Jason Lucas, PhD and Dhaval Gajjar, PhD
Clemson University
Clemson, SC
Virtual Reality (VR) offers a method of active and interactive learning. In this research, a VR-based simulated environment is used to help students gain an understanding in the sequencing of construction activities within an undergraduate materials and methods course. The VR simulation was developed to augment traditional classroom learning methods. The sequencing simulation allows students to freely navigate through the simulation and walk through the steps of the construction for a small wood frame structure. The simulation was developed for both immersive and non-immersive desktop-based simulations. During early studies, it was found that students were receptive of the technology and perceived a benefit in understanding spatial qualities as well as components of assembly but actual effects of learning were not identified. The current study explores the actual effects of student learning when incorporating simulation into the coursework. This paper discusses the comparison of students learning from a control group where the simulation was not used to the learning of a group who utilized the desktop-based simulation in addition to traditional classroom methods.
Keywords: Undergraduate, Education, Virtual Reality, Materials and Methods