This website contains Immersive Simulation-Based Learning (I-SBL) modules developed to bring about enhanced mastery of fundamentals, sophisticated conceptual understandings, and ways of thinking related to concepts and critical skills that are generally challenging to learn effectively in typical online or classroom settings using traditional/common teaching methods.  Examples of these skills include problem framing, conceptual model development, and model validation. The modules provide contextualized Problem Based-Learning (PBL) environments for learning a wide range of concepts related to various courses in disciplines such as industrial engineering, systems engineering, data analytics, computer science, information science and technology, and more. You can quickly take a look at ISBL Module Matrix (click here) to see modules categorized by topics and disciplines.

This project is funded by the National Science Foundation and The Pennsylvania State University. In the following video, Dr. Ashkan Negahban, the project’s Principal Investigator, provides a brief overview of I-SBL and its advantages.

What is an I-SBL module?

An I-SBL module is a learning environment specified by:

1. A virtual setting (simulation model) that resembles a real environment/system and enables contextually enriched, technology-enhanced active learning and can be explored in 3D view or via a virtual reality (VR) headset (if available);
2. Processes in the virtual environment that include multiple stations/steps, and comprise technical as well as organizational aspects;
3. A set of products that flow throughout the environment and are processed (e.g., manufactured, assembled, stored, transported);
4. A didactical concept that comprises formal and informal learning, enabled by own actions of the learners during and after virtual site visits/field trips based on remote active learning instead of on-site learning. These represent problems/projects inspired by real-world situations and tied to the STEM workforce needs.

Advantage of I-SBL

The modules enable active-learning environments for all learner groups when physical access to the real system is not possible due to: (a) geographical barriers, e.g., lack of proximity to relevant industries or geographically dispersed students in online education; (b) companies’ reluctance to provide access to their facilities and data; and/or, (c) logistics and schedule constraints that prohibit site visits (e.g., conflict with other classes or work commitments in case of professional students).  As a result, these modules enhance both education quality and equality.

Learning Outcomes

Learning outcomes are competency development in both cognitive (recognition of knowledge) and affective (interest or attitudes of the learner) performance areas – two of the domains in fundamental taxonomies of learning goals. This includes development in all competency classes, namely professional and methodological competencies, socio-communicative competencies, personal competencies, and activity and action competencies.

Technology

The technology used in these modules is unique as it eliminates barriers for large-scale implementation and scalability issues that typical teaching approaches involving immersive technologies generally face. The main advantages of the proposed technology are as follows:

• • We use a simulation software called Simio that supports realistic 3D animations and also provides VR compatibility.  Students can study the system by navigating through the model as it is running in 3D using a typical personal computer or laptop (low-immersion mode) but also via a VR headset (if available) for enhanced immersive experience (high-immersion mode). Therefore, access to expensive equipment (e.g., VR headsets and special graphic cards) or special learning spaces and laboratories for immersive and active-learning experiences is not a requirement.
  • Students can use the free evaluation license of the Simio software, hence there is no technology fee for using these I-SBL modules in face-to-face or online classes.
  • The technology used here also has a key advantage over 360-degree videos that are becoming popular in higher education and are widely available via public sites such as YouTube. While 360 videos allow users to look in different directions as the video is playing, users are unable to move in other directions. In these immersive simulations, the learner has total control over how they explore the virtual facility, where they spend more time, and the perspective from which they make observations.