In this paper, we introduce the Warehouse Augmented Reality Program (WARP), its functionality, practicality, and potential use cases in education. We build this application on the backbone of WebXR. Using this application programming interface (API), we create an interactive web tool that displays a life-sized warehouse in augmented reality (AR) in front of users that can be viewed on a smartphone or a tablet. AR is a technology that displays virtual objects in the real world on a digital device’s screen, allowing users to interact with virtual objects and locations while moving about a real-world environment. This tool can enhance warehousing education by making it immersive and more interactive. In addition, the tool can make warehousing operations more efficient and warehouse design less costly. We highlight how our tool can be applicable and beneficial to education and industry. We demonstrate how this tool can be integrated into a problem-based learning (PBL) assignment about warehouse layout design and order picking. The PBL activity involves comparing two different warehouse layouts (fishbone and traditional) by completing a set of order picking tasks in AR warehouse environments. The task is to perform single item picking over thirty orders and comparing the average order picking time per layout. Then, we use the results of these human subject experiments for validating the realism of the warehouse layouts generated by the tool by comparing the empirical completion times with the analytical results from the literature. We also administer a system usability scale (SUS) survey and collect feedback from industry experts.

This paper presents a study on the impact of class delivery mode (remote vs. in-person) on students’ learning experience when Immersive Simulation-Based Learning (ISBL) modules are used as course assignments. ISBL involves problem-based learning via a 3-dimensional (3D) simulated environment that mimics real-life applications such as manufacturing and healthcare systems, airports, and other service systems. Within the simulated environment, students can observe the corresponding system, collect data, understand relationships between the system components, make changes to the model and observe the impact of those changes, and learn by doing. ISBL is advantageous when access to real-world facilities is difficult or impossible due to geographical barriers or safety concerns as well as in remote and online learning due to geographically dispersed students. This study compares two groups of students. Both groups are taught by the same instructor and use the same course material, including the ISBL modules. The only difference between the two groups is the course delivery mode, where one group is taught remotely through synchronous online sessions, and the other is taught in person in a traditional classroom setting. We collect data on demographics, prior preparation, motivation, experiential learning, usability scale, and self-assessment of learning objectives based on Bloom’s taxonomy. We then perform statistical comparisons to investigate the impact of delivery mode when ISBL modules are used. We use the comparison results to test the hypothesis that ISBL modules will help maintain remote students’ motivation and learning outcomes compared to in-person students. The results show no statistically significant difference between the two groups on any measure, suggesting that ISBL is equally effective in the two delivery modes.

Researchers have looked into ways to make computer science assignments more engaging, practical, and beneficial to students to improve learning outcomes by increasing student appeal. Offering a pool of assignments and allowing students to choose their preferred assignments is considered as a potential method for improving learning outcomes. In this paper, we investigate the effect of context choice for assignments in an object-oriented programming course that covers various topics such as object-oriented programming concepts, database design and implementation, graphical user interface design, and web application development. Students complete three immersive simulation-based learning (ISBL) modules as course assignments. ISBL modules involve technology-enhanced problem-based learning where the problem context is represented via a three dimensional (3D), animated discrete-event simulation model that resembles a real-world system or context, in this case, we have three simulated systems/contexts around which ISBL assignments are defined: an airport, a manufacturing system, and a hospital emergency department. The research experiments involve four groups: (1) students with no choice who use the same assigned simulated system for all three ISBL assignments; (2) students with no choice who are given a different simulated system for each ISBL assignment; (3) students who can choose their preferred simulated system at the beginning but cannot change their choice for future assignments; and, (4) students who can choose at the beginning and switch between the three simulated systems for subsequent assignments. Data are collected over multiple semesters and statistical analyses are conducted to compare the four groups in terms of motivation, experiential learning, and self-assessment of learning. We also conduct qualitative assessments in the form of interviews to support and explain our statistical results.

This study investigates the effectiveness of using a learning module that combines interactive nonlinear storytelling games with three-dimensional (3D) simulation models. The story narrative is used to mimic real-world scenarios to train students to apply their knowledge. Using simulation software and games can facilitate practical understanding of complex systems and enhance students’ learning outcomes via situated learning. Situated learning is a pedagogical approach that places learners in real-life problem-solving situations to foster meaningful STEM learning. In this work, students use a nonlinear story to represent and express what they know about inventory and queueing models. Students use the simulation models to examine, analyze, and access virtual worlds that mimic real-world systems, interpret the information, organize their knowledge, and represent what they have learned. To investigate the effectiveness of combining nonlinear storytelling & simulation-based learning on students’ learning and motivation, two groups are compared: control (simulation-based only) (1), and intervention (nonlinear story and simulation learning game) (2). The control group is composed of students who used simulation models with a traditional case study format. In comparison, the nonlinear story and simulation learning game group is represented by the students who are taught with the aid of the game learning module. The results of this study compared the groups in terms of students’ motivation, engineering identity, and learning outcomes. The data of the control and intervention groups were collected in Fall 2020, and Fall 2021, respectively. The intervention group showed higher overall motivation and learning outcomes compared to the control group.

