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Title: Use of Virtual Reality to Improve Engagement and Self-Efficacy in Architectural Engineering Disciplines
This Innovative Practice Full Paper presents findings from the implementation of a virtual reality-based learning module. In the Fall of 2020, a prototype for a novel intervention namely, Virtual/Augmented-Reality-Based Discipline Exploration Rotations (VADERs), was offered as part of the first-year Introduction to Architectural Engineering (AE) classes at two universities. VADERs will ultimately be a collection of modules that are designed to improve student engagement and diversity-awareness by providing interactive virtual explorations of an engineering discipline and its sub-disciplines. VADERs utilize an open source, device-agnostic, and browser-based three-dimensional Virtual Reality (VR) platform, creating unique accessibility, synchronous social affordances, and media asset flexibility. The conjecture explored in this paper is: Having first-year engineering students experience Architectural Engineering and its sub-disciplines through an interactive VADER module, will improve their self-efficacy in regards to their commitment to studying the discipline. A total of 89 students participated in the VADER pilot in Fall 2020. Complete data was collected from 67 of these participants in the form of pre- and post- surveys, and final project deliverables. Results tied to the hypothesis and recommendations for future related work are discussed.  more » « less
Award ID(s):
2202290
NSF-PAR ID:
10358191
Author(s) / Creator(s):
; ; ;
Date Published:
Journal Name:
Use of Virtual Reality to Improve Engagement and Self-Efficacy in Architectural Engineering Disciplines
Page Range / eLocation ID:
1 to 7
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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