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1. A Comparative Study on Affordable Photogrammetry Tools.

   Fraley, J.; Imeri, A.; Fidan, I.; Chandramouli, M. (July 2018, ASEE Annual Conference proceedings)

   The objective of the Project MANEUVER (Manufacturing Education Using Virtual Environment Resources)1 is to develop an affordable virtual reality (VR) framework to address the imminent demand for well-trained digital manufacturing (DM) professionals. One important part of Project MANEUVER involves studying, evaluating, and identifying cost-efficient ways to generate 3D solid models for use in VR frameworks. To this end, this paper explains the research effort to find alternative ways so that 3D solid model could easily be generated without using any costly 3D scanning technology. In this study, the project team identified two software tools that could help the manufacturing professionals and educators generate a solid model of several parts. These two software tools namely, Qlone and 3DF Zephyr Free were selected for this study based on factors such as ease-of-use, cost-effectiveness, and the cognitive load on users. Using case-studies these two software tools were used to generate 3D solid models and prototypes. Finally, their pros and cons collected throughout this study were reported. 

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2. Systematic Analysis of Graphics-Based Hardware and Software for Virtual Reality Instructional Framework

   Chandramouli, Magesh (June 2019, ASEE annual conference exposition proceedings)

   This paper explains the design of a prototype desktop and augmented Virtual Reality (VR) framework as a medium to deliver instructional materials to the students in an introductory computer animation course. This framework was developed as part of a Teaching Innovation Grant to propose a cost-effective and innovative instructional frameworks to engage and stimulate students. Desktop-based virtual reality presents a 3-dimensional (3D) world using the display of a standard desktop computer available in most of the PC labs on campus. This is a required course at this university that has students not only from the primary department, but from other colleges/departments as well. Desktop VR has been chosen as a medium for this study due to the ease-of-access and affordability; this framework can be visualized and accessed with the available computers in PC labs available in university campuses. The proposed research is intended to serve as a low-cost framework that can be accessed by all students. The concepts of ‘computer graphics, modeling & animation’, instead of being presented using conventional methods such as notes or power point presentations, are presented in an interactive manner on a desktop display. This framework allows the users to interact with the objects on the display not only via the standard mouse and keyboard, but also using multiple forms of HCI such as Touchscreen, Touchpad, and 3D Mouse. Hence, the modules were developed from scratch for access via regular desktop PCs. Such a framework helps effective pedagogical strategies such as active learning (AL) and project-based learning (PBL), which are especially relevant to a highly lab-oriented course such as this course titled ‘Introduction to Animation’. Finally, the framework has also been tested on a range of VR media to check its accessibility. On the whole, this proposed framework can be used to not only teach basic modeling and animation concepts such as spatial coordinates, coordinate systems, transformation, and parametric curves, but it is also used to teach basic graphics programming concepts. Hence, instead of a touchscreen, the modules have to be developed from scratch for access via regular desktop PCs. Such a framework helps effective pedagogical strategies such as active learning (AL) and project-based learning (PBL), which are especially relevant to a highly lab-oriented course such as this animation course. 

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3. Empowering Undergrads in 3D Digital Imaging: Lessons from the LSU DIVA Lab (Digital Imaging and Visualization in Archaeology), Louisiana State University

   McKillop, Heather (July 2022, Digital Heritage in Archaeology and Practice, volume 2)

   Watrall, Ethan; Goldstein, Lynne (Ed.)

   The transition to digital approaches in archaeology includes moving from 2D to 3D images of artifacts. This paper includes a discussion of creating 3D images of artifacts in research with students, formally through a course, and informally in a 3D lab and during field research. Students participate in an ongoing research project by 3D digital imaging objects and contextualizing them. The benefits of 3D images of artifacts are discussed for research, instruction, and public outreach (including making 3D printed replicas for teaching and exhibits). In the 3D digital imaging course, students use surface laser scanners to image small objects that would be encountered in an archaeological excavation, with objects of increasing difficulty to image over the course of the semester. Mid-way through the course, each student is assigned an artifact for a project to include 3D laser scanning and photogrammetry, digital measuring, and research. Students write weekly blog updates on a web page they each create. Students learn to measure digital images and manipulate them with other software. Open source software is encouraged, when available. Options for viewing 3D images are discussed so students can link 3D scans to their web pages. Students prepare scans for 3D printing in the Digital Imaging and Visualization (DIVA) Lab. This paper includes a discussion of research and instruction in the DIVA Lab, the Maya field project that created the need for the DIVA Lab, and the use of 3D technology in research and heritage studies in the Maya area. 

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4. 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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5. Augmented Reality Computer-aided Design Education (ARCADE) Tool to Improve Student Motivation, Engagement, and Spatial Cognition

   Dakeev, U. (July 2021, 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference)

   null (Ed.)

   Immersive technologies such as Virtual Reality (VR) and Augmented Reality (AR) have become the worldwide huge technological innovations impacting human life significantly. While the VR is an enclosed environment separated completely from the real world, AR allows users to merge the digital and physical worlds and enable the interaction between them. The wide usage of AR has led researchers to investigate its potential capability in several areas including STEM-related fields. Previous research shows that AR assisted courses tend to enhance students’ learning, spatial cognition, increase the students’ motivation and engagement in the learning process. In this study, the researchers have developed an AR application to assist students with spatial cognition and remote course engagement independently. The ARCADE tool enables students to not only visualize the isometric product from its orthogonal views, but it also provides short tutorial clips on how a specific feature was developed and what tools were used. The students can perform basic modifications on the 3D part in the ARCADE such as section views, details views, scale, rotate and explode the assembly views. Although this project is a work in progress, the preliminary pretest and posttest results show there is a significant improvement in students’ spatial cognition when the proposed tool is used to assist the course. 

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