Do Technological Advancements Lead to Learning Enhancements?: An Exploration in Virtual Product Dissection

2017 ◽  
Author(s):  
Elizabeth M. Starkey ◽  
Cailyn Spencer ◽  
Kevin Lesniak ◽  
Conrad Tucker ◽  
Scarlett R. Miller
Keyword(s):  
Virtual Reality ◽  
Active Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Engineering Students ◽  
Learning Assessment ◽  
Immersive Virtual Reality ◽  
Engineering Programs ◽  
Educational Benefits ◽  
The Impact

Recent shifts into larger class sizes and online learning have caused engineering educators to rethink the way they integrate inductive, or active learning activities into their courses. One way engineering educators have done this is through the integration of new technological environments. However, little is known about how the type of technological environment utilized in active learning exercises impacts student learning and satisfaction. Thus, as a first step to understanding the impact of technological advancements on student learning and satisfaction, a study was conducted with 18 senior level undergraduate engineering students who were asked to perform product dissection, or the systematic disassembly of a product, using three technological interfaces (computer, iPad, immersive virtual reality). Variations in the complexity of the product dissected were also explored. The results of this study indicate that variations in technological interfaces did not impact student learning as assessed by a Student Learning Assessment (SLA). However, the complexity of the product dissected did impact learning, with students scoring significantly lower on the SLA when dissecting the most complex product. The results also indicated that students perceived learning and satisfaction were highest when using the immersive virtual reality system. These results suggest that the costs of investing in more technological advanced systems for product dissection may not yet outweigh the educational benefits. However, the increase in student satisfaction with VR environments has the potential to positively impact student retention in engineering programs.

scholarly journals Using Multi-Sensory and Multi-Dimensional Immersive Virtual Reality in Participatory Planning

Urban Science ◽  
2020 ◽  
Vol 4 (3) ◽  
pp. 34
Author(s):  
Mahbubur Meenar ◽  
Jennifer Kitson
Keyword(s):  
Virtual Reality ◽  
Focus Group ◽  
Spatial Planning ◽  
3D Model ◽  
Emotional Responses ◽  
Digital Technologies ◽  
Participatory Planning ◽  
Immersive Virtual Reality ◽  
Model Simulations ◽  
The Impact

In the last two decades, urban planners have embraced digital technologies to complement traditional public participation processes; research on the impact of smarter digital instruments, such as immersive virtual reality (IVR), however, is scant. We recruited 40 focus group participants to explore various formats of spatial planning scenario simulations in Glassboro, NJ, USA. Our study finds that the level of participation, memory recalls of scenarios, and emotional responses to design proposals are higher with multi-sensory and multi-dimensional IVR simulations than with standard presentations such as 2D videos of 3D model simulations, coupled with verbal presentations. We also discuss the limitations of IVR technology to assist urban planning practitioners in evaluating its potential in their own participatory planning efforts.

Improving Students’ Understanding of the Impact of Engineering Solutions in a Global and Societal Context

2007 ◽  
Author(s):  
Richard Bannerot ◽  
Chad Wilson ◽  
Ross Kastor
Keyword(s):  
Heat Transfer ◽  
Student Learning ◽  
Mechanical Engineering ◽  
Engineering Programs ◽  
Capstone Course ◽  
The Past ◽  
College Course ◽  
Societal Context ◽  
Step Over ◽  
The Impact

ABET 2000 imposes the requirement that engineering programs demonstrate that graduates “have the broad education necessary to understand the impact of engineering solutions in a global and societal context”. (Criterion 3h) The implication is that providing the “exposure” to the impact of engineering should be sufficient. However, demonstrating learning takes the process another step. Over the past few years, we have added material to several existing, traditional mechanical engineering courses and added one entirely new course in response to the requirements of ABET 2000 in general and Criterion 3h in particular. We have also introduced additional surveys, assignments and testing into these courses to assess specific aspects of student learning. This paper describes the changes in the sophomore design class, the second course in thermodynamics, the heat transfer course, and the capstone course as well as the new College course in technical communications related to the impact of engineering solutions. The assessment processes are also described.

