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1. Use of Virtual Reality to Improve Engagement and Self-Efficacy in Architectural Engineering Disciplines

   https://doi.org/10.1109/FIE49875.2021.9637182  

   Erdogmus, Ece; Ryherd, Erica; Diefes-Dux, Heidi A.; Armwood-Gordon, Catherine (October 2021, 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. 

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2. A Pilot Study Comparing User Interactions Between Augmented and Virtual Reality

   https://doi.org/10.1007/978-3-031-47966-3_1  

   Williams, Adam; Zhou, Xiaoyan; Batmaz, Anil_Ufuk; Pahud, Michel; Ortega, Francisco (December 2023, In: Bebis, G., et al. Advances in Visual Computing. ISVC 2023. Lecture Notes in Computer Science)

   Immersive Analytics (IA) and consumer adoption of augmented reality (AR) and virtual reality (VR) head-mounted displays (HMDs) are both rapidly growing. When used in conjunction, stereoscopic IA environments can offer improved user understanding and engagement; however, it is unclear how the choice of stereoscopic display impacts user interactions within an IA environment. This paper presents a pilot study that examines the impact of stereoscopic display choice on object manipulation and environmental navigation using consumeravailable AR and VR HMDs. Our observations indicate that the display can impact how users manipulate virtual content and how they navigate the environment. 

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3. Virtual Reality in Fluid Power Education: Impact on Students’ Perceived Learning Experience and Engagement

   https://doi.org/10.3390/educsci14070764  

   Azzam, Israa; El_Breidi, Khalil; Breidi, Farid; Mousas, Christos (July 2024, Education Sciences)

   The significance of practical experience and visualization in the fluid power discipline, highly tied to students’ success, requires integrating immersive pedagogical tools for enhanced course delivery, offering real-life industry simulation. This study investigates the impact of using virtual reality (VR) technology as an instructional tool on the learning and engagement of 48 mechanical engineering technology (MET) students registered in the MET: 230 Fluid Power course at Purdue University. An interactive VR module on hydraulic grippers was developed utilizing the constructivist learning theory for MET: 230 labs, enabling MET students to explore light- and heavy-duty gripper designs and operation through assembly, disassembly, and testing in a virtual construction environment. A survey consisting of a Likert scale and short-answer questions was designed based on the study’s objective to evaluate the students’ engagement and perceived attitude toward the module. Statistical and natural language processing (NLP) analyses were conducted on the students’ responses. The statistical analysis results revealed that 97% of the students expressed increased excitement, over 90% reported higher engagement, and 87% found the VR lab realistic and practical. The NLP analysis highlighted positive themes such as “engagement”, “valuable experience”, “hands-on learning”, and “understanding”, with over 80% of students endorsing these sentiments. These findings will contribute to future efforts aimed at improving fluid power learning through immersive digital reality technologies, while also exploring alternative approaches for individuals encountering challenges with such technologies. 

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4. INTERACTIVE VISUALIZATION FOR COASTAL HAZARDS

   https://doi.org/10.9753/icce.v37.management.190  

   Zhou, Zili; Lynett, Patrick; Ebrahimi, Behzad (September 2023, Coastal Engineering Proceedings)

   Augmented reality (AR) is a technology that integrates 3D virtual objects into the physical world in real-time, while virtual reality (VR) is a technology that immerses users in an interactive 3D virtual environment. The fast development of augmented reality (AR) and virtual reality (VR) technologies has reshaped how people interact with the physical world. This presentation will outline the results from two unique AR and one Web-based VR coastal engineering projects, motivating the next stage in the development of the augmented reality package for coastal students, engineers, and planners. 

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5. Framework for the Use of Extended Reality Modalities in AEC Education

   https://doi.org/10.3390/buildings12122169  

   Spitzer, Barbara Oliveira; Ma, Jae Hoon; Erdogmus, Ece; Kreimer, Ben; Ryherd, Erica; Diefes-Dux, Heidi (December 2022, Buildings)

   The educational applications of extended reality (XR) modalities, including virtual reality (VR), augmented reality (AR), and mixed reality (MR), have increased significantly over the last ten years. Many educators within the Architecture, Engineering, and Construction (AEC) related degree programs see student benefits that could be derived from bringing these modalities into classrooms, which include but are not limited to: a better understanding of each of the subdisciplines and the coordination necessary between them, visualizing oneself as a professional in AEC, and visualization of difficult concepts to increase engagement, self-efficacy, and learning. These benefits, in turn, help recruitment and retention efforts for these degree programs. However, given the number of technologies available and the fact that they quickly become outdated, there is confusion about the definitions of the different XR modalities and their unique capabilities. This lack of knowledge, combined with limited faculty time and lack of financial resources, can make it overwhelming for educators to choose the right XR modality to accomplish particular educational objectives. There is a lack of guidance in the literature for AEC educators to consider various factors that affect the success of an XR intervention. Grounded in a comprehensive literature review and the educational framework of the Model of Domain Learning, this paper proposes a decision-making framework to help AEC educators select the appropriate technologies, platforms, and devices to use for various educational outcomes (e.g., learning, interest generation, engagement) considering factors such as budget, scalability, space/equipment needs, and the potential benefits and limitations of each XR modality. To this end, a comprehensive review of the literature was performed to decipher various definitions of XR modalities and how they have been previously utilized in AEC Education. The framework was then successfully validated at a summer camp in the School of Building Construction at Georgia Institute of Technology, highlighting the importance of using appropriate XR technologies depending on the educational context. 

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