Analysis of an Artificial Intelligence Assistant in a Virtual Reality Lab
- Conference
- Location
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California Polytechnic University, California
- Publication Date
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April 10, 2025
- Start Date
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April 10, 2025
- End Date
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April 12, 2025
- DOI
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10.18260/1-2--55162
- Permanent URL
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https://peer.asee.org/55162
Paper Authors
Juliana Lynn Fuqua Cal Poly Pomona
Juliana Fuqua, Ph.D., is an Associate Professor in the Department of Psychology and Sociology at California State University Polytechnic, Pomona who completed her doctoral degree at the University of California, Irvine. Dr. Fuqua’s dissertation at the
Reuben A Saldivar California State Polytechnic University, Pomona
Jessica Ohanian Perez
California State Polytechnic University, Pomona
orcid.org/0000-0002-8720-9282
Jessica Ohanian Perez is an assistant professor in Electromechanical Engineering Technology at California State Polytechnic University, Pomona with a focus on STEM pedagogy. Jessica earned her doctorate in education, teaching, learning and culture from Cl
Yitong Zhao California State Polytechnic University, Pomona
Dr. Yitong Zhao is an Associated Professor at the Mechanical Engineering Department of Cal Poly Pomona (California State Polytechnic University Pomona). She received her B.S degree majored in Micro-Electrical-Mechanical System (MEMS) from Tsinghua University in China. She received her Ph.D. degree in Bioengineering from UCLA under the guidance of Dr. Chih-Ming Ho. Since joining Cal Poly Pomona, she has been focusing on STEM education with the assistance of technology to tackle the challenge of the new age of education. Her current focus is in utilizing virtual reality (VR)/augmented reality (AR) and mixed reality (MR) technology to improve the effectiveness of engineering education. Her other interests include autonomous vehicle and data science.
Abstract
Artificial Intelligence (AI) has the potential to transform how students learn in and out of the classroom. It allows students to have individualized experiences, in which they set their own pace, ask questions and get immediate answers. This study examined whether an AI virtual assistant benefited students in a Virtual Reality (VR) lab. Two instructors each taught two sections, one section without AI and one section with AI, with 16 students in each section, totaling four sections. Student satisfaction and perceptions were recorded as quantitative and qualitative data from surveys, focus groups and observations. Some students found the AI assistant to be fun and that it enhanced the lab, while others felt it was distracting and unhelpful, possibly due, in part, to the instructors’ different descriptions and instructions about the AI assistant. Students appreciated how the AI assistant allowed them to go at their own pace and get answers to their questions whenever they wanted. However, the program sometimes gave distracting, long, and/or incorrect answers (to the point that some students chose to shut off the AI functions in frustration). While AI models have the potential to give students more freedom and assistance when learning, students made it clear that there are changes that need to be made before this becomes a widely used tool in VR.
Fuqua, J. L., & Saldivar, R. A., & Perez, J. O., & Zhao, Y. (2025, April), Analysis of an Artificial Intelligence Assistant in a Virtual Reality Lab Paper presented at 2025 ASEE PSW Conference, California Polytechnic University, California. 10.18260/1-2--55162
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