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Using Gaming And Motion Simulation To Enhance Vehicle Dynamics Education

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Conference

2009 Annual Conference & Exposition

Location

Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009

ISSN

2153-5965

Conference Session

NSF Grantees Poster Session

Page Count

13

Page Numbers

14.1323.1 - 14.1323.13

Permanent URL

https://peer.asee.org/5712

Download Count

107

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Paper Authors

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Kevin Hulme State University of New York, Buffalo

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Edward Kasprzak Milliken Research Associates

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Kenneth English State University of New York, Buffalo

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Deborah Moore-Russo State University of New York, Buffalo

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Kemper Lewis State University of New York, Buffalo

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Using Gaming and Motion Simulation to Enhance Vehicle Dynamics Education

Abstract

Engineering educators are faced with an ongoing challenge of creating engaging, student- centered learning situations in post-secondary education. With the broad availability of visually engaging and fast-paced games, contemporary students can find traditional classroom methods of lecture and guided laboratory experiments limiting. This paper presents a novel methodology that incorporates driving simulation, motion simulation, and educational practices into an engaging, gaming-inspired simulation framework for a vehicle dynamics curriculum. The research places students into a gaming scenario where learning occurs during game play, rather than using a formally structured learning approach to vehicle dynamics. The application of the methodology is demonstrated in the context of an advanced vehicle dynamics course. This paper reports on work done under National Science Foundation grant DUE-0633596 in the Course, Curriculum, and Laboratory Improvement program.

Introduction

Engineering education focuses on helping students to learn about the mechanisms that underlie phenomena and try to use that knowledge to improve our condition in life. One of the most difficult tasks in engineering education is developing student understanding of the relationship between real-world phenomena and analytical models of the underlying theory. Using abstractions (e.g., equations and graphs) can help students advance their knowledge, but do not provide a concrete relationship between theory and application. A significant focus of a student’s education is learning how to work in a world of equations and graphs while applying the results to real-world products and systems. The President’s Information Technology Advisory Council (PITAC) addressed this challenge by recommending the development of technologies for education and training that use simulation, visualization, and gaming to actively engage students in the learning experience.1 In the same report, PITAC also recommended the development of educational experiences that provide learners with access to world-class facilities and experiences using either actual or simulated devices.

The traditional view of engineering classrooms does not take advantage of advances in visualization and gaming, with the instructor in the front of the room, lecturing at students, providing information while the students take notes.2 This approach does not actively engage students in the learning process by challenging their conceptions and requiring them to develop creative solutions to problems. The Accreditation Board for Engineering and Technology (ABET) has adjusted their accreditation to include that students learn communication and teamwork as a part of their engineering studies.3 The gaming-based approach presented in this paper builds on a simulation framework for vehicle dynamics education that was developed as an innovative means of incorporating items from the ABET criteria to assist in the development of educational experiences that will translate well to industrial application. The research presented also uses guidance from the National Survey of Student Engagement (NSEE) to develop an engaging learning environment.4 A point common to both the ABET criteria and the NSEE is that students should both study the theoretical basis for phenomena and practice the application of their knowledge in an active manner that is similar to what they will experience after college.

Hulme, K., & Kasprzak, E., & English, K., & Moore-Russo, D., & Lewis, K. (2009, June), Using Gaming And Motion Simulation To Enhance Vehicle Dynamics Education Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. https://peer.asee.org/5712

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