Schreiner, J., & Tri, L. (2022, August), Enhancing the Student Learning Experience through Virtual Reality Integration  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41308

\bibitem{asee_peer_41308}
  Schreiner, J., \& Tri, L. (2022, August), \emph{Enhancing the Student Learning Experience through Virtual Reality Integration}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41308

James Schreiner and Leang Tri.  "Enhancing the Student Learning Experience through Virtual Reality Integration".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41308 Internet.  15 Dec, 2024

\bibitem{asee_peer_41308}
  James Schreiner and Leang Tri.
  "Enhancing the Student Learning Experience through Virtual Reality Integration".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41308 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_41308
author = "James Schreiner and Leang Tri"
title = "Enhancing the Student Learning Experience through Virtual Reality Integration"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41308}
number = {10.18260/1-2--41308}
}

TY  - CPAPER
AB  - Virtual Reality (VR) technologies create opportunities in the fields of entertainment, healthcare, and education.  As VR becomes more accessible, affordable, and functional, leaders are looking to better integrate these scarce resource technologies for training and educational purposes.  VR as a tool in the academic setting can impact effectiveness, efficiency, and immersiveness of the pedagogical design for each distinct learning experience. Many studies have shown that VR is beneficial in enhancing educational outcomes such as critical thinking, system thinking, creative thinking, and decision making. Despite its benefit, educators still struggle to optimize the integration of these technologies into the curriculum. This paper presents a prioritization model which helps align VR capabilities to program and course design through in a deliberate utilization decision model.  The best fit model was evaluated on engineering and non-engineering students in the Department of Systems Engineering at West Point using the Fundamental Engineering Design and System Management (SE301) and Analytical Methods for Engineering Management (EM384) courses. Using empirical literature, a rating scale was developed to measure the suitability of virtual reality for strengthening student technical knowledge and skills. Additionally, input from course directors and instructors provides another rating scale of the relative importance of each skillset in student outcomes and course objectives. Student skills that trace to course outcomes were then matched to virtual reality technology to generate a list of best-fit uses for analysis and optimization tools. This prioritization matrix is the base for educators to best integrate virtual reality to achieve student outcomes and is scalable to course types and VR emerging technologies. Ultimately, this is a first step to equip leaders with decision aids for scarce technology resource allocation and ultimately be adopted as a component of continuous improvement in program and course design for the validation of enhanced student learning.
AU  - James Schreiner
AU  - Leang Tri
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Enhancing the Student Learning Experience through Virtual Reality Integration
UR  - https://peer.asee.org/41308
DO  - 10.18260/1-2--41308
ER  -