Comparing the Use of Virtual Models vs. Fieldwork in Developing Geomatics Skills in Undergraduate Engineering Education during the COVID-19 Pandemic

Undergraduate students enrolled in Civil Engineering, Architecture, and Urban Planning (CAU) must develop competencies in Geomatics and Topography (G&T) as part of their learning process. During this time, theoretical concepts are traditionally taught with field practice using specialized tools such as a theodolite, laser level, and total station. Due to the environmental restrictions of the COVID-19 pandemic, traditional field practice (TFP) was suspended, preventing access to equipment and study areas. The use of Information and Communication Technologies (ICT), such as Building Information Modeling (BIM) and Virtual Reality (VR), have been explored in the last decade for educational purposes. This paper studies the benefits of using these tools for developing G&T skills. This research aimed to assess students' learning outcomes using a traditional G&T teaching method and a new methodology based on Virtual Field Practice (VFP) for CAU students. The methodology provides a virtual study area for the CAU student by integrating point clouds derived from photogrammetry and terrestrial laser scanning. It also assesses their learning results and compares them against a control group using a validated instrument. Findings suggest continuing with fieldwork for a greater understanding and correct application of G&T concepts by students, and using virtual models as an efficient way to complement the acquisition of spatial information in the teaching-learning process. Until the publication of this article, we found no evidence in the literature at the undergraduate level of applying exercises like those proposed. © 2023 IEEE.

Recreation and Virtual Animation as an Active Learning Aid of the Aircraft Engines Course

The virtual modelling and animation of a turbo propeller with Catia is of great significance in regard to facilitate its visualization and analysis, offering multiple possibilities in the field of teaching–learning of air-breathing jet engines in aeronautical engineering studies. This work shares the teaching experience carried out, during the two academic courses of the pandemic (19/20 and 20/21), to explain the assembly and operation of the Garrett TPE331 turbo propeller, without the need to own it physically, only using its virtual modelling and animation and the Blackboard Collaborate virtual teaching platform. The results achieved in these courses are presented to be compared to those prior to Covid to verify the effectiveness of the teaching process applied. Lastly, it is intended that this model serve as support for its implementation through apps to the world of virtual reality, being able to combine the theory related to the engine with three-dimensional representations, thus facilitating the complex educational task that involves explaining the operation of this or any other engine that are not physically available. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Kinect-based 3D Human Motion Acquisition and Evaluation System for Remote Rehabilitation and Exercise

With the increasingly serious aging situation, more and more elderly people are physically disabled. In addition, the current rehabilitation resources have the problems of shortage and uneven distribution, coupled with the impact of COVID-19 in early 2019, most patients have been greatly restricted from going to the rehabilitation center for training. To solve these problems, we propose a "Kinect-based 3D Human Motion Acquisition and Evaluation System for Remote Rehabilitation and Exercise"which uses the Kinect3 camera to obtain human motion with an error rate of only 3% when the body is in front of the camera. Then we use Unity to create a humanoid virtual model and interactive scene and synchronize the real body motion to the virtual model with an average error less than 1%. At the same time, our system provides reliable and highly accurate methods for evaluating actions based on angles and trajectories. What's more, users don't need to wear any wearable devices when using the system. It is a mark-less motion acquisition system, which reduces the cost and improves the usability and scalability of the system. And the interactive virtual scenes also increase the training motivation of users. © 2022 IEEE.

The effect of parental involvement through conjoint behavior consultation on academic skill attainment for students diagnosed with high functioning autism spectrum disorder

