PUBLICATIONS

This research study employed quantitative and qualitative designs to explore the impact of immersive technology on the Computational Thinking (CT) capabilities of students enrolled in an engineering program at a Historically Black College or University (HBCU). The quantitative study in this research employs a survey design approach to explore the relationship between underlying factors and observed variables within the CT scale survey administered to 301 engineering students. Concurrently, the qualitative aspect adopts a cohort observational study design to comprehensively understand the perceptions, attitudes, and behaviors of 44 engineering students regarding integrating immersive technology into their educational curriculum, particularly its role in developing CT skills.

This study provides insight into the use of virtual reality (VR) to enhance engineering curriculums and develop engineering students’ computational thinking (CT) levels at Historically Black College and Universities (HBCUs). The sample population for this research includes students enrolled in a first-year engineering course at an HBCU. To support the students’ education in cybersecurity additive manufacturing, virtual reality was used to simulate classroom teaching and assignments. Participants in this study were first taught using the traditional method that allowed them passive viewing of images and videos of objects and spaces. The participants were later taught the same lessons in a Computer Automated Virtual Environment (CAVE) where they could further explore the images and space, they were taught in the traditional class setting. Within the immersive virtual environment, students were observed as they virtually manipulated objects and learned in the CAVE. Both quantitative and qualitative methods were utilized in this study. Factor Analysis (FA) was used to assess the validity of using CT scales in an HBCU environment, and to help investigate the impact of immersive technology on participants CT skill levels. The results of the FA aligned with previous research findings and provided the research team with a more refined set of CT scales for use in an HBCU environment. Semi-structured student interviews were used to gain insight into students’ perceptions and attitudes toward the incorporation of VR into an engineering curriculum, and to further explore the relationship between VR fidelity and scalability of a model that could be used across engineering curriculums. The results of the interviews provided an additional significant degree of validation that the CT scales are suitable to assess engineering students CT skill levels at HBCUs, and that immersive technology such as the CAVE could improve engineering students’ ability to train and compete. Furthermore, students exhibited excitement and an eagerness to do more in the CAVE environment

The concept of Computational Thinking (CT) refers to a set of skills required for transforming real-world challenges into computer-solvable problems and applying computer-based solutions to complex problems. Many experts agree that CT is a core competency of most engineers, and these set of skills is essential for almost every engineering task. The focus of this study is to investigate the factors that impact student experience when utilizing Virtual Reality (VR) to enhance CT skills among engineering students at historically black colleges and universities (HBCUs). A qualitative research design was used in this study to gain a deeper understanding of the factors that contribute to the student experience in the Cave Automatic Virtual Environment (CAVE) for CT development. 38 engineering students were interviewed in five focus groups and observed in two direct classroom observations. The study findings indicate that participants demonstrated high engagement and interaction levels and a positive attitude toward the CAVE. In addition to these findings, the study revealed that participants' positive perception of the CAVE was attributed to active learning, realistic and immersive experiences, visualization, interaction, and cost-effectiveness.

This research study employed quantitative and qualitative designs to explore the impact of immersive technology on the Computational Thinking (CT) capabilities of students enrolled in an engineering program at a Historically Black College or University (HBCU). The quantitative study in this research employs a survey design approach to explore the relationship between underlying factors and observed variables within the CT scale survey administered to 301 engineering students. Concurrently, the qualitative aspect adopts a cohort observational study design to comprehensively understand the perceptions, attitudes, and behaviors of 44 engineering students regarding integrating immersive technology into their educational curriculum, particularly its role in developing CT skills. The quantitative findings indicate that the 29 observed variables to assess CT skills can be grouped into five underlying factors: Problem-Solving, Algorithmic Thinking, Creativity, Cooperativity, and Critical Thinking. The factor analysis results confirm the validity and reliability of the CT survey scale, endorsing its suitability for assessing CT skill levels among engineering students attending HBCUs. The qualitative research study findings underscore students’ positive attitudes towards immersive technology, emphasizing its capacity to enrich their learning experiences and develop CT skills. Additionally, the qualitative findings highlight the significance of addressing health-related concerns and enhancing the precision of control interfaces in future implementations of immersive technology. This research was supported by NSF Project #1915520: Enhancing Additive Manufacturing Education with Cybersecurity and Virtual Reality.

This study examines whether the incorporation of Virtual Reality (VR) technology into an engineering curriculum could positively impact the development of Computational Thinking (CT) skills among engineering students at historically black colleges and universities (HBCUs). Data were collected from 38 engineering students and 4 faculty members using a cohort observational approach. Thematic analysis was used to organize the data into broad themes. According to both interviews and observation data, all participants provided positive feedback about their CAVE experience. In addition, all participants showed keen interest in the CAVE and believed exposure to the CAVE would improve their CT skills.