Board 342: On the Development of Spatial Visual Abilities among STEM Students via Interactive Mixed Reality Modules

Israa Azzam; Farid Breidi; Faisal Aqlan; Jose M Garcia; Paul Asunda

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: NSF Grantees Poster Session
Tagged Topic: NSF Grantees Poster Session
Page Count: 10
DOI: 10.18260/1-2--46924
Permanent URL: https://peer.asee.org/46924
Download Count: 79

Paper Authors

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Israa Azzam Purdue University, West Lafayette

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Israa is a Ph.D. student at Purdue University, specializing in digital technologies and control systems. She received her B.S. degree in Mechanical Engineering from Beirut Arab University (BAU) in 2019 and her M.E. degree in Mechanical Engineering from the American University of Beirut (AUB) in 2021, specializing in Robust Control.
Israa is a Research Assistant on the National Science Foundation-funded Project "Research Initiation: Developing Spatial Visualization and Understanding of Complex Systems via Interactive Mixed Reality Modules”. Israa leads research endeavors focusing on improving cognitive skills through extended reality (XR). Additionally, Israa’s contributions extend to integrating control system analysis and design into XR, where she has developed and implemented multiple interactive Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) modules and platforms. These modules have been effectively utilized in mechanical design, training, remote operation, and engineering education. Israa has received recognition for her contributions, including the best poster and presentation awards for her work, the 2024 Bravo Award for Employee Recognition, and induction into the Honor Society of Phi Kappa Phi, placing her among the top 10% of Purdue Graduate students. Her academic journey reflects a commitment to advancing knowledge and contributing to technological innovation in XR control systems.
Her professional aspirations include applying for an Assistant Professor position upon completing her Ph.D. This career trajectory aligns with her desire to leverage her accumulated experience and knowledge to mentor and guide emerging talents. A central component of her vision is inspiring and supporting aspiring scholars in pursuing academic and professional excellence, facilitating impactful change within our field.

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Farid Breidi Purdue University, West Lafayette orcid.org/0000-0003-4959-3292

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Dr. Farid Breidi joined the School of Engineering Technology at Purdue University as an Assistant Professor in Aug 2020. Farid received his B.E. in Mechanical Engineering degree from the American University of Beirut in 2010, his M.S. in Mechanical Engine

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Faisal Aqlan University of Louisville orcid.org/0000-0002-0695-5364

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Dr. Faisal Aqlan is an Associate Professor of Industrial Engineering at The University of Louisville. He received his Ph.D. in Industrial and Systems Engineering form The State University of New York at Binghamton.

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Jose M Garcia Purdue University orcid.org/0000-0002-3017-3354

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Dr. Jose M. Garcia-Bravo is currently an Associate Professor for the Mechanical Engineering Technology program where he has a special focus on fluid power (hydraulic systems) research and instruction, additive manufacturing and smart manufacturing using Industrial Internet of Things technologies. Garcia-Bravo received his B.Sc. in Mechanical Engineering from Universidad de Los Andes, Bogota in 2002, His M.Sc. in 2006 and Ph.D. in 2011 from Purdue University.

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Paul Asunda Purdue University, West Lafayette

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Paul A. Asunda is an Associate professor of Engineering and Technology Teacher Education. He holds a joint appointment in the College of Education and Purdue Polytechnic Institute. His research interests focus on the changing nature of work and learning with respect to supporting integration of engineering design and computational thinking practices in integrated STEM (iSTEM) disciplines at the K-12 level.

