TY - JOUR
T1 - A mixed-reality pedagogical innovation in the reality of a new normal
AU - Bennett, Victoria G.
AU - Harteveld, Casper
AU - Zastavker, Yevgeniya V.
AU - Abdoun, Tarek
AU - Hossein, Mohsen
AU - Omidvar, Mehdi
AU - Wen, Kejun
AU - Wirth, Xenia
N1 - Funding Information:
This material is based upon work supported by the U. S. Army Research Laboratory and the U. S. Army Research Office under contract numbers W911NF-16-1-0336, W911NF-17-1-0262, W911NF-18-1-0068 and W911NF-20-1-0238. The discussions and conclusions presented in this work reflect the opinions of the authors only.
Funding Information:
Financial support for this work was provided by the National Science Foundation Grant No. CMMI-1563428. The support of Dr. Joy Pauschke, program director at the National Science Foundation, is greatly appreciated.
Funding Information:
The authors would also like to gratefully acknowledge the financial support from the National Science Foundation under Grant No. CMMI-1804822.
Funding Information:
The study on which this paper is based was supported by National Science Foundation through Grant #1900445 and NASA -MIRO Grant awarded to University of the District of Columbia. The results and opinions expressed in this paper do not necessarily reflect the views and policies of the National Science Foundation and National Aeronautics and Space Administration.
Funding Information:
This material is based upon work supported in part by the National Science Foundation (NSF) under Grant No. CMMI-1634748 and the U.S. Army Engineer Research and Development Center (ERDC) under contract W9I2HZ-17-C-0021. The views and conclusions contained herein are those of the authors and should not be interpreted as necessarily representing the official policies or endorsements, either expressed or implied, of NSF, ERDC or the U.S. Government. Distribution Statement A: Approved for public release: distribution unlimited.
Funding Information:
The first author would like to show his gratitude to LPDP (Indonesia Endowment Fund for Education), which has provided financial support for his graduate study.
Funding Information:
The research described herein was supported by the Center for Bio-mediated and Bio-inspired Geotechnics (CBBG) under National Science Foundation (NSF) Cooperative Agreement No. EEC-1449501 and as a Payload Project under NSF Grant No. CMMI-1933350. The authors are grateful for the NSF support. Any opinions, findings and conclusions, or recommendations expressed in this material are thosee of the authors and do not necessarily reflect those of the NSF. The authors would like to thank the principal investigators of the CMMI grant, Dr. Brina Montoya of North Carolina State University and Dr. T. Matthew Evans of Oregon State University and their students for their guidance and assistance in the testing described herein. The authors would also like to thank the staff at O.H. Hinsdale Wave Research Laboratory, Drs. Dan Cox, Meagan Wengrove, and Tim Maddux, for their technical assistance.
Funding Information:
This research was partially supported by the National Science Foundation awards number CMMI-1728612 and CMMI-1000908. This support is gratefully acknowledged.
Funding Information:
This research was partially supported by the National Science Foundation award number CMMI-1728612. This support is gratefully acknowledged.
Publisher Copyright:
© ASCE.
PY - 2021
Y1 - 2021
N2 - All of us will never forget the year 2020. Those of us in higher education will perhaps reflect on the Spring 2020 semester as a turning point in our approach to education. To prepare higher education for future crises and to create a more buoyant, elastic, and resilient educational paradigm, it is imperative that we learn, right now, from the COVID-19 crisis. This is of particular importance for engineering education, which relies on experiential pedagogical practices that are incongruent with online learning environments. Since 2014, a multi-institutional interdisciplinary team has been addressing improvements to engineering education through mixed reality gaming, an educational model that integrates traditional classroom experiences (e.g., lectures, laboratory work) with virtual activities (e.g., game-based learning). We posit that a mixed reality gaming educational model may help mitigate the impact COVID-19-like crises. Herein, we reflect on implementations of a mixed-reality gaming activity in an introductory geotechnical engineering course on five campuses during the pivot to remote learning, which will be remembered as the hallmark of the Spring 2020 semester. Ultimately, the data gathered from these implementations will be used to study the effectiveness of mixed reality gaming on student learning outcomes (specifically, the ways in which student and instructor motivation shape and are shaped by this educational model) to understand (1) the role of mixed reality gaming; and (2) instructors' and students' motivational shifts during such crises.
AB - All of us will never forget the year 2020. Those of us in higher education will perhaps reflect on the Spring 2020 semester as a turning point in our approach to education. To prepare higher education for future crises and to create a more buoyant, elastic, and resilient educational paradigm, it is imperative that we learn, right now, from the COVID-19 crisis. This is of particular importance for engineering education, which relies on experiential pedagogical practices that are incongruent with online learning environments. Since 2014, a multi-institutional interdisciplinary team has been addressing improvements to engineering education through mixed reality gaming, an educational model that integrates traditional classroom experiences (e.g., lectures, laboratory work) with virtual activities (e.g., game-based learning). We posit that a mixed reality gaming educational model may help mitigate the impact COVID-19-like crises. Herein, we reflect on implementations of a mixed-reality gaming activity in an introductory geotechnical engineering course on five campuses during the pivot to remote learning, which will be remembered as the hallmark of the Spring 2020 semester. Ultimately, the data gathered from these implementations will be used to study the effectiveness of mixed reality gaming on student learning outcomes (specifically, the ways in which student and instructor motivation shape and are shaped by this educational model) to understand (1) the role of mixed reality gaming; and (2) instructors' and students' motivational shifts during such crises.
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U2 - 10.1061/9780784483428.018
DO - 10.1061/9780784483428.018
M3 - Conference article
AN - SCOPUS:85106036645
SN - 0895-0563
VL - 2021-May
SP - 170
EP - 178
JO - Geotechnical Special Publication
JF - Geotechnical Special Publication
IS - GSP 325
T2 - 2021 International Foundations Congress and Equipment Expo: From Traditional to Emerging Geotechnics, IFCEE 2021
Y2 - 10 May 2021 through 14 May 2021
ER -