An official website of the United States government
A fully-integrated mixed reality game system called multiphysics enriched mixed reality for integrated geotechnical education (MERGE) is developed to improve student education in the context of geotechnical engineering. This work allows students to learn the design of geothermal pile in a more inclusive way while playing a game and gain an "integrated geotechnical learning experience". Several mini games are designed for students to enhance the geotechnical knowledge. Players can earn points and update their appearance by playing these mini games, which stimulates their interests in geotechnical engineering. By providing students with visualization, collaboration, and simulation tools, we hope to promote the understanding of geotechnical experiments. Based on the laboratory results, numerical experiments are conducted to help students understand the geotechnical application. The leveraging mixed reality technology offers an opportunity for students to access advanced equipment in geotechnical experiments. The main contribution of this work is a discussion of the educational technology and processes behind implementing a mixed reality educational game. We provide developmental insights and educational background to inform researchers who seek to develop similar games.
more »
« less
Creative Geotechnical Engineering Education Module Based on an Educational Game Using Multiphysics Enriched Mixed Reality
This work-in-progress paper discusses the development of an educational game to provide integrated geotechnical engineering education modules that connect theoretical concepts, laboratory testing, field investigation, and engineering design. The game, Earth Trek, is developed based on the design of geothermal piles, which are an innovative and sustainable geotechnical engineering approach to combat climate change. Virtual reality is applied to visualize the field environments, laboratory conditions, and design components for structural simulation. The game uses a combination of storytelling and tasks to engage students with geotechnical concepts in an enjoyable way. With the newly developed game, geotechnical engineering instructors can provide students with exposure to laboratory testing and field environments, improving the quality of geotechnical engineering education. The use of multiphysics enriched mixed reality gaming allows for a visual representation of the connections between theoretical concepts, laboratory testing, field investigation, and engineering design. Additionally, this study discusses the challenges that geotechnical students face when dealing with worldwide concerns such as energy demand, environmental protection, infrastructure sustainability, and hazard reduction. Earth Trek allows students to apply geotechnical engineering knowledge to explore the underground space and the associated geothermal energy to tackle the engineering problems using only their smartphones. Through exploring the virtual environment and completing game tasks, students can obtain different testing tools used for geotechnical experiments, including thermal conductivity measurement and direct shear test. They are also trained to conduct parametric study to explore the influence of boundary conditions on thermal transfer efficiency of the geothermal pile. The key contribution of this work is to illustrate an educational paradigm based on mixed reality, moving towards creative engineering education in geotechnical engineering. The newly developed educational game and Earth Trek are expected to enhance geotechnical engineering education and provide students with an interdisciplinary knowledge to tackle worldwide concerns.
more »
« less
- Award ID(s):
- 2121277
- PAR ID:
- 10543258
- Publisher / Repository:
- IEEE
- Date Published:
- ISBN:
- 979-8-3503-3642-9
- Page Range / eLocation ID:
- 1 to 4
- Subject(s) / Keyword(s):
- Engineering education, gamification, mixed reality, multiphysics, simulation
- Format(s):
- Medium: X
- Location:
- College Station, TX, USA
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
This Work-in-Progress paper focuses on the qualitative aspects of a larger mixed-methods study about GeoExplorer, a game-based learning aspect of a mixed reality educational environment where students participate in a mock internship with the goal to complete a geotechnical mission involving Cone Penetration Testing, a civil engineering field technique students traditionally get very little exposure to due to its complexity and cost. This work seeks to understand how mixed reality learning environments, specifically game-based learning, support (i) creation of individualized hands-on learning opportunities, particularly during the pandemic-driven remote learning paradigm, and (ii) students' development along various noncognitive axes - confidence and motivation. Methods of narrative analyses and grounded theory are used to identify emergent themes in interviews with 10 undergraduate civil engineering students who experienced GeoExplorer in their required geotechnical engineering courses. Our preliminary findings indicate that the GeoExplorer activity was perceived by students as a novel learning experience, particularly welcomed in a time of remote learning, that motivates them to engage more with content and creates individualized hands-on experiences. Students describe how the activity affects their perceived confidence, often gendered, regarding their ability to perform civil engineering fieldwork. Further analyses of these findings may shed light on the ways in which mixed reality learning environments support equitable learning opportunities for all students.more » « less
-
null (Ed.)Virtual reality (VR) holds great potential for instructional and educational purposes as it is capable of immersing learners cognitively, physiologically, and emotionally by transcending physical limitations and boundaries, so learners can acquire experiences otherwise unattainable. A case in point is a VR learning environment that allows archaeology instructors to teach a variety of concepts and skills on archaeological fieldwork without bringing students to actual archaeological sites. A VR environment would also enable students to practice newly acquired skills in a safer and more affordable space than physically visiting the sites. VR alone, however, is insufficient to engage learners. Therefore, we identify game-based learning strategies to guide the development of the VR archaeology environment by incorporating game structure, game involvement, and game appeal into the design. The presentation reports an NSF-funded project that utilizes the HTC Vive VR system to host a game-based learning environment for teaching introductory archaeology classes in a US Midwestern university. The manuscript reports the design, development, and formative evaluation of the VR archaeology game grounded in learners’ motivational and cognitive processes. In particular, the formative evaluation findings, based on 40 participants' responses, reveal various design opportunities and challenges for designing game-based learning experience in virtual reality environments.more » « less
-
The reality of COVID-19 public health concerns and increasing demand for distance education have forced educators to move to online delivery of their courses. Particularly in construction education, the majority of physical location-based educational activities (e.g., labs, site visits, or field trips) have been canceled during the pandemic that results in reducing students’ engagement, learning motivation, and cognitive achievement. Virtual Social Spaces (VSS) with innovative interaction affordances and immersive experience are well poised to supplement current online construction education. This paper discusses the potentials of VSS for construction education while focusing on the common applications of VSS, the communication and collaboration affordances of VSS, and design principles of this technology based on 15 popular VSS platforms. Overall, VSS applications are mainly found in education, entertainment, and socializing. The main communication and collaboration affordances of VSS include avatars, multi-user support, asynchronous commenting, synchronous chat, and visual-sharing affordances. These technical features illustrate the potentials of VSS for improving online construction education quality, eliminating the challenges associated with geographical dispersion of students, and decreasing the students’ lack of engagement.more » « less
-
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.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1109/FIE58773.2023.10343396
