| NSF Org: |
EEC Div Of Engineering Education and Centers |
| Recipient: |
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| Initial Amendment Date: | August 16, 2010 |
| Latest Amendment Date: | August 16, 2010 |
| Award Number: | 1037684 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Donna Riley
EEC Div Of Engineering Education and Centers ENG Directorate For Engineering |
| Start Date: | January 1, 2011 |
| End Date: | December 31, 2014 (Estimated) |
| Total Intended Award Amount: | $100,000.00 |
| Total Awarded Amount to Date: | $100,000.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
2200 VINE ST LINCOLN NE US 68503-2427 (402)472-3171 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
2200 VINE ST LINCOLN NE US 68503-2427 |
| Primary Place of Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | EngEd-Engineering Education |
| Primary Program Source: |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.041 |
ABSTRACT
This engineering education research project will combine case-based learning with problem-based learning using computer simulations in the field of construction engineering. The combination of these two pedagogies will be used to teach complex construction engineering systems in a ?multidimensional virtual environment? in which students can visualize complex phenomena. The combination of these educational techniques may advance our knowledge of how to improve students? abilities in complex problems solving. The ability to visualize and solve complex problems is a key skill in many modern industrial settings and for engineering practice.
The broader significance and importance of this project will be to demonstrate means of integrating complex problem solving with more traditional engineering curricula. The project plans call for broad dissemination of the computer-based visualization tool and associated engineering problems and case studies. The participating institutions draw heavily from Hispanic and rural populations, both of whom are under-represented in STEM disciplines.
PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.”
The intellectual merit is that the project results help to further understand the fundamentals of learning mechanism of engineering concepts using animated 3D models, as compared to the traditional analytical pedagogy in engineering education. The findings contribute to broader knowledge of engineering education using hands-on 3D models in learning interactions in complex engineering systems. Another major contribution of the project is its evaluation methodology using system Function, Structure, and Behavior framework, which helps with pinpointing the particular learning mechanism in related to 3D models.
As one of the major outcomes of this project, a Unity 3D-based 3D game environment on heating, ventilation, and air conditioning (HVAC) engineering system was developed to enhance students’ learning experience of complex building HVAC systems. The developed 3D environment includes the system structure, sub-systems and major components of the HVAC system. The 3D game environment leverages the power of human-computer interactions between the users and the 3D HVAC system, sub-systems, and individual components, to achieve the enhanced understanding of engineering system’s structure, function, and behaviors.
Preliminary evaluation of the effectiveness of the developed game tool has been completed. The evaluation was based on a sample size of about 50 undergraduate construction students in their junior year. The test data in measuring the efficacy of 3D enhanced engineering knowledge learning, in terms of system structure, function and behavior, was collected in both control and experimental group of students. Preliminary results indicated the level of enhancements differed in different knowledge categories (e.g. system structure, functions and dynamic behaviors).
Larger scale tests are planned to continue to evaluate the leaning efficacies in these knowledge categories, to further understand the leaning mechanism of engineering systems through 3D game environment.
To date, four peer-reviewed conference papers were published and presented. The PI also attended 3 NSF awardee poster sessions, and presented the research outcomes. The developed 3D game is ready for more tests in other engineering schools.
Last Modified: 04/06/2015
Modified by: Zhigang Shen
