Use of Virtual Environment for Autonomous Systems

Calvin Chu; Jaemin Kim; Behnam Bahr

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Conference: 2025 ASEE PSW Conference
Location: California Polytechnic University, California
Publication Date: April 10, 2025
Start Date: April 10, 2025
End Date: April 12, 2025
DOI: 10.18260/1-2--55199
Permanent URL: https://peer.asee.org/55199

Abstract

As industries worldwide increasingly embrace robotics and autonomous systems, the landscape of engineering is undergoing a significant transformation. To prepare students for careers in these rapidly evolving fields, engineering education must adapt accordingly. Integrating virtual simulation environments into the curriculum has emerged as a promising approach. These platforms provide transformative tools for teaching robotics, automation, and systems engineering by offering a safe, accessible, and versatile space for experimentation and learning. Virtual environments enable educators to create inclusive and engaging experiences that equip students with the skills and knowledge to tackle the complex challenges of emerging industries. One of the most compelling advantages of virtual simulation is its ability to promote accessibility. Traditional engineering education often relies on costly hardware and specialized facilities, which are not always available to students from underfunded institutions or low-income backgrounds. Virtual platforms eliminate these barriers, making high-quality technical education accessible regardless of socioeconomic status or geographic location. For instance, a student in a remote area without access to a robotics lab can gain practical experience by interacting with virtual robots in a simulated setting. This democratization of education empowers a generation of engineers with diverse perspectives and skill sets, fostering innovation in the field. In addition to enhancing accessibility, virtual environments promote inclusivity within engineering education. These platforms create opportunities for students from various disciplines—such as mechanical, electrical, and computer science engineering—to collaborate seamlessly. By enabling interdisciplinary interactions, students bridge knowledge gaps and gain a holistic understanding of complex systems. For example, mechanical engineering students can explore programming virtual robots, while computer science students simulate hardware interactions. Electrical engineering students can delve into the dynamics of mechanical systems and integrate their knowledge of circuits and sensors. This cross-disciplinary exposure broadens individual skill sets and cultivates the collaborative mindset essential for addressing multifaceted engineering challenges. Another significant benefit of virtual simulation is the risk-free setting it provides for experimentation and innovation. Students can test ideas and see immediate results without fear of damaging equipment or causing safety hazards. This freedom fosters creativity and encourages students to push the boundaries of traditional engineering practices. Simulations also enable scenarios that are too dangerous or impractical for physical labs, such as programming autonomous vehicles to navigate complex terrains or testing robotic arms under extreme conditions. This capacity to simulate real-world challenges in a safe environment prepares students to think critically and solve problems effectively. Virtual simulations are also highly adaptable, allowing educators to tailor learning experiences to individual needs. Customizable modules address various learning styles and proficiency levels, ensuring that students engage effectively with the material. Moreover, these environments can be updated to reflect the latest technological advancements, ensuring that curricula remain current—a crucial factor in fields like robotics and automation, where rapid evolution is the norm. Additionally, virtual simulation enhances students' problem-solving and critical-thinking skills. Working in simulated environments often requires troubleshooting, optimizing systems, and making data-driven decisions. These iterative processes promote a growth mindset, resilience, and the ability to refine solutions continually. Collaborative virtual projects can connect students globally, fostering cultural exchange and diverse perspectives. This global connectivity enriches learning and prepares students for increasingly international and interconnected industries. By integrating virtual simulation, engineering education becomes more inclusive, adaptable, and effective at developing diverse, innovative future engineers. These technologies empower students to explore, collaborate, and innovate without financial or logistical constraints, equipping them with the skills to excel in modern industries. Educational institutions embracing virtual environments will better prepare students to meet the demands of a rapidly changing world, fostering a versatile and resilient workforce ready to drive tomorrow’s innovations.

