Mobile tracked displays as engaging and effective learning platforms

Tanner, Elliott; Savadatti, Siddharth; Manning, Benjamin; Johnsen, Kyle

doi:10.1109/kelvar.2016.7563678

Cited by 3 publications

(2 citation statements)

References 13 publications

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“…The primary difference between these versions was locomotion technique -one version used multi touch gestures to change the view in the simulation (pan/tilt/zoom) while the other required physical movement of the tablet around a virtual tank to do the same. These two tablet VR simulations were trialed on two groups of students in a statics course and the discussion/results can be found in [8].…”

Section: Tablet Vr Simulationmentioning

confidence: 99%

Exploring a Virtual Reality Simulation to Aid Inductive Learning of Fluid Pressure Characteristics

Savadatti¹,

Johnsen²

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Dr. Siddharth Savadatti received his PhD in Computational Mechanics from North Carolina State University in 2011 and has since been on the faculty of the College of Engineering at the University of Georgia. He teaches mechanics and numerical methods courses such as Statics, Fluid Mechanics, Programming, Numerical Methods for Engineers and Finite Element Analysis. In addition to traditional face-to-face classes, he has designed and taught courses in fully online and completely flipped formats.

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Section: Tablet Vr Simulationmentioning

confidence: 99%

Exploring a Virtual Reality Simulation to Aid Inductive Learning of Fluid Pressure Characteristics

Savadatti¹,

Johnsen²

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Fluid mechanics is a prototypical example of a widely-taught, foundational engineering course that involves substantial problem analysis. In fact, this course is the subject of significant study at the College of Engineering of the University of Georgia (UGA) to improve student learning using alternative teaching strategies including flipped classrooms, video lectures, inductive learning, and interactive simulations [8,9]. CBL activities would complement these efforts in conceptual understanding and student engagement (towards improved concept/student retention) with a mechanism to practice and evaluate the application of concepts to real world problems.…”

Section: Introductionmentioning

confidence: 99%