Virtual Reality Lessons in Undergraduate Introductory STEM Courses
- Conference
- Location
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Vancouver
- Publication Date
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May 12, 2022
- Start Date
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May 12, 2022
- End Date
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May 14, 2022
- Conference Session
- Tagged Topic
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Conference Submission
- Page Count
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14
- DOI
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10.18260/1-2--44759
- Permanent URL
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https://peer.asee.org/44759
- Download Count
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91
Paper Authors
Chadia A. Aji Tuskegee University
Chadia Affane Aji is a Professor in the Department of Mathematics at Tuskegee University. Dr. Aji received her Ph.D. and M.S. in Mathematics from Auburn University and a Bachelor in Chemical Engineering from Texas A&M University. Her research interests lie in the areas of numerical analysis, computational applied mathematics, complex analysis, and on improving students' learning in STEM disciplines. Dr. Aji is involved in retention activities at Tuskegee University. She helps designing strategies to assist incoming freshmen cope with first year mathematics classes. She developed teaching modules to improve students' learning in mathematics using technology.
M. Javed Khan Tuskegee University
Dr. M. Javed Khan is Professor and Head of Aerospace Science Engineering Department at Tuskegee University. He received his Ph.D. in Aerospace Engineering from Texas A&M University, M.S. in Aeronautical Engineering from the US Air Force Institute of Technology, and B.E. in Aerospace Engineering from the PAF College of Aeronautical Engineering. He also has served as Professor and Head of Aerospace Engineering Department at the National University of Science and Technology,Pakistan. His research interests include experimental aerodynamics, aircraft design and engineering education.
Abstract
The availability of low-cost virtual reality (VR) hardware and software provides opportunities to utilize its unique characteristics in higher education. Lessons designed for immersive learning in VR have to carefully take into consideration the affordances of virtual reality. Thus, appropriately designed VR lessons would positively impact student engagement. This paper provides details of the development of VR lessons for undergraduate students in introductory courses in five STEM disciplines. These developed lessons were implemented at an HBCU. The hardware and an off-the-shelf software for developing the VR lessons are shared. The participant attitudes and motivation to learn with the VR technology were investigated using items from validated instruments. The perceptions of the students about VR usability were also measured. Analysis of data indicates a positive impact on student attitudes and engagement with the content.
This project is supported by NSF grant # XXXXXX
A. Aji, C., & Khan, M. J. (2022, May), Virtual Reality Lessons in Undergraduate Introductory STEM Courses Paper presented at 2022 ASEE Zone IV Conference, Vancouver. 10.18260/1-2--44759
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