Teaching Engineering Design Principles via a Serious Game Format
Summary: At the end of this presentation, attendees will have learned to identify the key components in a system that teaches engineering design in serious game format via a 3D virtual world. The presentation is based upon an active research project (sponsored by the Discovery Learning Center) that is developing an implementation of the AAE251 Introduction to Aerospace Engineering course in serious game format. The game is cast as a corporate simulation in which students interact via avatars and within teams to collaboratively learn fundamentals of aerospace vehicles and design processes, synthesize products, and prepare and deliver reports and technical presentations all within the 3D virtual world. In the Fall 09 term, a portion of students will receive course grades by “playing” the game that will last for an entire semester.
Description:
We are currently developing a multi-player, online serious game called “AeroQuest” that supports teaching a sophomore-level engineering course offered twice a year at Purdue University. In “AeroQuest,” 3D virtual world, students solve series of learning quests designed specifically to teach them the fundamentals of engineering and design of aerospace vehicles. Working as team, these activities help students develop technical skills and communicate ideas in writings and presentations. AeroQuest immerses students in a 3D virtual world that simulates a research-and-development environment in an aerospace firm. As interns in the corporation, students solve design problems individually or by collaborating with others. The 3D design room is rich with resources that support their self-guided inquiry toward solving these quests. After participating in the serious game students will have gained design skills necessary to develop and communicate a conceptual design of aerospace vehicles.
The AAE 251 Introduction to Aerospace Design uses a project-based model of instruction. Students are given a term project to develop a conceptual design of an aircraft to the specification of client. In the traditional AAE 251 (without virtual world), students learn the fundamentals of flight and design through classroom lectures and homework as in most other courses. These students, according to surveys collected in the past four semesters, are satisfied with their gained ability to work on complex systems and the knowledge about the profession of aerospace engineering. However, the same survey also indicates that many students are frustrated that traditional series of lectures does not accommodate the needs for information and knowledge as they engage in their design activities.
We are exploring the use of 3D virtual world because today’s young learners are avid consumers of novel technologies that impact how they think, interact with others, interact with information, and develop attitudes toward life and professional goals. In recent years, the use of virtual worlds for education has attracted significant interest among educators. Research in education shows that virtual worlds are conducive to live events that require real-time interaction, such as meetings, conversations, lectures, and presentations. The virtual world gives participants a sense of authentic presence, allowing the player experiences to resemble their traditional learning experiences. Unlike traditional classroom-based courses, a virtual-world makes more authentic corporate environment, stimulating the social interactions between peers as they learn from each other. Having their work environment only a keyboard away, students can schedule meetings more frequently and more freely. The immersion into the 3D virtual world environment combined with the social-network elements of massively-multiplayer game suggests a pedagogical potential.
In this talk, we will present the overview of game development, key learning theories behind game design, representative game plays from the AeroQuest environment, and preliminary analysis of learning data collected from the traditional and game versions of the course.
The AAE 251 Introduction to Aerospace Design uses a project-based model of instruction. Students are given a term project to develop a conceptual design of an aircraft to the specification of client. In the traditional AAE 251 (without virtual world), students learn the fundamentals of flight and design through classroom lectures and homework as in most other courses. These students, according to surveys collected in the past four semesters, are satisfied with their gained ability to work on complex systems and the knowledge about the profession of aerospace engineering. However, the same survey also indicates that many students are frustrated that traditional series of lectures does not accommodate the needs for information and knowledge as they engage in their design activities.
We are exploring the use of 3D virtual world because today’s young learners are avid consumers of novel technologies that impact how they think, interact with others, interact with information, and develop attitudes toward life and professional goals. In recent years, the use of virtual worlds for education has attracted significant interest among educators. Research in education shows that virtual worlds are conducive to live events that require real-time interaction, such as meetings, conversations, lectures, and presentations. The virtual world gives participants a sense of authentic presence, allowing the player experiences to resemble their traditional learning experiences. Unlike traditional classroom-based courses, a virtual-world makes more authentic corporate environment, stimulating the social interactions between peers as they learn from each other. Having their work environment only a keyboard away, students can schedule meetings more frequently and more freely. The immersion into the 3D virtual world environment combined with the social-network elements of massively-multiplayer game suggests a pedagogical potential.
In this talk, we will present the overview of game development, key learning theories behind game design, representative game plays from the AeroQuest environment, and preliminary analysis of learning data collected from the traditional and game versions of the course.
Masa Okutsu
Postdoctoral Researcher
School of Aeronautics and Astronautics, Purdue University
Postdoctoral Researcher
School of Aeronautics and Astronautics, Purdue University
Dr. Masa Okutsu has received Ph.D. in Aerospace Engineering from Purdue University in 2006. Masa is a co-instructing AAE 251 "Introduction to Aerospace Engineering," and is working with a team that develops the game version of the course.