ABSTRACT
This evidence-based practice paper describes the study of Statics or Engineering Mechanics 1 course. This is an entry-level course for freshman or sophomores in many engineering disciplines and includes topics such as forces, equilibrium of forces, truss analysis, centroid, and moment of inertia. It is observed that this is a difficult course for students and the passing rate is 60.7% [1]. To reduce the failure rate of students in class, instructors often try to implement a variety of methods. Hands-on models, active learning methods, ExCEEd model [2], Flipped Classroom model [3], and Montessori Based Engineering (MBE) Model [4] are some of the models used by instructors. Student success improved by 3%-7% [5] when these methodologies were used. Hands-on models when used in combination with other active learning methods are engaging and useful in maintaining student interest [2]. In-class instruction is usually expected for active learning using hands-on models for Statics 1. This has been especially difficult during COVID-restricted learning situations and has created a learning gap between current students and former. This paper describes the use of Virtual Reality (VR), a computer-generated simulation of a three-dimensional object or space, to fill both of these issues caused by remote learning.VR is a powerful flexible platform that when utilized can generate differentiating perspectives of problems. The VR tool Tilt Brush [6] was used to replace the physical hands-on models typically used in class to provide an engaging diverse experience. Typically, the students are introduced to a 3D Vector problem as a picture in a book or PowerPoint slide and the instructor proceeds to explain the problem using direct instruction. This method can work for some students. However, students might not be entirely clear on how the vectors and angles are actually represented in 3D space. Instructors have tried to use physical hands-on models to help students understand this concept. Most students develop an understanding of visualizing and analyzing 3D vectors after working with these physical models, thus it is great for in-person learning. However, this is not possible in an online environment. There is no denying that higher education is moving toward online learning [7]. COVID brought to everyone's attention how educators need to better prepare to transition into an online learning environment. With this in mind, the authors decided to create "hands-on models" in Virtual Reality. These models were presented in different formats in order to provide a variety of perspectives and to help engage the students in the learning module. Student engagement was very high for this module when students were shown videos. If it was made more hands-on by teaching synchronously, it is expected that student engagement would be even higher. Development of teaching this 3D Vector module, student assessment, survey, and conclusions are included in this paper. The goal of this paper is to inspire and encourage a Statics 1 instructor to start using VR in their own course and then possibly consider expanding the VR technique to other mechanics concepts and major courses. © American Society for Engineering Education, 2022.