The present study examined whether parental involvement within the framework of the parent-teacher relationship as established through Conjoint Behavior Consultation (CBC) enhances the academic achievement of students diagnosed with High Functioning Autism Spectrum Disorder (HFASD). Due to the COVID 19 pandemic, this study began with the intervention group learning via a hybrid model and control group learning virtually. Unavoidable complications mid study caused an alteration of the instructional model for some students in the control group which altered the variables for that group and overall results showed growth in academic achievement from May to June. Through visual analysis, results revealed additional progress of the intervention group beginning in February. This demonstrates that by addressing interfering behaviors of students diagnosed with HFASD, this increased their availability to learn which resulted in increased academic progress on math, reading and writing goals, as compared to a control group who did not receive the CBC intervention. For students in the intervention group, out of 18 total goals,10 were mastered compared to the control group that mastered only five goals by the end of the school year. This study provides teachers and consultants with sufficient evidence that CBC is an effective intervention to increase the academic achievement in students diagnosed with HFASD and of the importance of establishing a collaborative home-school relationship. Future research can utilize the results of this current study to determine whether the addition of CBC as an intervention added to the program for students with HFASD could result in future mainstreaming opportunities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Virtual Laboratory Workshop in Physics

A cycle of virtual laboratory work has been developed in the Mechanics section of the General Physics course, simulating real laboratory equipment used in the physics workshop of the St. Petersburg State Electrotechnical University SPbETU 'LETI'. Virtual models are available on the website of the Department of Physics of St. Petersburg State Electrotechnical University and allow students to perform laboratory work remotely. Virtual units reflect both the key laws and the nuances of physical phenomena that arise during the experiment and research on real devices. The developed workshop was used and tested when teaching students of St. Petersburg State Electrotechnical University during the quarantine period for coronavirus. The almost complete correspondence between real and virtual physical installations achieved in computer models made it possible to conduct distance learning instead of face-to-face training without loss of quality. © 2022 IEEE.

Solar-powered, Digital Classroom-in-Box: A Digital System to Mitigate the Digital Divide of Post-pandemic Education

In the context of the COVID-19 pandemic, many schools (primary, secondary, and tertiary) have been forced to go online, using fully virtual and hybrid models of schooling. Leveraging digital technology to carry out learning has been the de facto alternative to simply halting schooling. While the pandemic has wreaked havoc on schools, it has also accelerated digital delivery of education into a mainstream practice. Along with numerous benefits, digital learning also poses some challenges, such as inequity in access to educational resources. Digital learning is still out of reach for large populations in many developing regions, either due to lack of infrastructure or because it is not affordable. Since digital learning, as well as digital divides, will still be with us in the post-pandemic world, there is a need to develop pathways for delivering access to education, while also being cognizant of digital divides and a lack of resources in many areas of the world. As one of the ways to answer that need, we investigated the impact of a solar powered education system that is designed to deliver educational contents to less privileged people of the developing world, particularly in rural locations, and mitigate the digital divide in education. The engineered system is composed of a solar panel, battery, a pico-projector, and digital content stored in the projector. The system unlocks the opportunity to deliver education at remote locations where internet and electricity are not commonplace and reliable. © American Society for Engineering Education, 2021

Proposal for a Serious Game to Assist in the Daily Care of Children with ASD Before Covid-19

Autism Spectrum Disorder (ASD) is a condition of neurodevelopment characterized by changes in social communication, restricted interests, and repetitive behaviors. Many children with ASD need different types of intervention (behavioral, language, social, occupational, among others). Since the appearance of Covid-19 in December 2019, a state of world pandemic has been established. In Brazil, it started in March 2020. The lives of millions of people in the country have been drastically changed: schools have closed in their face-to-face mode, people began to leave home only in extreme need, and health care was changed to the virtual model. Children with autism had their appointments reduced or canceled and, after a few months, changed to an online version. The use of masks has become mandatory throughout the country. These children now need to live in a different environment than they did a long time ago. It becomes, for example, more difficult for them to understand what people say due to the use of masks. Thus, this project aims to present a serious game in which the child can train his/her ability to understand the words now spoken by people using a face protection mask, without the possibility of the visual feature of the facial face mimic. The game was validated by nine speech therapists and, subsequently, by fourteen children diagnosed with ASD who already do speech therapy sessions online. It happened during one of the sessions. Then, both groups answered a satisfaction questionnaire conducted by the speech therapist, adapted to their characteristics. © 2021, Springer Nature Switzerland AG.