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

基本信息

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

项目摘要

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与仿真软件公司合作，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现实世界情况的复杂仿真模型中，而不是使用现有解决方案来解决明确定义的问题。和行业顾问的合作，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、住宅学习者、研究生、四年级和二年级学习者）。大学一年级，以及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颖学习环境的科学证据，以及 (2) 缺乏关于虚拟现实的贡献的证据（相对于在虚拟现实中使用模拟）。该项目将有助于缓解阻碍学生进行情境化学习的地理障碍、企业不愿提供其设施和数据以及阻碍现场参观的后勤限制。研究设计以学习理论、建构主义理论、自我决定理论和成人学习理论的信息处理方法为框架。从宾夕法尼亚州立大学研究生和专业学生注册的现有在线和住院课程的学生中收集。该评估计划可以对基于项目的学习中的传统与沉浸式模拟进行比较，并将使用形成性和总结性评估。测试假设并调查 (1) 沉浸式模拟 PBL 的有效性，以及其有效性对于在线学生和住院学生以及研究生、专业、四年制和两年制大学水平有何不同；(2) 是否使用虚拟现实；通过模拟学习关键技能来改变 PBL 的有效性；(3) 学习者的人口统计、性格类型、事先准备、预测动机和工程身份是否可以帮助使用分析来预测学习和工作场所绩效；(4) 使用情况之间的关系； /使用视频分析进行导航和技能开发通过开发这种环境并将其与类似课程中的 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果的作用。训练有素的工人来填补新兴技术创造的就业岗位，并满足在要求保持社交距离的危机期间对 STEM 教育和劳动力发展创新方法日益增长的需求。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 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智力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

期刊论文数量（4）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

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

DOI：
发表时间：
2021-01
期刊：
ASEE annual conference
影响因子：
0
作者：
Nowparvar, Mahgol;Chen, Xing;Ashour, Omar;Ozden, Sabahattin G;Negahban, Ashkan
通讯作者：
Negahban, Ashkan

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