Asee peer logo

Facilitating Collaborative Engineering Analysis Problem Solving in Immersive Virtual Reality

Download Paper |

Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Technical Session 3: The Best of Computers in Education

Tagged Division

Computers in Education

Page Count

13

DOI

10.18260/1-2--32830

Permanent URL

https://peer.asee.org/32830

Download Count

97

Request a correction

Paper Authors

biography

Alexander James Tuttle University of Georgia

visit author page

Alexander Tuttle is an undergraduate student at the University of Georgia majoring in Computer Systems Engineering. He works in Dr. Kyle Johnsen's Virtual Experiences Laboratory where he develops and researches various Virtual Reality applications.

visit author page

biography

Siddharth Savadatti University of Georgia

visit author page

Dr. Siddharth Savadatti received his PhD in Computational Mechanics from North Carolina State University in 2011 and has since been on the faculty of the College of Engineering at the University of Georgia. He teaches mechanics and numerical methods courses such as Statics, Fluid Mechanics, Programming, Numerical Methods for Engineers and Finite Element Analysis. In addition to traditional face-to-face classes, he has designed and taught courses in fully online and completely flipped formats.

visit author page

biography

Kyle Johnsen University of Georgia

visit author page

Kyle Johnsen is an Associate Professor in the College of Engineering at the University of Georgia. Dr. Johnsen joined the University of Georgia in 2008 after earning his PhD in Computer Engineering from the University of Florida. His research focuses on emerging human-computer interaction technologies for health, education, and the environment.

visit author page

Download Paper |

Abstract

This work addresses barriers to the adoption of immersive virtual reality within engineering education. A virtual classroom is described that affords users enhanced viewing and interaction with 3D objects, while retaining educational supports for drawing, writing, and collaboration with others in the same virtual space. A didactic example of this approach is provided for use in an engineering statics course. To evaluate this concept, two traditional problems were developed that involved the analysis of 3D objects presented with the problems. A pilot study involving 19 student participants, in pairs or individually, solved these problems, with one requiring physical measurement of problem variables, entirely within the virtual classroom. Analysis of the qualitative and quantitative data collected during the study suggests that this platform is a viable means to introduce 3D graphics and interaction to the engineering classroom. Participants were highly engaged by the approach, praised the introduction of 3D graphics, and were able to use the technology, despite being unfamiliar, within minutes. Though student performance was ostensibly worse that when solving ordinary textbook problems on paper, it was well within expectations due to the increased complexity of the approach, both technologically and pedagogically. If the platform and approach were used more comprehensively throughout such a course, particularly one already offered in a distance-education format, performance on these sorts of problems would likely improve. Technology improvements that are on the near horizon will support this evaluation and together may represent an may represent a significant inflection point in the cost-effectiveness curve of immersive virtual reality for engineering education leading to widespread adoption.

Tuttle, A. J., & Savadatti, S., & Johnsen, K. (2019, June), Facilitating Collaborative Engineering Analysis Problem Solving in Immersive Virtual Reality Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32830

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015