Citation
Format

Chu, C., & Kim, J., & Bahr, B. (2025, April), Use of Virtual Environment for Autonomous Systems Paper presented at 2025 ASEE PSW Conference, California Polytechnic University, California. 10.18260/1-2--55199

TY - CPAPER
AB - As industries worldwide increasingly embrace robotics and autonomous systems, the landscape of engineering is undergoing a significant transformation. To prepare students for careers in these rapidly evolving fields, engineering education must adapt accordingly. Integrating virtual simulation environments into the curriculum has emerged as a promising approach. These platforms provide transformative tools for teaching robotics, automation, and systems engineering by offering a safe, accessible, and versatile space for experimentation and learning. Virtual environments enable educators to create inclusive and engaging experiences that equip students with the skills and knowledge to tackle the complex challenges of emerging industries.
One of the most compelling advantages of virtual simulation is its ability to promote accessibility. Traditional engineering education often relies on costly hardware and specialized facilities, which are not always available to students from underfunded institutions or low-income backgrounds. Virtual platforms eliminate these barriers, making high-quality technical education accessible regardless of socioeconomic status or geographic location. For instance, a student in a remote area without access to a robotics lab can gain practical experience by interacting with virtual robots in a simulated setting. This democratization of education empowers a generation of engineers with diverse perspectives and skill sets, fostering innovation in the field.
In addition to enhancing accessibility, virtual environments promote inclusivity within engineering education. These platforms create opportunities for students from various disciplines—such as mechanical, electrical, and computer science engineering—to collaborate seamlessly. By enabling interdisciplinary interactions, students bridge knowledge gaps and gain a holistic understanding of complex systems. For example, mechanical engineering students can explore programming virtual robots, while computer science students simulate hardware interactions. Electrical engineering students can delve into the dynamics of mechanical systems and integrate their knowledge of circuits and sensors. This cross-disciplinary exposure broadens individual skill sets and cultivates the collaborative mindset essential for addressing multifaceted engineering challenges.
Another significant benefit of virtual simulation is the risk-free setting it provides for experimentation and innovation. Students can test ideas and see immediate results without fear of damaging equipment or causing safety hazards. This freedom fosters creativity and encourages students to push the boundaries of traditional engineering practices. Simulations also enable scenarios that are too dangerous or impractical for physical labs, such as programming autonomous vehicles to navigate complex terrains or testing robotic arms under extreme conditions. This capacity to simulate real-world challenges in a safe environment prepares students to think critically and solve problems effectively.
Virtual simulations are also highly adaptable, allowing educators to tailor learning experiences to individual needs. Customizable modules address various learning styles and proficiency levels, ensuring that students engage effectively with the material. Moreover, these environments can be updated to reflect the latest technological advancements, ensuring that curricula remain current—a crucial factor in fields like robotics and automation, where rapid evolution is the norm.
Additionally, virtual simulation enhances students&#39; problem-solving and critical-thinking skills. Working in simulated environments often requires troubleshooting, optimizing systems, and making data-driven decisions. These iterative processes promote a growth mindset, resilience, and the ability to refine solutions continually. Collaborative virtual projects can connect students globally, fostering cultural exchange and diverse perspectives. This global connectivity enriches learning and prepares students for increasingly international and interconnected industries.
By integrating virtual simulation, engineering education becomes more inclusive, adaptable, and effective at developing diverse, innovative future engineers. These technologies empower students to explore, collaborate, and innovate without financial or logistical constraints, equipping them with the skills to excel in modern industries. Educational institutions embracing virtual environments will better prepare students to meet the demands of a rapidly changing world, fostering a versatile and resilient workforce ready to drive tomorrow’s innovations.

AU - Calvin Chu
AU - Jaemin Kim
AU - Behnam Bahr
CY - California Polytechnic University, California
DA - 2025/04/10
PB - ASEE Conferences
TI - Use of Virtual Environment for Autonomous Systems
UR - https://peer.asee.org/55199
DO - 10.18260/1-2--55199
ER -

Use of Virtual Environment for Autonomous Systems

Paper Authors

Calvin Chu

Jaemin Kim California State Polytechnic University, Pomona

Behnam Bahr California State Polytechnic University, Pomona

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