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

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，让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中明确定义的问题。通过与一家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，并为工程教育提供新颖的基于模型的系统。该提案还打算将这项技术带给各种学习者(在线学习者和常驻学习者、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)缺乏关于STEM教育中沉浸式模拟所带来的新型学习环境的科学证据，以及(2)缺乏关于虚拟现实(相对于在2D显示器上使用模拟)对STEM教育的贡献的证据。该项目将有助于缓解禁止学生进行情景学习的地理障碍，公司不愿提供对其设施和数据的访问，以及禁止面对面现场访问的后勤限制。该项目还推动了以问题为基础的学习(PBL)的前沿，并使相关劳动力技能的教与学成为可能。研究设计以学习理论、建构主义理论、自主学习理论和成人学习理论的信息处理方法为框架。数据将从宾夕法尼亚州立大学为研究生和专业学生注册的现有在线和常驻课程的学生中收集。该评估计划能够在常驻和在线授课形式的基于项目的学习中对传统模拟与沉浸式模拟进行比较。形成性和终结性评估将被用来检验假设，并调查(1)沉浸式模拟PBL的有效性，以及它对在线学生和常驻学生以及研究生、专业人员、四年制和两年制大学水平的有效性有何不同；(2)虚拟现实的使用是否通过模拟改变了PBL在学习关键技能方面的有效性；(3)学习者的人口统计数据、个性类型、前期准备、动机和工程认同是否可以使用预测性分析来帮助预测学习和工作场所的表现；以及(4)使用视频分析和对记录的虚拟站点访问进行分析，确定使用/导航和技能发展之间的关系。通过开发这种环境，并将其与类似课程中的PBL课堂教学进行比较，研究人员希望更好地理解虚拟和沉浸式环境对学生结果的作用。这项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职位，以及在要求社会距离的危机期间对STEM教育和劳动力发展创新方法的日益增长的需求。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、扩大对STEM的参与和STEM专业劳动力发展的基础研究。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

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.