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1. Development of a Deep Learning Emulator for a Distributed Groundwater–Surface Water Model: ParFlow-ML

   https://doi.org/10.3390/w13233393  

   Tran, Hoang; Leonarduzzi, Elena; De la Fuente, Luis; Hull, Robert Bruce; Bansal, Vineet; Chennault, Calla; Gentine, Pierre; Melchior, Peter; Condon, Laura E.; Maxwell, Reed M. (December 2021, Water)

   Integrated hydrologic models solve coupled mathematical equations that represent natural processes, including groundwater, unsaturated, and overland flow. However, these models are computationally expensive. It has been recently shown that machine leaning (ML) and deep learning (DL) in particular could be used to emulate complex physical processes in the earth system. In this study, we demonstrate how a DL model can emulate transient, three-dimensional integrated hydrologic model simulations at a fraction of the computational expense. This emulator is based on a DL model previously used for modeling video dynamics, PredRNN. The emulator is trained based on physical parameters used in the original model, inputs such as hydraulic conductivity and topography, and produces spatially distributed outputs (e.g., pressure head) from which quantities such as streamflow and water table depth can be calculated. Simulation results from the emulator and ParFlow agree well with average relative biases of 0.070, 0.092, and 0.032 for streamflow, water table depth, and total water storage, respectively. Moreover, the emulator is up to 42 times faster than ParFlow. Given this promising proof of concept, our results open the door to future applications of full hydrologic model emulation, particularly at larger scales. 

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2. 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. 

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3. Multiplayer Physical and Virtual Reality Games for Team-based Manufacturing Simulation

   Aqlan, F. (June 2020, ASEE Annual Conference proceedings)

   Familiarity with manufacturing environments is an essential aspect for many engineering students. However, such environments in real world often contain expensive equipment making them difficult to recreate in an educational setting. For this reason, simulated physical environments where the process is approximated using scaled-down representations are usually used in education. However, such physical simulations alone may not capture all the details of a real environment. Virtual reality (VR) technology nowadays allows for the creation of fully immersive environments, bringing simulations to the next level. Using rapidly advancing gaming technology, this research paper explores the applicability of creating multiplayer serious games for manufacturing simulation. First, we create and validate a hands-on activity that engages groups of students in the design and assembly of toy cars. Then, a corresponding multiplayer VR game is developed, which allows for the collaboration of multiple VR users in the same virtual environment. With a VR headset and proper infrastructure, a user can participate in a simulation game from any location. This paper explores whether multiplayer VR simulations could be used as an alternative to physical simulations. 

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4. Multiplayer Physical and Virtual Reality Games for Team-based Manufacturing Simulation

   https://doi.org/10.18260/1-2--34989  

   Zhao, R.; Aqlan, F.; Elliott, L.; Baxter, E. (June 2020, ASEE Annual Conference proceedings)

   Familiarity with manufacturing environments is an essential aspect for many engineering students. However, such environments in real world often contain expensive equipment making them difficult to recreate in an educational setting. For this reason, simulated physical environments where the process is approximated using scaled-down representations are usually used in education. However, such physical simulations alone may not capture all the details of a real environment. Virtual reality (VR) technology nowadays allows for the creation of fully immersive environments, bringing simulations to the next level. Using rapidly advancing gaming technology, this research paper explores the applicability of creating multiplayer serious games for manufacturing simulation. First, we create and validate a hands-on activity that engages groups of students in the design and assembly of toy cars. Then, a corresponding multiplayer VR game is developed, which allows for the collaboration of multiple VR users in the same virtual environment. With a VR headset and proper infrastructure, a user can participate in a simulation game from any location. This paper explores whether multiplayer VR simulations could be used as an alternative to physical simulations. 

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5. A Usability Study of Classical Mechanics Education Based on Hybrid Modeling: Implications for Sustainability in Learning

   https://doi.org/10.3390/su132011225  

   Guadagno, Rosanna E.; Gonzenbach, Virgilio; Puddy, Haley; Fishwick, Paul; Kitagawa, Midori; Urquhart, Mary; Kesden, Michael; Suura, Ken; Hale, Baily; Koknar, Cenk; et al (October 2021, Sustainability)

   A usability study evaluated the ease with which users interacted with an author-designed modeling and simulation program called STEPP (Scaffolded Training Environment for Physics Programming). STEPP is a series of educational modules for introductory algebra-based physics classes that allow students to model the motion of an object using Finite State Machines (FSMs). STEPP was designed to teach students to decompose physical systems into a few key variables such as time, position, and velocity and then encourages them to use these variables to define states (such as running a marathon) and transitions between these states (such as crossing the finish line). We report the results of a usability study on high school physics teachers that was part of a summer training institute. To examine this, 8 high school physics teachers (6 women, 2 men) were taught how to use our simulation software. Data from qualitative and quantitative measures revealed that our tool generally exceeded teacher’s expectations across questions assessing: (1) User Experience, (2) STEM-C Relevance, and (3) Classroom Applicability. Implications of this research for STEM education and the use of modeling and simulation to enhance sustainability in learning will be discussed. 

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