Multidimensional Aspects of Vector Mechanics Education Using Augmented Reality

James Giancaspro; Diana Arboleda; Seulki Jenny Chin; Liping Yang; Walter G Secada

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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: July 12, 2024
Conference Session: Applications and Computational Tools for Mechanics Education
Tagged Division: Mechanics Division (MECHS)
Permanent URL: https://peer.asee.org/47785

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Paper Authors

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James Giancaspro University of Miami

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James Giancaspro, Ph.D., P.E. is an associate professor of civil engineering with an emphasis on structures and mechanics. He has two years of industry experience and 18 years of teaching and research experience at the University of Miami. His current engineering education research interests include instructional technology in mechanics, undergraduate student retention, and graduate student support.

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Diana Arboleda University of Miami orcid.org/0000-0003-0175-4536

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Diana Arboleda, PhD, is a structural engineering Lecturer at the University of Miami, Florida. She received her B.S. in Computer Engineering from the University of Miami in 1988 and after a full career as a software engineer in corporate America she retur

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Seulki Jenny Chin University of Miami

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Seulki Jenny Chin is a second-year doctoral student in the Teaching and Learning program, specializing in STEM education at the University of Miami. Her research interests focus on exploring the physical and psychological factors that drive learning and enhance performance in STEM education.

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Liping Yang University of Miami

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Liping Yang is a doctoral student in STEM Education at the University of Miami, with background in educational technology and International Educational Development across China and the US. Her research focuses on integrating cutting-edge technologies like AI, AR/VR, and gamification into education to enhance engineering education, promote educational equity, and support teacher development.

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Walter G Secada University of Miami

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Professor of Teaching and Learning, University of Miami.

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Abstract

The objective of this paper is to provide a holistic summary of ongoing research related to the development, implementation, assessment, and continuous refinement of an augmented reality (AR) app known as Vectors in Space. This Unity-based app was created by the authors and provides a self-guided learning experience for students to learn about fundamental vector concepts routinely encountered in undergraduate physics and engineering mechanics courses.

Vectors are a fundamental tool in mechanics courses as they allow for the precise and comprehensive description of physical phenomena such as forces, moments, and motion. In early engineering coursework, students often perceive vectors as an abstract mathematical concept that requires spatial visualization skills in three dimensions (3D). The app aims to allow students to build these tacit skills while simultaneously allowing them to learn fundamental vector concepts that will be necessary in subsequent coursework. Three self-paced, guided learning activities systematically address concepts that include: (a) Cartesian components of vectors, (b) unit vectors and directional angles, (c) addition, (d) subtraction, (e) cross product using the right-hand rule, (f) angle between vectors using the dot product, and (g) vector projections using the dot product.

The authors first discuss the app's scaffolding approach with special attention given to the incorporation of Mayer's principles of multimedia learning as well as the use of animations. The authors' approach to develop the associated statics learning activities, practical aspects of implementation, and lessons learned are shared. The effectiveness of the activities is assessed by applying analysis of covariance (ANCOVA) to pre- and post-activity assessment scores for control and treatment groups. Though the sample sizes are relatively small (less than 50 students), the results demonstrate that AR had a positive impact on student learning of the dot product and its applications. Larger sample sizes and refinements to the test instruments will be necessary in the future to draw robust conclusions regarding the other vector topics and operations. Qualitative feedback from student focus groups conducted with undergraduate engineering students identified the app's strengths as well as potential areas of improvement.

Citation
Format

Giancaspro, J., & Arboleda, D., & Chin, S. J., & Yang, L., & Secada, W. G. (2024, June), Multidimensional Aspects of Vector Mechanics Education Using Augmented Reality Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47785

TY  - CPAPER
AB  - The objective of this paper is to provide a holistic summary of ongoing research related to the development, implementation, assessment, and continuous refinement of an augmented reality (AR) app known as Vectors in Space.  This Unity-based app was created by the authors and provides a self-guided learning experience for students to learn about fundamental vector concepts routinely encountered in undergraduate physics and engineering mechanics courses.

Vectors are a fundamental tool in mechanics courses as they allow for the precise and comprehensive description of physical phenomena such as forces, moments, and motion.  In early engineering coursework, students often perceive vectors as an abstract mathematical concept that requires spatial visualization skills in three dimensions (3D).  The app aims to allow students to build these tacit skills while simultaneously allowing them to learn fundamental vector concepts that will be necessary in subsequent coursework.  Three self-paced, guided learning activities systematically address concepts that include: (a) Cartesian components of vectors, (b) unit vectors and directional angles, (c) addition, (d) subtraction, (e) cross product using the right-hand rule, (f) angle between vectors using the dot product, and (g) vector projections using the dot product.

The authors first discuss the app&#39;s scaffolding approach with special attention given to the incorporation of Mayer&#39;s principles of multimedia learning as well as the use of animations.  The authors&#39; approach to develop the associated statics learning activities, practical aspects of implementation, and lessons learned are shared.  The effectiveness of the activities is assessed by applying analysis of covariance (ANCOVA) to pre- and post-activity assessment scores for control and treatment groups.  Though the sample sizes are relatively small (less than 50 students), the results demonstrate that AR had a positive impact on student learning of the dot product and its applications.  Larger sample sizes and refinements to the test instruments will be necessary in the future to draw robust conclusions regarding the other vector topics and operations.  Qualitative feedback from student focus groups conducted with undergraduate engineering students identified the app&#39;s strengths as well as potential areas of improvement.
AU  - James Giancaspro
AU  - Diana Arboleda
AU  - Seulki Jenny  Chin
AU  - Liping Yang
AU  - Walter G Secada
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Multidimensional Aspects of Vector Mechanics Education Using Augmented Reality
UR  - https://peer.asee.org/47785
ER  -