Abstract:

The aim of this paper is to demonstrate how Collaborative Virtual Environments (CVEs) will be applied to the advancement of Engineering Education in Higher Education Institutions (HEIs).

The current COVID-19 pandemic has isolated students from their peers and lecturers in the traditional lecture theatre and practical laboratory settings. Instead, these settings have been replaced by popularised collaborative platforms such as Microsoft Teams, or ZOOM, to name but a few. Although these platforms have provided an invaluable service, they are not without their own challenges for both students and lecturers alike. For instance, students may choose to switch off webcams and/or microphones/speakers or browse external content during lectures; while lecturers may find it challenging to explain complex engineering challenges typically reserved for practical laboratories via 2-Dimensional (2D) video and images. Emails and video conferencing technologies were once considered cutting edge CVEs, but today they have become the norm. As modern engineering processes and technologies are increasing in complexity and size, there is a greater need for a deeper interactive and connected collaboration between larger groups and diverse skillsets. The emphasis here is on collaboration as opposed to simulation.

The Bachelor of Engineering (Hons) in Mechanical and Manufacturing Engineering at Munster Technological University (MTU), Kerry is a newly developed and transformative Level 8 Programme, delivered in blended learning format and has been designed to meet the high demand for engineers that possess technical, transversal, and soft skills. As part of the Higher Educational Authority (HEA) Human Capital Initiative (HCI) call for projects to enhance innovation and agility in response to the future, MTU Kerry submitted a project proposal titled: Rethinking Engineering Education in Ireland (REEdI). The proposal was successful and secured substantial funding. REEdI combines an innovative method of content delivery with state-of-the-art immersive technologies such as Augmented Reality (AR) and Virtual Reality (VR) to deliver a truly transformative programme.

The REEdI programme will be transformative in its use of state-of-the-art CVEs to deliver fully remote, immersive, and collaborative solutions to both engineering students and lecturers. All faculty members and students will receive a high-end VR Head Mounted Display (HMD) that will be used extensively throughout the degree programme. In addition, through industry partnerships, students and lecturers will have unlimited access to a wide range of immersive technologies to create, interact, collaborate, participate, and communicate in shared and safe CVEs. The pedagogical advantages are numerous, but furthermore, it offers additional advantages such as reducing travel time, cost, and the impact on the environment by not having to be physically present. Extensive work placement is another core pillar of the REEdI project allowing another opportunity to utilise immersive technologies in a CVE setting. Students, lecturers, and mentors can meet virtually and collaboratively regardless of their geographical location to discuss progress, or to collaborate on engineering challenges, to name but a few.

This paper will explain how the REEdI program will implement immersive technologies within CVEs to enhance the capabilities of engineering students, both in an HEI setting and within industry.

Keywords:

Collaborative virtual environment, Augmented reality, virtual reality, engineering education, immersive technology.