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1. Using Augmented Reality (AR) to Bring the Past to Life in Informal Science Learning

   Herrick, I.R.; Sinatra, G.; Kennedy, A.; Nye, B.; Swartout, W.; Lindsey, E. (January 2022, National Association for Research in Science Teaching (NARST) International Conference)

   Schwartz, R.; Roehrig, G.; Martin-Hansen, L.; Kemp, P.; Utano, J. (Ed.)

   A key mission for museums is to engage a large and diverse public audience in science learning (Macdonald, 1997). To that end, science museums attempt to use immersive technologies in entertaining, socially oriented, and innovative ways. An example is the use of augmented reality (AR) to overlay virtual objects onto the real-world (Azuma, Baillot, Behringer, Feiner, Julier, & MacIntyre, 2001).We used a Design Based Research (DBR) approach to develop and test four features of an AR experience to promote place-based science learning in an museum setting. While quantitative differences were not found among conditions in knowledge gained, significant learning gains were seen from pre to post, illustrating the potential for place-based informal science learning. Incorporating AR technology into museum exhibits can update them with 21st tools to support visitor engagement in the learning experience. This research contributes to understanding of usability and logistical issues for different AR designs for a public, outdoor informal settings. 

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2. A Pilot Study of the Development of Empathy within a Service-learning Trip from a Qualitative Perspective

   Wang, Linjue; Carroll, Turhan Kendall; Delaine, David A. (January 2018, ASEE Annual Conference proceedings)

   Qualitative outcomes of a pilot study which seeks to investigate the ways and extent to which service-learning impacts the development of empathy in undergraduate engineering students are presented. Service-learning is an experiential education pedagogy in which students engage in activities designed to tackle community needs within structured opportunities to promote learning and development. Community service, teamwork, problem-solving, and reflection are common elements within service-learning activities. This educational approach can provide students with real-world scenarios that connect classroom theory and knowledge to community needs. A brief literature review on service-learning within engineering education, is presented alongside brief background on the meaning of empathy. This is followed by initial qualitative findings around a service-learning trip within an undergraduate engineering course involving 13 student participants. The findings indicate service-learning in a foreign community can serve as a platform for the development of empathy in engineering undergraduates. The development of empathy can be fostered within three main findings: group dynamics, interactions with the community, and individual interpretation of the service-learning experience through self-reflection. This paper concludes with a discussion on how these three findings collectively influence the development of empathy in students. This paper provides a qualitative approach to contextualizing the development of empathy as a learning outcome for engineering educators interested in service-learning. 

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3. MAKER: Design of a Virtual CNC Mill by Unity Software

   Jose Diaz, Curtrell Trott (July 2021, 2021 ASEE Virtual Annual Conference)

   It requires a lot of hands-on experience to learn how to operate a computer numerical control (CNC) mill. Virtual Reality (VR) can serve as a way to teach how to properly operate it. The goal of this research is to create a virtual CNC mill that can provide interactive training for students. The Unity software was used for this goal. Unity is a game development engine used to produce video games, utility software, and more. The functionality of the CNC simulation was created with C# scripting. The visual representation of the CNC mill was built through 3D modeling, and then transferred into FBX 3D models which are compatible with Unity. The virtual machine is able to take G-code inputs via either an input field or a text file. For the current version, it can simulate G00, G01, and G02/G03 commands and is able to cut sample workpieces per input. It also can save the coordinates of the cutting path via json file and use a python script to view its movement on a line graph. The virtual machine emulates the input commands very similar to the actual machine. This can serve as a good learning tool for CNC machine operators. The virtual machine created through Unity is proof that a digital simulation is achievable for the CNC machine. Future research will include implementing and incorporating mixed reality. Incorporating these kinds of technology will help a more immersive learning experience for students. 

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4. How Engineering Students Learn and are Impacted by Empathy Training: A Multi-year Study of an Empathy Program Focused on Disability and Technology

   https://doi.org/10.1007/s43683-025-00179-5  

   Schearer, Eric; LaMack, Cameron; LaMack, Hannah (March 2025, Biomedical Engineering Education)

   Abstract PurposeMeasurable results of efforts to teach empathy to engineering students are sparse and somewhat mixed. This study’s objectives are (O1) to understand how empathy training affects students’ professional development relative to other educational experiences, (O2) to track empathy changes due to training over multiple years, and (O3) to understand how and what students learn in empathy training environments. MethodsStudents in a multiple-semester empathy course completed surveys ranking the career development impact of the empathy program against other college experiences (O1), rating learning of specific empathy skills (O2), and ranking program elements’ impact on empathy skills (O3). Intervention and control groups completed the Interpersonal Reactivity Index and Jefferson Scale of Empathy at four time points (O2). Cohort students participated in post-program interviews (O1, O3). ResultsO1: Empathy training impacted career development more than several typical college activities but less than courses in major. O2: Students reported gains in four taught empathy skills. Cohort students showed significant increases in the Jefferson Scale while the control group did not. There were no significant changes in Interpersonal Reactivity Index scores. O3: interactive exercises had a significant effect on students’ learning all empathy skills while interactions with people with disabilities had significant effect on learning to encounter others with genuineness. Students valued building a safe in-class community facilitating their success in experiential environments. ConclusionsThis study highlights empathy skills’ importance in engineering students’ development, shows gains in empathy with training, and uncovers key factors in students’ learning experience that can be incorporated into engineering curricula. 

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5. A Quantitative, Pilot Investigation of a Service- Learning Trip as a Platform for Growth of Empathy

   Carroll, Turhan Kendall; Wang, Linjue; Delaine, David A. (January 2018, World engineering education forum)

   This work presents the quantitative findings from a multi-method study investigating service-learning as a platform to promote empathy growth within engineering undergraduates. Qualitative results from this study have previously demonstrated the potential of service-learning activities to support the development of empathy by leveraging group dynamics, interactions with the community, and self-reflection. A repeated measures design using the Davis’ Interpersonal Relativity Index (IRI) was administered to the 14 undergraduate student participants before and after a service learning experience. Exploratory quantitative findings indicating the potential of service-learning and the use of reflection as a platform for the growth of empathy, particularly within the IRI constructs of empathic concern and perspective taking, are presented. These findings, along with associated limitations, demonstrate the importance of further investigation into the use of service learning, and other community-engaged student learning (CESL) activities as platforms for empathy development among undergraduate engineering students. 

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