This study examines the usage of an Augmented Reality (AR) supported, simulation-based immersive learning environment to teach complex problem-solving skills. This study focuses on comparing student performance in complex problem solving between those that learn using AR supported, simulation-based group problem-solving activities as opposed to those learning through non-AR supported group problem-solving activities. This study consisted of a pretest and posttest control group design which evaluated the individual performance of forty-eight participants on a complex, real-world problem solving, written examination. This investigation included the use of group observations as well as group interviews within the process. The treatment group participated in AR supported, simulation-based group problem-solving exercises that focus on complex problem solving. The control group participated in a non-AR supported version of the simulation-based group problem-solving exercises that focus on complex problem solving. The AR supported, simulation-based immersive learning system used replicated the tasks and responsibilities of the flight crew and mission control team for the retired NASA Space Transportation System or “Space Shuttle.” The simulation system included the launch phase, orbit insertion and subsequent landing at the Kennedy Space Center with the addition of in-flight emergencies to replicate complex problem-solving events. The results of this investigation demonstrate that an AR supported, simulation-based immersive learning system can significantly make a difference in student complex problem-abilities as determined by a written test. This difference was also supported by the observations of the Research and Control group participants and the selected interviews conducted during the investigation. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / 2019 / October 16, 2019. / Aerospace, Augmented Reality, Complex problem solving, Immersive learning system, Problem solving, Simulation / Includes bibliographical references. / Fengfeng Ke, Professor Directing Dissertation; Sherry Southerland, University Representative; Vanessa Dennen, Committee Member; Valerie Shute, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_752334 |
| Contributors | Carafano, Peter C. (Peter Carl) (author), Ke, Fengfeng (professor directing dissertation), Southerland, Sherry A., 1962- (university representative), Dennen, Vanessa P., 1970- (committee member), Shute, Valerie J. (Valerie Jean), 1953- (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Psychology and Learning Systems (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, doctoral thesis |
| Format | 1 online resource (137 pages), computer, application/pdf |
Page generated in 0.0021 seconds