Do Technological Advancements Lead to Learning Enhancements?: An Exploration in Virtual Product Dissection

Abstract

Recent shifts into larger class sizes and online learning have caused engineering educators to rethink the way they integrate inductive, or active learning activities into their courses. One way engineering educators have done this is through the integration of new technological environments. However, little is known about how the type of technological environment utilized in active learning exercises impacts student learning and satisfaction. Thus, as a first step to understanding the impact of technological advancements on student learning and satisfaction, a study was conducted with 18 senior level undergraduate engineering students who were asked to perform product dissection, or the systematic disassembly of a product, using three technological interfaces (computer, iPad, immersive virtual reality). Variations in the complexity of the product dissected were also explored. The results of this study indicate that variations in technological interfaces did not impact student learning as assessed by a Student Learning Assessment (SLA). However, the complexity of the product dissected did impact learning, with students scoring significantly lower on the SLA when dissecting the most complex product. The results also indicated that students perceived learning and satisfaction were highest when using the immersive virtual reality system. These results suggest that the costs of investing in more technological advanced systems for product dissection may not yet outweigh the educational benefits. However, the increase in student satisfaction with VR environments has the potential to positively impact student retention in engineering programs.

Virtual Hands-on Learning – The development of an online engineering design course with a virtual product inspection portal

“…Product teardowns have been previously demonstrated to be very effective when performed in class by the students themselves [15], [17]- [21], but this mechanism for learning is often not conducted as it can be both time consuming and costly. For a large class, it can be difficult to monitor each student group to ensure everyone's participation and that the teardown is being performed correctly.…”

“…Welsh et al (2021) determined that students responded well to an augmented reality (AR) disassembly and inspection application and found that learning may be improved by enriched visualization, directed disassembly, and embedded hints [19]. In a separate study by Starkey et al (2017), the authors noted what while assessment results were not significantly different for different modes of virtual dissection (computer, iPad, and virtual reality), students' perceived learning and satisfaction was greatest with the virtual reality application [17]. While augmented and virtual-reality solutions are a promising method, the research discussed here required desktop and mobile-friendly technologies to be accessible for all students and thus relied heavily on video and interactive computer platforms.…”