Interactive CFD simulations with virtual reality to support learning in mixing

Solmaz, Serkan; Gerven, Tom Van

doi:10.1016/j.compchemeng.2021.107570

Cited by 15 publications

(7 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This mitigates the patterns by which VR is integrated into planning, implementation, and evaluation (Hayes et al, 2021). The conditions for designing this technology also require high-recommendation facilities, such as 3D and game software applications (Solmaz & Van Gerven, 2022). This confirms the existence of an influence on the facilities and TPACK.…”

Section: / 15mentioning

confidence: 86%

The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course

et al. 2023

View full text Add to dashboard Cite

Virtual reality (VR) is developing in line with the establishment of the learning metaverse, although the relationship between its acceptance and technological pedagogical content knowledge (TPACK) is very unclear. Therefore, this study aims to determine the effects of facility condition (FC), technological acceptance model (TAM), and TPACK on pre-service teachers’ use of VR in Indonesian science education courses. This condition emphasizes the description of these teachers’ readiness in designing VR for learning and teaching integration. The survey was conducted using 406 preservice teachers from 12 Indonesian universities, with confirmatory factor analysis (CFA) and partial least square-structural equation model (PLS-SEM) subsequently utilized. The results showed that PU (perceived usefulness), PEOU (perceived ease of use), behavior Intention (BI), TPACK, and FC were significantly and positively related. However, two hypotheses emphasizing the relationship between FC and TPACK to PEOU were rejected. These results are expected to facilitate preservice teachers in easily adopting VR learning in courses.

show abstract

Section: / 15mentioning

confidence: 86%

The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course

et al. 2023

View full text Add to dashboard Cite

show abstract

“…Mixed methods were implemented in six publications, mostly paired with focus group, interview, and survey techniques [54,71,72]. The design-oriented approach was popular in six articles combined with development [52,[73][74][75][76][77].…”

Section: Rq2 Which Data Collection and Research Design Methods Were S...mentioning

confidence: 99%

“…Considering all the publications reviewed, XR (n = 19) was favored by the authors based on its significant educational benefits when integrated into the instructional and learning designs. Eight XR publications focused on teaching and learning Engineering [73] in subareas such as Architecture [54], Thermal [18], and Chemical engineering [76]. One of them reported the development of an AR platform for improving mobile e-learning in software engineering [94].…”

Section: Adaptive Learning Systems and Personalizationmentioning

confidence: 99%

You Can Handle, You Can Teach It: Systematic Review on the Use of Extended Reality and Artificial Intelligence Technologies for Online Higher Education

Lázaro

Duart

2023

Sustainability

View full text Add to dashboard Cite

Over the past year, defined by the COVID-19 pandemic, we have witnessed a boom in applying key emerging technologies in education. In such challenging situations, technology and education expanded their work together to strengthen and interactively impact the learning process in the online higher education context. From a pedagogical perspective, extended reality (XR) and artificial intelligence (AI) were accessible toolboxes to amplify an active and learner-centered teaching method. Whether and how such activities will continue in a post-COVID-19 situation remains unclear. In this systematic literature review, we document the application of XR and AI in online higher education settings and build up an accurate depiction of their influence after the COVID-19 pandemic outbreak. A significant contribution of the thorough analysis conducted was the corroboration of the growing interest of these fast-emerging technologies and their impact on learner agency and outcomes, making online education more accessible, effective, engaging, collaborative, self-paced, and adapted to the diverse academic trajectories. The momentum brought about by the pandemic has served as an impulse for educators and universities to expand the use of these technologies progressively, meet new challenges, and shape the future of online higher education.

show abstract

“…In addition, mobile phones or tablets can be used to achieve immersive VR and AR with the help of additional gadgets, such as a VR headset (for virtual reality) and a quick response (QR) code sticker (for augmented reality). Numerous studies have reported the usefulness of using various forms of enhanced visualization [7]- [11] with an overall positive attitude of students [8]. However, there are also reports on implementation challenges and the negative side effects of using head-mounted displays and virtual reality goggles, including dizziness and tiredness [12].…”

Section: Enhanced Visualization: Virtual Reality Mixed Reality and Au...mentioning

confidence: 99%

Developing Simulation-Based Coursework for Energy Sustainability Modelling

GOUDARZI,

OPADOKUN,

ZHAO

et al. 2023

WIT Transactions on Ecology and the Environment

View full text Add to dashboard Cite

The energy sector is the fastest-growing area in mechanical engineering, and it is optimal to prepare students for this growing niche of the job market. Modelling and simulation are increasingly used for system design in industry and research to finetune the design process and save on prototyping or testing costs. Correspondingly, energy modelling is an area of ever-growing relevance in the fields of mechanical and electrical engineering. However, there is a shortage of modelling and simulation programs in urban universities, which makes graduates of such schools less prepared for the energy job markets than their counterparts. To meet this need, a newly formed collaboration between the departments of Mechanical Engineering, Electrical Engineering and Computer Science, and Teacher Education at Cleveland State University is developing a graduate program concentrating in Modelling and Simulation in Sustainable Energy Systems (MS-SES) to better prepare students for increasing energy sustainability professional roles. Building information modelling is a topic of importance in the field of sustainability for future working professionals. Hence, one of the courses in this concentration will foster student learning by setting up and visualizing simulated energy models in buildings, using a combination of 3D modelling, fluid flow and temperature modelling, and virtual reality. This paper explores the design and learning outcomes of this educational project for students through a case study of a room in an office building with a heat source. The project-led learning plan is integrated with the fundamentals of modelling and simulation theory and data-driven modelling techniques such as machine learning. The results show promising integration of physics-based and data-driven models in support of education for energy sustainability in an extended range of domains from academia to industry.

show abstract

Interactive CFD simulations with virtual reality to support learning in mixing

Cited by 15 publications

References 32 publications

The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course

The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course

You Can Handle, You Can Teach It: Systematic Review on the Use of Extended Reality and Artificial Intelligence Technologies for Online Higher Education

Developing Simulation-Based Coursework for Energy Sustainability Modelling

Contact Info

Product

Resources

About