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在工程环境中创建和利用3D虚拟现实（VR）环境的建议，将学习者浸入代表现实情况的复杂模拟模型中，而不是现有解决方案的明确定义的问题。通过与模拟软件公司和行业顾问合作，该项目将生成与行业需求保持一致的教育模块，并为工程教育提供基于新颖的模型系统。该提案还打算将这项技术带给各种学习者（在线和居民，毕业生，四年和两年的大学以及自学者）。项目目标是解决（1）关于STEM教育中的沉浸式模拟来实现的有关新学习环境的科学证据，以及（2）缺乏有关虚拟现实的贡献（与在2D显示上使用模拟）对STEM教育的贡献的证据。该项目将有助于减轻地理障碍，这些障碍禁止为学生提供情境化学习，公司不愿意提供其设施和数据的访问权，以及禁止实时访问的后勤约束。该项目还提高了基于问题的学习（PBL）的前沿，并可以教学和学习相关的劳动力技能。研究设计是由学习理论，建构主义理论，自决理论和成人学习理论的信息处理方法构成的。将从宾夕法尼亚州立大学的研究生和专业学生的现有在线和居民课程中招收的学生收集数据。评估计划可以比较居民和在线交付格式中基于项目的学习中传统与沉浸式模拟的比较。格式和总结性评估将用于检验假设并调查（1）沉浸式模拟PBL的有效性以及其在线与居民与居民以及跨研究生，专业，四年制大学水平的有效性如何变化； （2）使用虚拟现实是否会通过模拟来改变PBL的有效性； （3）学习者的人口统计，人格类型，事先准备，动机和工程认同是否可以帮助使用预测分析来预测学习和工作场所的表现； （4）使用视频分析和记录的虚拟现场访问的分析，使用/导航与技能开发之间的关系。通过开发这种环境并将其与类似课程中的课堂PBL指导进行比较，研究人员希望更好地了解虚拟和身临其境环境对学生成果的作用。该研究回应了对经过适当培训的工人的需求，以填补新兴技术创造的工作以及对危机期间的创新方法的需求不断增长，以使社会疏远的危机发展。使用基金会的智力优点和更广泛的影响审查标准通过评估来支持。

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