Development and Integration of Immersive 360-Videos in Surveying Engineering Education

Dimitrios Bolkas; Jeffrey Daniel Chiampi; Jason Robert Kepner; Luke Jacob Kepner; David Neilson

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Conference: 2020 Mid-Atlantic Spring Conference
Location: Baltimore, Maryland
Publication Date: March 27, 2020
Start Date: March 27, 2020
End Date: March 28, 2020
Page Count: 15
DOI: 10.18260/1-2--33935
Permanent URL: https://peer.asee.org/33935
Download Count: 460

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Paper Authors

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Dimitrios Bolkas Pennsylvania State University, Lehman orcid.org/0000-0002-1269-8704

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Dimitrios Bolkas, Ph.D., is currently an Assistant Professor of Surveying Engineering at the Pennsylvania State University, Wilkes-Barre Campus. He has a diverse geodetic and geoscientific experience that includes terrestrial, mobile, and airborne laser scanning, digital elevation models, unmanned aerial systems, GNSS networks, geoid and gravity-field modeling. His main research interest is on building methods to increase, understand, and assess quality/uncertainty in 3D geospatial datasets. His research develops new methods and techniques to enhance functionality of 3D geospatial data and models. In addition, recent research interests include utilizing 3D data for creating realistic environments in immersive virtual reality, as well as the application of virtual reality in engineering education.

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Jeffrey Daniel Chiampi II The Pennsylvania State University

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Mr. Chiampi is a Lecturer of Computer Science and Mathematics at The Pennsylvania State University Wilkes-Barre campus. He holds master degrees in Business Administration and Software Engineering. He regularly teaches courses in computer science, game development, and information sciences and technology. Before coming to Penn State Mr. Chiampi worked in the information technology industry for over 10 years. His primary research interest is the application of Virtual Reality (VR) on engineering education. He recently received funding to create a VR lab to investigate the extent VR can be used to augment surveying education.

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Abstract

This paper discusses the development and integration of immersive 360-videos in surveying engineering education. Surveying engineering is a major taught in few accredited universities in the United States. Education of surveying students requires an extensive number of laboratories (indoor and outdoor). Outdoor laboratories are used to develop skills with surveying instruments, teach field techniques, and reinforce concepts taught in lectures. Time allotted for field work is usually three hours. Instructors use a considerable portion of the allotted time on providing an overview of the lab, which reduces the time students can spend on the field conducting the lab. In addition, it is often difficult for students to imagine the tasks that will have to conduct outside, which reduces their preparedness for the lab. This is because in outdoor labs students from one location to another to collect data related to each task. During the lab students have questions, but it is difficult for the instructor to assist all groups in a timely manner as groups work on differential locations of the campus. In some situations, students hesitate to ask questions, which leads to mistakes and frustration. These create unique instructional challenges making outdoor laboratories an unpleasant experience for students. This is especially important for first-year students as they are first introduced into surveying instruments and field techniques and practices. To address these challenges, we created a multi-disciplinary team consisting of telecommunication, computer science, and engineering students and faculty to create instructional 360-videos. The videos replicate the outdoor lab and they are used to prepare students for the physical implementation. The videos are also available during the lab (through the course management system) to answer any student questions that might arise. The 360 version allow for student immersion and giving the impression that students are outside conducting the lab, allowing them to better comprehend lab procedures. Therefore, the developed 360-videos follow an experiential learning pedagogical approach, where students learn through experiencing the labs. Assessment of 360-video effectiveness is measured through anonymous student surveys and results are provided. Student surveys show the effectiveness of 360-videos to (i) help them understand surveying methods and techniques, (ii) how to operate surveying equipment, and (iii) help them prepare for the physical lab. The paper also discusses the implementation and assessment of 360-videos in surveying students, discusses the technical aspects of creating the 360-videos, and the collaboration challenges and successes of the multi-disciplinary team.

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Bolkas, D., & Chiampi, J. D., & Kepner, J. R., & Kepner, L. J., & Neilson, D. (2020, March), Development and Integration of Immersive 360-Videos in Surveying Engineering Education Paper presented at 2020 Mid-Atlantic Spring Conference, Baltimore, Maryland. 10.18260/1-2--33935

TY - CPAPER
AB - This paper discusses the development and integration of immersive 360-videos in surveying engineering education. Surveying engineering is a major taught in few accredited universities in the United States. Education of surveying students requires an extensive number of laboratories (indoor and outdoor). Outdoor laboratories are used to develop skills with surveying instruments, teach field techniques, and reinforce concepts taught in lectures. Time allotted for field work is usually three hours. Instructors use a considerable portion of the allotted time on providing an overview of the lab, which reduces the time students can spend on the field conducting the lab. In addition, it is often difficult for students to imagine the tasks that will have to conduct outside, which reduces their preparedness for the lab. This is because in outdoor labs students from one location to another to collect data related to each task. During the lab students have questions, but it is difficult for the instructor to assist all groups in a timely manner as groups work on differential locations of the campus. In some situations, students hesitate to ask questions, which leads to mistakes and frustration. These create unique instructional challenges making outdoor laboratories an unpleasant experience for students. This is especially important for first-year students as they are first introduced into surveying instruments and field techniques and practices. To address these challenges, we created a multi-disciplinary team consisting of telecommunication, computer science, and engineering students and faculty to create instructional 360-videos. The videos replicate the outdoor lab and they are used to prepare students for the physical implementation. The videos are also available during the lab (through the course management system) to answer any student questions that might arise. The 360 version allow for student immersion and giving the impression that students are outside conducting the lab, allowing them to better comprehend lab procedures. Therefore, the developed 360-videos follow an experiential learning pedagogical approach, where students learn through experiencing the labs. Assessment of 360-video effectiveness is measured through anonymous student surveys and results are provided. Student surveys show the effectiveness of 360-videos to (i) help them understand surveying methods and techniques, (ii) how to operate surveying equipment, and (iii) help them prepare for the physical lab. The paper also discusses the implementation and assessment of 360-videos in surveying students, discusses the technical aspects of creating the 360-videos, and the collaboration challenges and successes of the multi-disciplinary team.
AU - Dimitrios Bolkas
AU - Jeffrey Daniel Chiampi II
AU - Jason Robert Kepner
AU - Luke Jacob Kepner
AU - David Neilson
CY - Baltimore, Maryland
DA - 2020/03/27
PB - ASEE Conferences
TI - Development and Integration of Immersive 360-Videos in Surveying Engineering Education
UR - https://peer.asee.org/33935
DO - 10.18260/1-2--33935
ER -