Browsing by Subject "e-learning"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    Assessment of STEM e-Learning in an Immersive Virtual Reality (VR) Environment
    (American Society for Engineering Education, 2016-06) El-Mounayri, Hazim; Rogers, Christian; Fernandez, Eugenia; Satterwhite, Jesse Connor; Department of Engineering Technology, School of Engineering and Technology
    This paper shows the early research findings of utilizing a virtual reality environment as an educational tool for the operation of a computerized numerical control (CNC) milling machine. Based off of a previous work, the Advanced Virtual Machining Lab (AVML), this project features a virtual environment in which a virtual CNC machine is fully operable, designed to allow STEM students and training professionals to learn the use of the CNC machine without the need to be in a physical lab. Users operate in the virtual environment using an immersive virtual reality headset (i.e. Oculus Rift) and standard input devices (i.e. mouse and keyboard), both of which combined make for easy movement and realistic visuals. On-screen tutorials allow users to learn about what they need to do to operate the machine without the need for outside instruction. While designing and perfecting this environment has been the primary focus of this project thus far, the research goal is to test the ease of use and the pedagogical effectiveness of the immersive technology as it relates to education in STEM fields. Initial usability studies for this environment featured students from the graduate level CAD/CAM-Theory and Advanced Applications (ME 54600) course at IUPUI. Results from the study were tabulated with a survey using a four-point Likert scale and several open-ended questions. Findings from the survey indicate that the majority of users found the environment realistic and easy to navigate, in addition to finding the immersive technology to be beneficial. Many also indicated that they felt comfortable navigating the environment without the need for additional assistance from the survey proctors. Full details on the first usability study, including data and discussion, can be found in this paper. The general consensus from the study was that, while some features needed refinement, the immersive environment helped them learn about the operation of a CNC machine. Additional usability studies will need to be undergone to refine said features before beginning the final study, in which students learning from the immersive virtual environment will be tested against students learning from traditional methods. Details on this last study will be discussed in the final paper, which will also discuss the methods used for preparing the environment, full results and detailed discussion on each of the usability studies, and conclusions on the usability and educational effectiveness of the immersive virtual reality technology in STEM education.
  • Thumbnail Image
    Item
    A content engagement score for online learning platforms
    (Association for Computing Machinery, 2018-06-26) Singh, Vivek; Padmanabhan, Balaji; de Vreede, Triparna; de Vreede, Gert-Jan; Andel, Stephanie A.; Spector, Paul E.; Benfield, Steve; Aslami, Ahmad
    Engagement on online learning platforms is essential for user retention, learning, and performance. However, there is a paucity of research addressing latent engagement measurement using user activities. In this work in progress paper, we present a novel engagement score consisting of three sub-dimensions - cognitive engagement, emotional engagement, and behavioral engagement using a comprehensive set of user activities. We plan to evaluate our score on a large scale online learning platform and compare our score with measurements from a user survey-based engagement scale from the literature.
  • Thumbnail Image
    Item
    Enhancing Therapy-Based Programs Through Virtual Volunteer Training
    (2021) Bloom, Cara E.; Chase, Anthony; Department of Occupational Therapy, School of Health and Human Sciences; Jensen, Denisse
    GiGi’s Playhouse is a non-profit organization that serves individuals with Down syndrome from infancy through adulthood. GiGi’s supports the development, acceptance, and achievements of those with Down syndrome alongside their families. Due to the limited number of paid staff members at GiGi’s, they rely on volunteers to lead therapy-based programs. However according to the Executive Director of GiGi’s Playhouse Indianapolis, volunteers are not comprehensively trained during their in-person orientation. This capstone project involved transitioning orientation from a one-time in-person training to an enhanced e-learning training. There are multiple heightened components of the online training including the addition of supplementary resources, a glossary of terms, and a quiz about Down syndrome. This project is sustainable for the Playhouse as well as time-saving for site staff who no longer have to coordinate and implement volunteer training. The capstone student gained advanced skills in both education and program development during the doctoral capstone experience (DCE).
  • Thumbnail Image
    Item
    A Virtual 3D Dynamic Model of Caries Lesion Progression as a Learning Object for Caries Detection Training and Teaching: Video Development Study
    (JMIR, 2020-05-22) Lara, Juan Sebastian; Braga, Mariana Minatel; Zagatto, Carlos Gustavo; Wen, Chao Lung; Mendes, Fausto Medeiros; Murisi, Pedroza Uribe; Haddad, Ana Estela; Cariology, Operative Dentistry and Dental Public Health, School of Dentistry
    BACKGROUND: In the last decade, 3D virtual models have been used for educational purposes in the health sciences, specifically for teaching human anatomy and pathology. These models provide an opportunity to didactically visualize key spatial relations that can be poorly understood when taught by traditional educational approaches. Caries lesion detection is a crucial process in dentistry that has been reported to be difficult to learn. One especially difficult aspect is linking clinical characteristics of the different severity stages with their histological features, which is fundamental for treatment decision-making. OBJECTIVE: This project was designed to develop a virtual 3D digital model of caries lesion formation and progression to aid the detection of lesions at different severity stages as a potential complement to traditional lectures. METHODS: Pedagogical planning, including identification of objectives, exploration of the degree of difficulty of caries diagnosis-associated topics perceived by dental students and lecturers, review of the literature regarding key concepts, and consultation of experts, was performed prior to constructing the model. An educational script strategy was created based on the topics to be addressed (dental tissues, biofilm stagnation areas, the demineralization process, caries lesion progression on occlusal surfaces, clinical characteristics related to different stages of caries progression, and histological correlations). Virtual 3D models were developed using the Virtual Man Project and refined using multiple 3D software applications. In the next phase, computer graphic modelling and previsualization were executed. After that, the video was revised and edited based on suggestions. Finally, explanatory subtitles were generated, the models were textured and rendered, and voiceovers in 3 languages were implemented. RESULTS: We developed a 6-minute virtual 3D dynamic video in 3 languages (English, Spanish, and Brazilian Portuguese) intended for dentists and dental students to support teaching and learning of caries lesion detection. The videos were made available on YouTube; to date, they have received more than 100,000 views. CONCLUSIONS: Complementary pedagogical tools are valuable to support cariology education. This tool will be further tested in terms of utility and usability as well as user satisfaction in achieving the proposed objectives in specific contexts.