Work in Progress: Leveraging Technology Trends to Develop a Skills-based Approach to Engineering Design

Abstract

She received the B.E. degree in Telecommunication Engineering from Visveswaraiah Technological University (VTU), India in 2007 and Ph.D. from Old Dominion University, Norfolk, VA in 2012. Her research interests span the areas of Wireless Communication, Internet of Things (IoT), Optimization using Game Theory, and Engineering Education Research. She is a member of the IEEE and ASEE, a technical program committee member for IEEE Globecom, ICC, ICCCN and VTC conferences, and a reviewer for several international journals and conferences.

Effects of virtual reality application on skill learning for optical‐fibre fusion splicing

“…Such evaluation is typically conducted according to task execution outcomes. Some evaluation methods focus on one's understanding (Khan et al, 2020) and confidence (Abraham & Connor, 2020) in the process of applying a skill. Based on the goals of interest, various assessment strategies are available for the evaluation of psychomotor skill-learning.…”

“…Harrow's (1972) framework features six degrees of coordination: reflex movements, basic fundamental movement, perceptual, physical activities, skilled movements and non-discursive communication. These psychomotor skill learning levels serve as references for setting teaching goals and standards for learning evaluation (Abraham & Connor, 2020). In accordance with Simpson's framework, universities have established psychomotor skill learning goals for engineering design.…”

“…In accordance with Simpson's framework, universities have established psychomotor skill learning goals for engineering design. In addition to using evaluation criteria, universities have also employed self-reporting methods to assess the psychomotor skill learning outcomes of students (Abraham & Connor, 2020).…”

“…Relevant studies have suggested that the training effects of VR application in surgery, engineering, medicine, nursing, life‐saving, scientific experimentation, business and tour‐guiding skills surpass those of conventional training methods (Abraham & Connor, 2020; Caccianiga et al., 2020; di Lanzo et al., 2020; Pedram et al., 2020; Rourke, 2020; Singh et al., 2020). Other studies have uncovered VR's positive effects on skill‐learning‐related factors, such as learning motivation, self‐efficacy, concept learning, anxiety alleviation and concentration (Cheng & Tsai, 2019; Halabi, 2020; Huang et al., 2020; Makransky et al., 2019; van Ginkela et al., 2019).…”

“…According to an investigation by the Organisation for Economic Co-operation and Development (OECD, 2020), 64% of employers observed a gap between employee skill sets and job demands, up from 52% reported in the previous year. Employers have also stressed the importance of hands-on skills (Abraham & Connor, 2020). Therefore, VR application in skill learning is expected to yield promising results.…”