Developing a Real-World Scenario to Foster Learning and Working 4.0 -- On Using a Digital Twin of a Jet Pump Experiment in Process Engineering Laboratory Education

Autor/inn/en	Boettcher, K.; Terkowsky, C.; Schade, M.; Brandner, D.; Grünendahl, S.; Pasaliu, B.
Titel	Developing a Real-World Scenario to Foster Learning and Working 4.0 -- On Using a Digital Twin of a Jet Pump Experiment in Process Engineering Laboratory Education
Quelle	In: European Journal of Engineering Education, 48 (2023) 5, S.949-971 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boettcher, K.) ORCID (Terkowsky, C.) ORCID (Schade, M.) ORCID (Brandner, D.) ORCID (Grünendahl, S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2023.2182184
Schlagwörter	Computer Simulation; Laboratories; Engineering Education; Problem Solving; Evaluation; Student Attitudes; Undergraduate Students; Authentic Learning; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Laboratory; Laboratorium; Ingenieurausbildung; Problemlösen; Evaluierung; Schülerverhalten; Ausland; Deutschland
Abstract	A newly-developed online laboratory experiment in immersive virtual reality (VR) is used for process engineering students. A digital twin (DT) of a jet pump was realised using the game engine Unreal Engine 4. The chance was taken for an instructional redesign deviating from the conventional cookbook-experiment to better integrate the changing competence demands of the working world 4.0 (W4.0). A real-world scenario (RWS) is used to address the sometimes-vague problem-solving assignments of W4.0: the students found themselves in an ambiguous situation which must be cleared and resolved constructively and autonomously by them. The RWS was evaluated by triangulating qualitative and quantitative methods. Firstly, its Constructive Alignment was evaluated, i.e. whether the intended learning outcomes to be achieved through the novel teaching and learning activities were reflected in the assessment tasks, too. Secondly, students were surveyed regarding their attitudes towards such new forms of laboratory learning. The results show that even if the students initially seem overwhelmed by the unfamiliar type of assignment, they are nevertheless able to solve the work-related engineering problem -- at least with varying degrees of assistance from a fictional immediate superior. The students appreciate the opportunity to think creatively and independently develop solutions to the assignment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01