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Enhancing Student Engagement in Unit Operations Laboratory through Augmented Reality

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Title: Enhancing Student Engagement in Unit Operations Laboratory through Augmented Reality
Language: English
Authors: Jacob C. Crislip, Esai Lopez, Cameron D. Armstrong, Taylor Petell, Laila Abu-Lail, Andrew R. Teixeira
Source: Advances in Engineering Education. 2023 11(4):41-57.
Availability: American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Peer Reviewed: Y
Page Count: 17
Publication Date: 2023
Sponsoring Agency: US Department of Energy
National Science Foundation (NSF), Division of Chemical, Bioengineering, Environmental and Transport Systems (CBET)
Contract Number: DEEE0007888
1944619
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Chemical Engineering, Science Laboratories, Computer Simulation, Blended Learning, Computer Assisted Instruction, Distance Education, Electronic Learning, Experiential Learning
ISSN: 1941-1766
Abstract: A chemical engineering student's knowledge of theory, experimental design, and real-world processes is tested and enforced in the Unit Operations laboratory courses. However, instructors are facing challenges of delivering high-quality, hands-on laboratory content with limited resources and increasingly large class sizes. Limited in-lab time is often inefficiently allocated to individualized instruction, which broadly diminishes students' opportunity for learning by restricting the quantity of data they are able to collect. In addition, teaching in-person laboratories with social distancing measures during the pandemic posed significant logistical and safety challenges and required alternative techniques to be explored and adapted. The technological strategies implemented in this work aimed to manage laboratory course content more efficiently by enhancing familiarization, operation, and safety of lab equipment during and prior to class time. This work demonstrates the evolution of several technological tools that evaluated synchronous hybrid lab offerings and asynchronous prelab training using remote controlled cameras, web-interfaces, and augmented reality. The effectiveness of the implemented technologies was assessed via post course surveys and both negative and positive students' responses were discussed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1429246
Database: ERIC
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  Data: A chemical engineering student's knowledge of theory, experimental design, and real-world processes is tested and enforced in the Unit Operations laboratory courses. However, instructors are facing challenges of delivering high-quality, hands-on laboratory content with limited resources and increasingly large class sizes. Limited in-lab time is often inefficiently allocated to individualized instruction, which broadly diminishes students' opportunity for learning by restricting the quantity of data they are able to collect. In addition, teaching in-person laboratories with social distancing measures during the pandemic posed significant logistical and safety challenges and required alternative techniques to be explored and adapted. The technological strategies implemented in this work aimed to manage laboratory course content more efficiently by enhancing familiarization, operation, and safety of lab equipment during and prior to class time. This work demonstrates the evolution of several technological tools that evaluated synchronous hybrid lab offerings and asynchronous prelab training using remote controlled cameras, web-interfaces, and augmented reality. The effectiveness of the implemented technologies was assessed via post course surveys and both negative and positive students' responses were discussed.
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