Overcoming critical skill gaps in residential and online STEM education via novel immersive, industry-aligned simulated environments

通过新颖的沉浸式、符合行业的模拟环境，克服住宅和在线 STEM 教育中的关键技能差距

• 批准号: 2000599
• 负责人: Ashkan Negahban
• 金额: $ 83.13万
• 依托单位: Pennsylvania State Univ University Park
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-06-15 至 2025-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2000599&HistoricalAwards=false
• 关键词: Overcoming; critical; skill; gaps; residential

Researchers at Pennsylvania State University propose to create and utilize 3D virtual reality (VR) environments in engineering settings that immerse learners in complex simulation models representing a real-world situation instead of well-defined problems with existing solutions. By partnering with a simulation software company and industry consultants, the project will generate education modules aligned with industry needs and provide novel model-based systems for engineering education. The proposal also intends to bring this technology to a variety of learners (online and residentials, graduate, four- and two-year college, and self-learners). The project goals are to address (1) the paucity of scientific evidence regarding novel learning environments enabled by immersive simulations in STEM education and (2) the lack of evidence regarding the contribution of virtual reality (versus use of simulations on a 2D display) to STEM education. The project will help to mitigate geographical barriers that prohibit contextualized learning for students, companies’ reluctance to provide access to their facilities and data, and logistical constraints that prohibit in-person site visits. The project also advances the frontiers of problem-based learning (PBL) and enables teaching and learning of relevant workforce skills. The research design is framed by an information processing approach to learning theory, constructivism theory, self-determination theory, and adult learning theory. Data will be collected from students enrolled in existing online and resident courses for graduate and professional students at Pennsylvania State University. The assessment plan enables comparison of traditional vs. immersive simulation in project-based learning in resident and online delivery formats . Formative and summative assessments will be used to test the hypotheses and investigate (1) the effectiveness of immersive simulation PBL and how its effectiveness may vary for online vs. resident students and across graduate, professional, four-year, and two-year college levels; (2) whether the use of virtual reality alters the effectiveness of PBL via simulations for learning critical skills; (3) whether learners’ demographics, personality type, prior preparation, motivation, and engineering identity can help predict learning and workplace performance using predictive analytics; and (4) the relationship between usage/navigation and skill development using video analytics and analyses of recorded virtual site visits. By developing this environment and comparing it to in-class PBL instruction in a similar course, the researchers hope to better understand the role of virtual and immersive environments on student outcomes. The research responds to the need for properly trained workers to fill jobs created by emerging technologies and to the growing need for innovative approaches to STEM education and workforce development during crises that mandate social distancing.The project is funded by the EHR Core Research program that supports fundamental research focused on STEM learning and learning environments, broadening participation in STEM, and STEM professional workforce development.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

宾夕法尼亚州立大学的研究人员建议在工程环境中创建和利用3D虚拟现实（VR）环境，使学习者沉浸在代表真实世界情况的复杂模拟模型中，而不是现有解决方案的定义明确的问题。通过与模拟软件公司和行业顾问合作，该项目将生成符合行业需求的教育模块，并为工程教育提供基于模型的新系统。该提案还打算将这项技术带给各种学习者（在线和实习，研究生，四年制和两年制大学以及自学者）。该项目的目标是解决（1）关于STEM教育中沉浸式模拟实现的新型学习环境的科学证据不足，以及（2）缺乏关于虚拟现实（与在2D显示器上使用模拟相比）对STEM教育的贡献的证据。该项目将有助于减少阻碍学生进行情境化学习的地理障碍、公司不愿提供设施和数据访问的情况，以及阻碍亲自实地访问的后勤限制。该项目还推进了基于问题的学习（PBL）的前沿，并使相关劳动力技能的教学和学习成为可能。研究设计以信息加工学习理论、建构主义理论、自主学习理论和成人学习理论为框架。数据将从宾夕法尼亚州立大学现有的研究生和专业学生在线和住院课程的学生中收集。该评估计划可以比较传统与沉浸式模拟在基于项目的学习在居民和在线交付格式。形成性和总结性评估将被用来测试假设和调查（1）沉浸式模拟PBL的有效性，以及其有效性如何可能会有所不同的在线与居民的学生和跨研究生，专业，四年制和两年制大学水平;（2）是否使用虚拟现实通过模拟学习关键技能改变PBL的有效性;（3）学习者的人口统计、性格类型、先前的准备、动机和工程身份是否可以使用预测分析来帮助预测学习和工作场所的表现;以及（4）使用/导航和技能发展之间的关系，使用视频分析和对记录的虚拟站点访问的分析。通过开发这个环境并将其与类似课程中的课堂PBL教学进行比较，研究人员希望更好地了解虚拟和沉浸式环境对学生成绩的作用。该研究回应了对受过适当培训的工人的需求，以填补新兴技术创造的就业机会，以及在危机期间对STEM教育和劳动力发展创新方法的日益增长的需求，这些方法要求社会距离。该项目由EHR核心研究计划资助，该计划支持专注于STEM学习和学习环境的基础研究，扩大STEM的参与，该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

An Open Source Video Analytics Tool for Analyzing Learner Navigation in Immersive Simulated Environments

• 发表时间: 2023-05
• 期刊: 2023 Annual Modeling and Simulation Conference (ANNSIM)
• 作者: Noah Soriano;Ashkan Negahban;S. Ozden;O. Ashour

Investigating the Impact of Context Choice on Learning Experience via Immersive Simulations in an Object-Oriented Programming Course

通过面向对象编程课程中的沉浸式模拟研究情境选择对学习体验的影响

• 发表时间: 2023
• 期刊: ASEE Annual Conference proceedings
• 作者: Ozden, S.;Negahban, A.;Ashour, O.;Knight, D.
• 通讯作者: Knight, D.

An Assessment of Simulation-Based Learning Modules in an Undergraduate Engineering Economy Course

本科工程经济课程中基于模拟的学习模块的评估

• 发表时间: 2022
• 期刊: ASEE annual conference
• 作者: Nowparvar, M.;Ashour, O.;Ozden, S.G.;Knight, D.;Delgoshaei, P.;Negahban, A.
• 通讯作者: Negahban, A.

Combining Immersive Technologies and Problem-Based Learning in Engineering Education: Bibliometric Analysis and Literature Review

工程教育中沉浸式技术和基于问题的学习的结合：文献计量分析和文献综述

• 发表时间: 2021
• 期刊: ASEE annual conference
• 作者: Nowparvar, Mahgol;Chen, Xing;Ashour, Omar;Ozden, Sabahattin G;Negahban, Ashkan
• 通讯作者: Negahban, Ashkan