Document Type
Article
Publication Title
Immersive Engineering Learning and Workforce Development: Pushing the Boundaries of Knowledge Acquisition in a CAVE
Abstract
This study provides insight into the use of virtual reality (VR) to enhance engineering curriculums and develop engineering students’ computational thinking (CT) levels at Historically Black College and Universities (HBCUs). The sample population for this research includes students enrolled in a first-year engineering course at an HBCU. To support the students’ education in cybersecurity additive manufacturing, virtual reality was used to simulate classroom teaching and assignments. Participants in this study were first taught using the traditional method that allowed them passive viewing of images and videos of objects and spaces. The participants were later taught the same lessons in a Computer Automated Virtual Environment (CAVE) where they could further explore the images and space, they were taught in the traditional class setting. Within the immersive virtual environment, students were observed as they virtually manipulated objects and learned in the CAVE. Both quantitative and qualitative methods were utilized in this study. Factor Analysis (FA) was used to assess the validity of using CT scales in an HBCU environment, and to help investigate the impact of immersive technology on participants CT skill levels. The results of the FA aligned with previous research findings and provided the research team with a more refined set of CT scales for use in an HBCU environment. Semi-structured student interviews were used to gain insight into students’ perceptions and attitudes toward the incorporation of VR into an engineering curriculum, and to further explore the relationship between VR fidelity and scalability of a model that could be used across engineering curriculums. The results of the interviews provided an additional significant degree of validation that the CT scales are suitable to assess engineering students CT skill levels at HBCUs, and that immersive technology such as the CAVE could improve engineering students’ ability to train and compete. Furthermore, students exhibited excitement and an eagerness to do more in the CAVE environment
Publication Date
2024
Recommended Citation
Ojajuni, O. P., & Warren, B., & Dawan, F., & Ismail, Y., & Lawson, A. H. (2024, June), Board 296: Immersive Engineering Learning and Workforce Development: Pushing the Boundaries of Knowledge Acquisition in a CAVE Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46872 © 2024 American Society for Engineering Education.