Impact of a VR/AR Module on First-Year Students’ Understanding of Architectural Engineering: A Comparison Across Demographics

Heidi Diefes-Dux; Ece Erdogmus; Erica Ryherd; Catherine Armwood-Gordon; Morgan McArthur

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Architectural Engineering Division Technical Session 3
Page Count: 21
DOI: 10.18260/1-2--40575
Permanent URL: https://peer.asee.org/40575
Download Count: 132

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Heidi Diefes-Dux University of Nebraska - Lincoln

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Heidi A. Diefes-Dux is a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln (UNL). She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue University. She was an inaugural faculty member of the School of Engineering Education at Purdue University and now leads the Discipline-Based Education Research Initiative in the College of Engineering at UNL. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts. She also focuses on the implementation of learning objective-based grading and reflection.

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I recently graduated with a BS in Biological Systems Engineering at UNL. I will soon be starting my MS in Biomedical Engineering at UGA. I participated in an undergraduate research experience in summer 2021 and the 2021-22 academic year.

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Abstract

Architectural Engineering (AE) programs typically offer programs of study in at least two subdisciplines that relate to building design and construction. AE students may struggle to select a subdiscipline due to their low exposure and engagement with topics that would inform their decision. Previous research indicates that the immersive nature of virtual and augmented reality (VR/AR) can increase students’ engagement and motivation regarding course content and discipline decisions. The purpose of this study was to investigate the impact of a pilot browser-based virtual reality intervention on first-year AE students’ understanding of the AE subdisciplines and choice for future study, with particular attention to demographic subgroup differences. This pilot was a testbed for a larger set of Virtual/Augmented-Reality-Based Discipline Exploration Rotations (VADERs), which are instructional modules that engage students in authentic AE tasks. In Fall 2020, the pilot VADER-1 module was incorporated into first-year AE courses at one R1 university and one R2 historically black university. This module encouraged students to explore AE subdisciplines through the virtual design of a clinic. Pre-post intervention surveys were used to investigate change in students’ understanding of AE and its subdisciplines. Students reported that their subdiscipline understanding increased significantly. Further, 74% of students reported an increase in their confidence in their choice, and over 30% of students changed their top subdiscipline choice. Some slight differences between demographic subgroups were found. VR/AR interventions hold promise for providing AE students with needed exposure to the practice of the discipline and its subdisciplines.

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Diefes-Dux, H., & Erdogmus, E., & Ryherd, E., & Armwood-Gordon, C., & McArthur, M. (2022, August), Impact of a VR/AR Module on First-Year Students’ Understanding of Architectural Engineering: A Comparison Across Demographics Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40575