Enhancing concrete structures education: Impact of virtual reality on motivation, performance and usability for undergraduate engineering students.
Background Study: The research discusses the need for a paradigm shift in engineering education current practices to accommodate the digital native students. The paper emphasizes the importance of integrating disruptive technologies, namely Virtual Reality (VR) through Head Mounted Displays VR (HMD...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 1; pp. 306 - 326 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=174818410&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 174818410 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2024 vid: 40 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 174818410 172429318 174818410 174818410 10.1111/jcal.12881 174818410 ppf: 306 ppct: 20 formats: tig: atl: Enhancing concrete structures education: Impact of virtual reality on motivation, performance and usability for undergraduate engineering students. aug: au: Al‐Khiami, Mohamad Iyad Jaeger, Martin Soleimani, Sayed Mohamad Kazem, Abdulhadi affil: College of Engineering, Department of Civil Engineering, Australian University, Mishref, Kuwait sug: subj: Student Performance Appraisal Evaluation Students, Undergraduate Psychosocial Factors Virtual Reality Motivation Evaluation Smart Glasses Workload Measurement Virtual Reality Methods Construction Materials Education Student Attitudes Engineering Education Art Motion Sickness Complications Human Teaching Methods Surveys Spearman's Rank Correlation Coefficient Validity Facility Design and Construction Digital Technology Learning Comparative Studies Pretest-Posttest Design Questionnaires Student Experiences Software Documentation Convenience Sample Random Sample Data Analysis Software Adolescence Adult Male Female Models, Educational T-Tests Mann-Whitney U Test Two-Tailed Test Descriptive Statistics Confidence Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Background Study: The research discusses the need for a paradigm shift in engineering education current practices to accommodate the digital native students. The paper emphasizes the importance of integrating disruptive technologies, namely Virtual Reality (VR) through Head Mounted Displays VR (HMD VR) and Desktop Based VR (DB VR) and comparing it with the traditional teaching methods. The research focuses on second‐year undergraduate students enrolled in a concrete structures course. Objectives: The objective of the study is to analyse the impact of DB VR and HMD VR on students' motivation, performance and workload in comparison with traditional 2D drawings. The study also aims to investigate how simulation sickness and system usability could impact students' motivation and performance when interpreting concrete structures. Methods: The study divided second‐year civil engineering students into three groups, 2D, DB VR and HMD VR. The performance and motivation levels of students were assessed based on the number of mistakes identified and an intrinsic motivation survey. Furthermore, data on system usability and simulation sickness were collected. Spearman rank correlation was conducted to analyse the relationships between the variables tested. Results: The results have shown that students' motivation and performance were much higher when using VR in general and HMD VR specifically, students' efficiency and accuracy were also observed. On the other hand, usability was found to be moderately correlated with motivation, with students rating HMD VR as the most usable approach. A moderate inverse correlation was observed between simulation sickness and motivation, indicating that higher simulation sickness led to lower motivation levels. Conclusion: The study concludes that integrating VR in general, DB VR, or HMD VR into a concrete structures course for undergraduate students can significantly improve students' performance and motivation. Furthermore, enhancing usability of any of the methods used can also improve the performance and motivation. On the other hand, simulation sickness inversely affects motivation and performance, therefore, VR developers and educators should not neglect it. Lay Description: What is already known about the topic: Traditional teaching methods in engineering education require improvement.Integrating digital technologies into engineering education enhances performance.Digital technologies can potentially enhance motivation. What this paper adds: Compares traditional teaching methods for concrete structures interpretation with virtual reality.Establishes correlations between motivation, performance and usabilityIntroduces how desktop‐based VR and head‐mounted display VR can produce varying results. Implications for practice and/or policy: Decision‐makers can use the information to integrate updated pedagogy into engineering curricula.Allows for further exploration of different digital technologies that can be used for concrete structure interpretation.Allows instructors to introduce virtual reality in their courses. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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