Future of the Engineering Classroom Sarah Afzaly, Tracey Thein, Christian WassifSupervisor: Dr Benjy MarksSchool of Civil EngineeringFaculty of Engineering & Information Technologies
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Noise Air Water Waste Visual Erosion Soil OtherResponses
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Types of environmental pollution
Students’ Responses Before vs. After Watching IVR recording
Before After Q5 After Q7
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Post-Lab Quiz Question
Percentage of Students Answering Each Question Correctly
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Learned from IVR Enjoyed IVR Desire future IVR use
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Student response to survey
IVR Video Survey Results
Strongly Agree/Agree Neutral Disagree/Strongly Disagree
RESULTS
Planning Filming Recording Editing Viewing
To explore the learning experience and retention of knowledge using Immersive Virtual Reality for Environmental Engineering students
VideoPotential
use of IVR in Engineering Classrooms
Pedagogical Study
METHODOLOGYVideo Methodology:
Creating a 10 minute video for Environmental Engineering Students.
Pedagogical Study Methodology:
To determine the rate of students’ knowledge retention, a pre-lab and post-lab quiz were compiled.Pre-lab Quiz
▪ One open-ended question about environmental pollutions
Post-lab Quiz
▪ 4 multiple choice questions
▪ 3 short answer questions
Survey
▪ a scale from 1-5 and encouraged them to express any positive or negative feedback
Results – Pedagogical▪ Students obtained an average grade of 74 %
▪ Students’ responses strongly reflected the environmental pollutions focused on the video
▪ One open-ended question about environmental pollutions
Results – VideoScreenshots from the immersive virtual reality video: SCAN ME
“VR is the next biggest computing platform” - Mark Zuckerberg▪ As the user moves their head, the field of view changes —
user is immersed in the IVR video
AIM
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