Immersive VRLab Training

This project is jointly led by Dr. Fang Wang, Associate Teaching Professor in the Department of Electrical Engineering and Computer Science (College of Engineering), and Dr. Xinhao Xu, Associate Professor in the School of Information Science and Learning Technologies, College of Education & Human Development. The project is funded by the National Science Foundation (NSF). 

In this study, we apply the latest VR technology and design a state-of-the-art engineering lab training session – the immersive virtual reality lab (iVRLab). The major hardware used for development in this study includes a Dell Alienware desktop computer, an Oculus Rift headset with handheld sensors, and a large display monitor. For software, Unity3D, Maya, and VRTK SDK are used intensively. The training offers a totally immersive, embodied, and interactive experience for the college students to practice the lab work of photolithography, which is an essential technology in fabricating integrated circuit. Learning theories and instructional principles behind the scenes are constructivism, embodied cognition, scaffolding and rewarding systems, multimedia cognitive load theories, and others. The study is to find answers to research questions such as (but not limited to):

• Will the iVRLab with embodied features bring positive learning effects in a college engineering lab training? Will it be a feasible complement to the current engineering lab training curriculum?
• How do college students perceive their embodied experience and cognitive load when participating in the iVRLab training?
• How to incorporate design elements into iVRLab to better accommodate learners’ needs and learning characteristics in an immersive VR context?

iVRLab is proudly funded by the University of Missouri Research Council grant, and is a joint project between SISLT TELL lab and the College of Engineering.

Extended: An Immersive VR Lab (iVRLab) 

Introduction

This project also extends its reach to non-STEM students by inviting undergraduate students from the School of Journalism to engage with the Virtual Reality (VR) environment and gain exposure to STEM-related knowledge. 

During the intervention, students had the opportunity to experience immersive technologies such as the Oculus Rift headset or participate in a room-scale CAVE VR environment alongside their peers. Within these virtual settings, they were able to perform basic, hands-on STEM-related tasks designed to be accessible and intuitive. 

Through these activities, students interacted directly with the virtual environment, manipulating objects and engaging in simulated lab experiences using hand-tracking or motion controls. This approach allowed non-STEM students to explore STEM concepts in a more experiential and engaging way, helping to bridge disciplinary boundaries through immersive learning.