation of inequality through bias in favor of students who enjoyed competition-based learning and assessment of knowledge, and bias for students having prior experience in playing online games. Competition-based assessment related to presumed learning of course content enhanced student anxiety and feelings of intimidation and led to some students seeking to “game the game” versus learning the material, in efforts to achieve grade goals. Other students associated use of the game and the classroom weighted grading with intense stress that led them to prematurely stop the use of the engineering tool. Initial findings indicate that both game design and how technology is incorporated into the grading and testing of learning outcomes, influence student perceptions of the technology’s usefulness and ultimately the acceptance of the online game as a "learning tool." Results also point to the need to explore how the crediting and assessment of students’ performance and learning gains in these types of games could yield inequitable experiences in these types of courses. 

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5. Mixed Reality Learning Environments in Times of Pandemic: What Can We Learn?

   https://doi.org/10.1109/FIE49875.2021.9637300  

   May, Casey; Grabowski, Mason; Mutha, Simrun; Perez, Raul Frias; Borovikova, Sophia; Zastavker, Yevgeniya V.; Bennett, Victoria; Abdoun, Tarek; Harteveld, Casper (October 2021, 2021 IEEE Frontiers in Education Conference (FIE))

   This Work-in-Progress paper focuses on the qualitative aspects of a larger mixed-methods study about GeoExplorer, a game-based learning aspect of a mixed reality educational environment where students participate in a mock internship with the goal to complete a geotechnical mission involving Cone Penetration Testing, a civil engineering field technique students traditionally get very little exposure to due to its complexity and cost. This work seeks to understand how mixed reality learning environments, specifically game-based learning, support (i) creation of individualized hands-on learning opportunities, particularly during the pandemic-driven remote learning paradigm, and (ii) students' development along various noncognitive axes - confidence and motivation. Methods of narrative analyses and grounded theory are used to identify emergent themes in interviews with 10 undergraduate civil engineering students who experienced GeoExplorer in their required geotechnical engineering courses. Our preliminary findings indicate that the GeoExplorer activity was perceived by students as a novel learning experience, particularly welcomed in a time of remote learning, that motivates them to engage more with content and creates individualized hands-on experiences. Students describe how the activity affects their perceived confidence, often gendered, regarding their ability to perform civil engineering fieldwork. Further analyses of these findings may shed light on the ways in which mixed reality learning environments support equitable learning opportunities for all students. 

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