We propose and assess the effectiveness of novel immersive simulation-based learning (ISBL) modules for teaching and learning engineering economy concepts. The proposed intervention involves technology-enhanced problem-based learning where the problem context is represented via a three-dimensional (3D), animated discrete-event simulation model that resembles a real-world system or situation that students may encounter in future professional settings. Students can navigate the simulated environment in both low- and high-immersion modes (i.e., on a typical personal computer or via a virtual reality headset). The simulation helps contextualize and visualize the problem setting, allowing students to observe and understand the underlying dynamics, collect relevant data/information, evaluate the effect of changes on the system, and learn by doing. The proposed ISBL approach is supported by multiple pedagogical and psychological theories, namely the information processing approach to learning theory, constructivism theory, self-determination theory, and adult learning theory. We design and implement a set of ISBL modules in an introductory undergraduate engineering economy class. The research experiments involve two groups of students: a control group and an intervention group. Students in the control group complete a set of traditional assignments, while the intervention group uses ISBL modules. We use well-established survey instruments to collect data on demographics, prior preparation, motivation, experiential learning, engineering identity, and self-assessment of learning objectives based on Bloom’s taxonomy. Statistical analysis of the results suggests that ISBL enhances certain dimensions related to motivation and experiential learning, namely relevance, confidence, and utility. We also provide a qualitative assessment of the proposed intervention based on detailed, one-on-one user testing and evaluation interviews.

There is a cohesive body of research on the effectiveness of problem-based learning (PBL) for a wide range of learner groups across different disciplines in engineering education. On the other hand, there is a growing interest in using immersive technologies such as virtual reality (VR) in engineering education. While there are many literature review articles on each of these subjects separately, there is a lack of review articles on the application of combined PBL-VR learning environments in engineering education. This paper provides an assessment of the applications and potential of implementing immersive technologies in a PBL setting to utilize the advantages of both paradigms. More specifically, this paper aims to provide insights related to two main questions: (1) where (in what disciplines/subjects) PBL and VR have been used together in engineering education? And, (2) how are VR and PBL integrated and used in engineering education? The first question is investigated by performing a bibliometric analysis of relevant papers published in the proceedings of previous ASEE annual conferences. The second question is explored by performing a literature review and classification of ASEE papers that discuss the use of VR in conjunction with PBL. Our findings reveal a gap between the application of integrated PBL and VR across different disciplines in engineering education. We also analyze the trends related to PBL and VR application in engineering education over time. Finally, we identify and propose future opportunities related to the combination of PBL and immersive technologies, including but not limited to immersive simulation-based learning (ISBL) and incorporating artificial intelligence (AI) into immersive virtual/simulated learning environments used in engineering education.

This paper presents novel immersive simulation-based learning (I-SBL) modules as an alternative active-learning method for teaching and learning fundamental concepts related to database de-sign. I-SBL involves a 3-dimensional simulated environment that resembles a real-world system.Students can navigate through the simulated environment (in low- and high-immersion modes),observe and understand the underlying dynamics, evaluate the effect of the changes on the system,and learn by doing. The use of such modules is especially important when access to the real system is limited or impossible due to geographical barriers and/or regulations and safety considerations.We assess the impact of the proposed approach by implementing a sample I-SBL module in an undergraduate database class. The study involves two groups of students: control and test groups.Students in the control group complete a traditional problem-based learning (PBL) assignment,while the test group uses the I-SBL version of the same assignment. The assessment data collected include demographics, prior preparation, motivation, usability tests, and pre/post quizzes to mea-sure knowledge gain. Statistical analysis of the results suggests that I-SBL performs at least as wellas PBL. The results also provide important insights into the effective design and implementation of I-SBL.

The   problem   of   improving   the   environmental performance of a supply chain without entailing excessive cost is becoming a frequent problem as companies face an increasing pressure from governments and customers for reducing the environmental impact of their activities. As the environmental improvement of an operating supply chain implies not only technology upgrading decisions, but also decisions regarding the structure of the supply chain itself; deciding on what strategy to follow is a complex task. The aim of this work is to provide a bi- objective solution approach for finding such strategy so that both the environmental and financial goals are best met.

This paper describes a web-based tool that supports the modeling and design of abstract unit-load picking systems.  The term “abstract” implies that the model is not specific to any equipment or vendors’ products, but, instead, focuses on the generic system components such as pallets, racks, slots, forklifts, cranes, etc. that comprise typical unit load picking systems.  The objectives of the tool are to support the design of an AS/RS based or a manual forklift-based picking system based on a set of design parameters and to be able to convert from an AS/RS design to a flat warehouse design and vice versa.  The research objective is to design the formal model (the data structure and operational description) that supports the conversion from one type to the other and supports the generation of static and dynamic analysis models and the recording of the analysis results.  The web implementation uses a mix of XML, HTML, JavaScript and PHP and implements two existing analysis methodologies from the literature.