Learning Module of PEM Fuel Cells

Abstract

ing Technology program. Her area of expertise is in thermo-fluid sciences with applications in microcombustion, fuel cells, green fuels and plasma assisted combustion. She has prior industrial experience in aerospace engineering that encompasses both theoretical analysis and experimental investigations such as designing and testing of propulsion systems including design and development of pilot testing facility, mechanical instrumentation, and industrial applications of aircraft engines. Also, in the past 10 years she gained experience in teaching ME and ET courses in both quality control and quality assurance areas as well as in thermal-fluid, energy conversion and mechanical areas from various levels of instruction and addressed to a broad spectrum of students, from freshmen to seniors, from high school graduates to adult learners. She also has extended experience in curriculum development. Dr Husanu developed laboratory activities for Measurement and Instrumentation course as well as for quality control undergraduate and graduate courses in ET Masters program. Also, she introduced the first experiential activity for Applied Mechanics courses. She is coordinator and advisor for capstone projects for Engineering Technology.

Combining Immersive Technologies and Problem-based Learning in Engineering Education: Bibliometric Analysis and Literature Review

“…In another paper related to green energy [55], a VR learning environment and laboratory is developed using the VRLE platform and SolidWorks to support project-based learning and improve students' learning related to Proton Exchange Member (PEM) fuel cells. During VR simulation, students can vary the fluid parameters and explore the changes in current and voltage, perfectly mimicking the physical laboratory activity.…”

Implementation and Assessment of an Integrated Extended Reality Renewable Energy Laboratory for Enhanced Learning

“…During past years, our team investigated the possibility of developing immersive learning artifacts to appeal to students having more diverse learning styles and generated several learning modules [15], [16]. As a result of these investigations, we generated a Virtual Reality Learning Environment (VRLE) and three virtual reality activity centers within this environment.…”

“…Later, we generated a "learning room, which integrates a "VR lecture" and a "Selfassessment" activity. We described the development of our Virtual Reality Learning Environment (VRLE) and the VR Renewable Energy Virtual Lab in our previous published works [15,16], including the virtual reality technology used. In this paper we focus on describing the improvements and additions to the virtual laboratory and the preliminary assessment of the activities.…”

“…It is expected that students will be motivated to study and analyze these systems in more detail, to become skilled in designing and component layout of such systems. Thereby, the interactive applets show real time simulations for several basic topologies with the flexibility to change the input parameters and observe the output response correspondingly [8,16,17] The objectives of each lab unit are listed in Table 1, below. Course modules are divided into three parts: basic principles, system technology, and the laboratory unit manual.…”

“…We generated the modules using the videogaming and VR gaming set-up, to make it student friendly. The graphical depiction of each experiential unit was generated using either UNITY or UNREAL engines, and the entire VR-REL is developed in UNITY development platform due to its versatility and accessibility to interactive features [16]. While most of the artifacts were generated using CAD modelling, some were imported assets from either UNITY or UNREAL.…”