[[The]] GeoExplorer project : assessing the learning outcomes of mixed reality gaming in geotechnical engineering education

Abstract

A key aspect of geotechnical engineering involves field characterization of soils in its diverse variety as is found in nature. These complexities make it difficult to design and model engineering problems involving soils. A corresponding challenge is the task of providing site investigation experience to civil engineering undergraduate students within an engaging environment. The GeoExplorer Project is a Mixed Reality and Mobile Gaming endeavor that attempts to tackle this challenge by bringing the field experience into the classroom through a virtual environment. This project incorporates elements of serious gaming with field testing by offering students a virtual internship, wherein they learn on the job as engineers, drive to specified sites where they conduct their field tests, interpret the results, and report their findings. The game is designed around the completion of the Cone Penetration Test (CPT), which is one of the most frequently conducted field tests. Many geotechnical engineering graduates are required to conduct or supervise field tests as part of their first job. This study assesses the learning outcomes from the implementation of the GeoExplorer experience (game and virtual internship) in four higher education institutions across the United States. This thesis details the findings from these exercises, which further reinforces the notion that serious games can fill educational gaps and increase student engagement in higher education. One interesting finding is the possibility of serious gaming being used as a tool to increase the confidence and engagement of underprivileged and underrepresented minorities in STEM. It also highlights the opportunity to adapt our educational methods to the changing technological landscape.