Tang, Y., & Shetty, S., & Jahan, K., & Hargrove, S. K., & Henry, J. P. (2012, June), SustainCity – A Interactive Virtual Reality Game Promoting Engineering Design in Pre-engineering Curriculum  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21979

\bibitem{asee_peer_21979}
  Tang, Y., \& Shetty, S., \& Jahan, K., \& Hargrove, S. K., \& Henry, J. P. (2012, June), \emph{SustainCity – A Interactive Virtual Reality Game Promoting Engineering Design in Pre-engineering Curriculum}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21979

Ying Tang, Sachin Shetty, Kauser Jahan, S. Keith Hargrove, and John P. Henry.  "SustainCity – A Interactive Virtual Reality Game Promoting Engineering Design in Pre-engineering Curriculum".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21979 Internet.  17 Apr, 2024

\bibitem{asee_peer_21979}
  Ying Tang, Sachin Shetty, Kauser Jahan, S. Keith Hargrove, and John P. Henry.
  "SustainCity – A Interactive Virtual Reality Game Promoting Engineering Design in Pre-engineering Curriculum".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21979 Internet.  17 Apr, 2024

@INPROCEEDINGS{asee_peer_21979
author = "Ying Tang, Sachin Shetty, Kauser Jahan, S. Keith Hargrove, and John P. Henry"
title = "SustainCity – A Interactive Virtual Reality Game Promoting Engineering Design in Pre-engineering Curriculum"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21979}
number = {10.18260/1-2--21979}
}

TY  - CPAPER
AB  -  SustainCity –A Interactive Virtual Reality Game Promoting Engineering Design in Pre-                                Engineering CurriculumABSTRACTA number of recent reports make it clear that the United States is losing ground on key indicators of innovation and progressbecause of its poor performance in teaching math and science. Pre-college education, in particular, is lagging well behind itsmandate to education all children to higher standards especially in areas that prepare students for science, technology,engineering, and mathematic. Therefore, developing educational practices and settings in our K-12 classroom becomes extremelyimportant; especially the ones that promote 21st century skills and help learners build up their “habit of mind” for scientificreasoning and inquiry.Computing has made possible profound leaps of innovations and imagination, resulting in fundamentally new ways of scienceand engineering practice. This paradigm shift has a significant impact on the skills needed for a diverse science and engineeringworkforce who can bring the power of computing-supported problem-solving to an expanded field of endeavors. However, oureducation has not kept pace with this evolution, especially at the K-12 level.Environmental sustainability has become increasingly prevalent in teaching, valued as not only a motivator for responsiblebehavior, but also a wonderful context for students to be engaged in developing 21st century skills for the challenges ofsustainable future.Inspired by these general remarks, this paper presents a scaffold approach that develops and implements a virtual reality (VR)game system, called SustainCity, to infuse cyberinfrastructure (CI) learning experiences into classrooms of secondary education.In particular, a series of project-based VR games of future sustainable city design is being developed to engage pre-engineeringstudents in CI-enhanced and -enabled science and engineering discovery. Our design explores way beyond the scope of other,commercial games, such as the GreenCity and the Mobility, with the following unique aspects: (a) visual modeling and simulationtools in the games provide insights into scientific concepts and phenomena, and help analyze data in a more visual and interactiveway; (b) the networked educational environment transcends the boundaries of school-based education to leverage learning takingplace anytime and anywhere, and promotes learning through collaboration; (c) metacognitive strategies and project-based learningadvance learners’ strategic thinking and enhance their social, methodological and professional competence for a broaderperspective on design; and (d) each game module is self-contained with a focus on particular engineering problem-solving toimprove the city infrastructure, so it can be used as stand-alone contributions to a typical science, technology-based, or pre-engineering course or used with other game modules in a coordinated manner. The overarching goal of the work is to providestudents an attractive and motivating environment where learning is no longer fragmented and de-contextualized, but crossesdisciplinary boundaries throughout aspects of everyday life. The rich metacognitive strategies embedded in the games will furtherpromote improved problem-solving skills. The detailed design and pedagogical strategies are discussed in the paper as a work inprogress.
AU  - Ying Tang
AU  - Sachin Shetty
AU  - Kauser Jahan
AU  - S. Keith Hargrove
AU  - John P. Henry
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - SustainCity – A Interactive Virtual Reality Game Promoting Engineering Design in Pre-engineering Curriculum
UR  - https://peer.asee.org/21979
DO  - 10.18260/1-2--21979
ER  -