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Abstract

Spatial visualization, known as spatial-visual ability, is an ability that integrates both visual perception and visual-mental imagery. It permits depicting the mental manipulation of two and three-dimensional objects without employing visual stimulus and thus is crucial in the conceptualization process among STEM students. Research studies show that students with poor spatial-visual skills feel discouraged because they cannot complete tasks that seem easy to their colleagues. This leads students to consider switching to other majors that do not require high spatial-visual abilities, and thus negatively affects the students' educational performance and psychological health. Given this issue, this work aims to examine the development of the students' spatial visualization skills using state-of-the-art Mixed Reality (MR) technology. The goal is to utilize the features and functionalities of MR to design and implement an interactive MR module that allows for developing engineering students’ spatial visualization skills, integrate the module into Fluid Power laboratories, and conduct a research study to test and examine the development of the students’ reasoning skills. For conducting the study, an interactive fluid power module on hydraulic gripper designs and operations is developed and deployed in an immersive MR setting using the Microsoft-driven platform Mixed Reality Tool Kit (MRTK) for Unity on the HoloLens 2 hardware. The developed module comprises a 10-minute tutorial session and a 25-minute interactive simulation lab on the gripper. The tutorial session introduces students to the manipulation of virtual objects and spatial interactions within an immersive MR environment, preparing them for conducting the sought-after simulation lab. Throughout the simulation lab, students gain the ability to study the design of two hydraulic grippers by visualizing their internal structure, interacting with their subsystems and components through assembly/disassembly processes, and conducting virtual simulations, all of which facilitate the development of students' reasoning skills. Besides evaluating the effectiveness of MR technology in enhancing students’ spatial visualization abilities, the study also aims to investigate the impact of MR modules on students’ motivation levels toward learning fluid power concepts. Additionally, it explores how students' prior knowledge of the subject affects their learning experiences. Consequently, the significance of this research lies in its investigation of MR as an educational tool to develop students' cognitive spatial thinking and enhance their technical engineering skills, including diagnostic abilities, simulation, problem-solving, and comprehensive perception.

Citation
Format

Azzam, I., & Breidi, F., & Aqlan, F., & Garcia, J. M., & Asunda, P. (2024, June), Board 342: On the Development of Spatial Visual Abilities among STEM Students via Interactive Mixed Reality Modules Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46924

TY  - CPAPER
AB  - Spatial visualization, known as spatial-visual ability, is an ability that integrates both visual perception and visual-mental imagery. It permits depicting the mental manipulation of two and three-dimensional objects without employing visual stimulus and thus is crucial in the conceptualization process among STEM students. Research studies show that students with poor spatial-visual skills feel discouraged because they cannot complete tasks that seem easy to their colleagues. This leads students to consider switching to other majors that do not require high spatial-visual abilities, and thus negatively affects the students&#39; educational performance and psychological health. Given this issue, this work aims to examine the development of the students&#39; spatial visualization skills using state-of-the-art Mixed Reality (MR) technology. The goal is to utilize the features and functionalities of MR to design and implement an interactive MR module that allows for developing engineering students’ spatial visualization skills, integrate the module into Fluid Power laboratories, and conduct a research study to test and examine the development of the students’ reasoning skills. For conducting the study, an interactive fluid power module on hydraulic gripper designs and operations is developed and deployed in an immersive MR setting using the Microsoft-driven platform Mixed Reality Tool Kit (MRTK) for Unity on the HoloLens 2 hardware. The developed module comprises a 10-minute tutorial session and a 25-minute interactive simulation lab on the gripper. The tutorial session introduces students to the manipulation of virtual objects and spatial interactions within an immersive MR environment, preparing them for conducting the sought-after simulation lab. Throughout the simulation lab, students gain the ability to study the design of two hydraulic grippers by visualizing their internal structure, interacting with their subsystems and components through assembly/disassembly processes, and conducting virtual simulations, all of which facilitate the development of students&#39; reasoning skills. Besides evaluating the effectiveness of MR technology in enhancing students’ spatial visualization abilities, the study also aims to investigate the impact of MR modules on students’ motivation levels toward learning fluid power concepts. Additionally, it explores how students&#39; prior knowledge of the subject affects their learning experiences. Consequently, the significance of this research lies in its investigation of MR as an educational tool to develop students&#39; cognitive spatial thinking and enhance their technical engineering skills, including diagnostic abilities, simulation, problem-solving, and comprehensive perception.
AU  - Israa Azzam
AU  - Farid Breidi
AU  - Faisal Aqlan
AU  - Jose M Garcia
AU  - Paul Asunda
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 342: On the Development of Spatial Visual Abilities among STEM Students via Interactive Mixed Reality Modules
UR  - https://peer.asee.org/46924
DO  - 10.18260/1-2--46924
ER  -