Asee peer logo

Mixed Reality Game for Active Geotechnical Engineering Learning

Download Paper |

Conference

2022 Spring ASEE Middle Atlantic Section Conference

Location

Newark, New Jersey

Publication Date

April 22, 2022

Start Date

April 22, 2022

End Date

April 23, 2022

Page Count

9

DOI

10.18260/1-2--40059

Permanent URL

https://peer.asee.org/40059

Download Count

241

Request a correction

Paper Authors

biography

Ying Tang Rowan University

visit author page

Ying Tang received the B.S. and M.S. degrees from the Northeastern University, P. R. China, in 1996 and 1998, respectively, and Ph.D degree from New Jersey Institute of Technology, Newark, NJ, in 2001. She is currently a Professor of Electrical and Computer Engineering (ECE) at Rowan University, Glassboro, NJ. Her research interests include virtual reality and augmented reality, artificial intelligence, and modeling and scheduling of computer-integrated systems. Dr. Tang is very active in adapting and developing pedagogical methods and materials to enhance engineering education. Her most recent educational research includes the collaboration with Tennessee State University and local high schools to infuse cyber-infrastructure learning experience into the pre-engineering and technology-based classrooms, the collaboration with community colleges to develop interactive games in empowering students with engineering literacy and problem-solving, the integration of system-on-chip concepts across two year Engineering Science and four year ECE curricula, and the implementation of an educational innovation that demonstrates science and engineering principles using an aquarium. Her work has resulted in over 100 journal and conference papers and book chapters.

visit author page

biography

Cheng Zhu Rowan University Orcid 16x16 orcid.org/0000-0001-5382-1003

visit author page

Dr. Cheng Zhu is an assistant professor of civil engineering at Rowan University. His research primarily concerns multi-scale geomaterial behavior under coupled processes across various time scales, with emphasis placed on microstructure characterization, constitutive model formulation, and computational geomechanics, for applications in geological storage and energy geotechnics. Prior to joining the Civil and Environmental Engineering Department at Rowan, he worked in the Bureau of Economic Geology at the University of Texas at Austin. At Rowan, he teaches courses in geotechnical engineering and geomechanics. He is a recipient of James S. Lai Outstanding Graduate Award from the geosystems group at Georgia Tech.

visit author page

biography

Ryan Hare Rowan University

visit author page

Ryan Hare received his B.S. in Electrical and Computer Engineering from Rowan University in 2019. He is currently pursuing his Ph.D. in Electrical and Computer Engineering at Rowan University. His current research focus is applying artificial intelligence methods to create enhanced educational systems and improve student learning. Further interests include serious games, intelligent tutoring systems, adaptive or intelligent educational systems, and leveraging student data to enhance learning.

visit author page

author page

Tyler Ziesse

author page

Conor Peterson

author page

Chenchen Huang

Download Paper |

Abstract

Our fully-integrated mixed reality game system, called multiphysics enriched mixed reality for integrated geotechnical education (MERGE), focuses on improving student education in the context of geotechnical engineering. This work allows students to participate in online learning in a more inclusive way while playing a game. The game is meant as an "integrated geotechnical learning experience". By providing students visualization, collaboration, and simulation tools, we hope to promote problem-solving and improved learning. A big part of that is leveraging mixed reality technology to improve student access to lab equipment. By gamifying the learning, we also focus on improving student interest in geotechnical engineering. Due to the virtual nature of the game, everyone will have access to the same lab equipment and the same opportunity to experience the material. They are also able to progress through the game at their own pace, which helps keep the interest of the students while they are learning. Learning by playing games is not a new concept, but the potential has not been reached yet. Our goal is to provide a fulfilling learning experience while keeping the students engaged in a fun game.

The MERGE platform is inspired by popular mixed reality games, allowing students to see computer-generated models superimposed into the world through the camera on their mobile device. Building on recent advancements in cyberinfrastructure, MERGE is meant to provide an attractive and motivating environment to support students’ geotechnical engineering skills. Throughout gameplay, students’ strategic thinking will be tested through carefully designed games that relate to geotechnical problems. Additionally, the game uses their GPS to create a map of the real world around them, giving players the ability to explore their local environment to advance their game progress. Initial gameplay mainly focuses on a lab assignment involved with the study, construction, and implementation of geothermal piles, which are special foundations that utilize the earth’s temperature to heat and cool the associated building. The main contribution of this work is a discussion of the educational technology and processes behind implementing a mixed reality educational game. We provide developmental insights and educational background as well as results from preliminary game testing to inform researchers who seek to develop similar games.

Tang, Y., & Zhu, C., & Hare, R., & Ziesse, T., & Peterson, C., & Huang, C. (2022, April), Mixed Reality Game for Active Geotechnical Engineering Learning Paper presented at 2022 Spring ASEE Middle Atlantic Section Conference, Newark, New Jersey. 10.18260/1-2--40059

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: © 2022 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