ABSTRACT
This paper presents an investigation of the effectiveness of the connected learning and integrated course knowledge (CLICK) approach. The CLICK approach aims to integrate the knowledge across the industrial engineering (IE) curriculum by leveraging immersive technology, i.e., 3D simulation and virtual reality (VR). The effectiveness of the CLICK approach is measured by its impact on students' motivation, engineering identity, and learning outcomes. In this work, a virtual system that simulates a manufacturing assembly system was developed and used in an operations research (OR) course. The virtual system includes data collection tasks and exercises to calculate statistics that are taught in a probability and statistics course, and inventory and queueing theories concepts that are taught in an operations research course. The virtual system (CLICK learning module) is used to teach inventory and queueing theory concepts. Due to COVID-19 and the sudden shift to remote learning, the research team faced challenges including limitations in performing in-person experiments on campus as well as the potential risk of spreading the disease when VR headsets are used by several people. To alleviate some of the challenges, the researchers built the virtual system in simulation software, i.e., Simio, to provide more flexibility and scalability. The virtual system can be run on a regular personal computer without the need for a VR-ready computer and VR headsets. Yet, the virtual system can be run on an Oculus VR headset if the student prefers to do so. The study involves two groups: Control and intervention groups. The control group is represented by the students who are taught traditionally while the intervention group is represented by the students who are taught with the aid of the CLICK learning module. The results of this study compared the groups in terms of students' motivation, and engineering identity. The learning outcomes were assessed using a self-assessment instrument and the student's grades in the learning module. The data of the control and intervention groups were collected at Penn State Behrend in Fall 2019, and Fall 2020 semesters, respectively. The groups were not statistically significantly different for motivation and Engineering Identity, however, the resulted motivation and Engineering Identity scores for the intervention group were not worse than the control group considering the shift to remote learning setting. The students showed good learning outcomes when the CLICK learning module was used. The grades were positively correlated to the motivation and Engineering Identity scores. © American Society for Engineering Education, 2021