scholarly journals TEAM FORMATION IN ENGINEERING DESIGN COURSES

2019 ◽  
Author(s):  
Mohamed Galaleldin ◽  
Justine Boudreau ◽  
Hanan Anis
Keyword(s):  
Student Satisfaction ◽  
Engineering Design ◽  
Engineering Students ◽  
Project Based Learning ◽  
Team Composition ◽  
Structured Interviews ◽  
Great Opportunity ◽  
Project Outcome ◽  
The Right ◽  
The Impact

Engineering design courses often include a team-based project. Project-based learning offers a great opportunity for engineering students to learn about teamwork and collaboration. It also gives students a chance to learn about themselves and improve their conflict management skills. Choosing the right team members for a specific project is not trivial, as the choice of the team often affects the project outcome and the students’ experience in the course. Moreover, there is a debate among engineering educators as to whether it is better to force team composition or not. In this paper, we investigate the impact of team composition and formation on project outcomes and student satisfaction in a second-year engineering design course at the University of Ottawa. The course is open to all engineering students and has an accessibility theme. Students work in teams with a client that has a specific accessibility need. Students meet the client three times during the semester and deliver a physical prototype by the end of the semester. For this study, students in the design course were divided into two groups. Students in the first group were allowed to pick their teams, while the instructor created the teams in the second group based on multidisciplinary composition and year of study. Both groups had the same instructor and the same course material, labs, project choices, etc. Semi-structured interviews were conducted with a few teams in each group.

scholarly journals Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy.

2005 ◽  
Vol 13 ◽  
pp. 10 ◽  
Author(s):  
Lawrence Ingvarson ◽  
Marion Meiers ◽  
Adrian Beavis
Keyword(s):  
Professional Development ◽  
Active Learning ◽  
Student Learning ◽  
Professional Community ◽  
Development Programs ◽  
Factors Affecting ◽  
Knowledge Practice ◽  
Professional Development Programs ◽  
The Impact

This report examines effects of structural and process features of professional development programs on teachers' knowledge, practice and efficacy. It is based on four recent (2002-2003) studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3,250 teachers who had participated in eighty individual professional development1 activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed based on recent research into the characteristics of effective professional development and tested using blockwise regression analysis. The model included contextual factors (e.g., school support), structural features of programs (e.g. ,length), process features (e.g., emphasis on content; active learning; examination of student work; feedback; follow-up), a mediating variable (level of professional community generated), and four outcome measures (knowledge; practice; student learning and efficacy). Consistent significant direct effects were found across the four studies for the impact of content focus, active learning, and follow-up on knowledge and professional community. Feedback was rarely incorporated into program design. Impact on efficacy was strongly related to the perceived impact of activities on teachers' practice and student learning outcomes.

scholarly journals Active Learning Through The Use Of Virtual Environments

2012 ◽  
Vol 3 (1) ◽  
pp. 13-18 ◽  
Author(s):  
James Mayrose
Keyword(s):  
Virtual Reality ◽  
Active Learning ◽  
Virtual Environments ◽  
Virtual Worlds ◽  
New Technology ◽  
Immersive Virtual Reality ◽  
Learning Engagement ◽  
Military Industry ◽  
Immersive Environment ◽  
The Military

Immersive Virtual Reality (VR) has seen explosive growth over the last decade. Immersive VR attempts to give users the sensation of being fully immersed in a synthetic environment by providing them with 3D hardware, and allowing them to interact with objects in virtual worlds. The technology is extremely effective for learning and exploration, and has been widely adopted by the military, industry and academia. This current study set out to study the effectiveness of 3D interactive environments on learning, engagement, and preference. A total of 180 students took part in the study where significant results were found regarding preference for this new technology over standard educational practices. Students were more motivated when using the immersive environment than with traditional methods which may translate into greater learning and retention. Larger studies will need to be performed in order to quantify the benefits of this new, cutting edge technology, as it relates to understanding and retention of educational content. 

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