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2016 IEEE Virtual Reality Workshop on K-12 Embodied Learning through Virtual & Augmented Reality (KELVAR) (2016)
Greenville, SC, USA
March 19, 2016 to March 19, 2016
ISBN: 978-1-5090-2345-5
pp: 22-27
Elliott Tanner , College of Computing Georgia Institute of Technology
Siddharth Savadatti , College of Engineering University of Georgia
Benjamin Manning , College of Engineering University of Georgia
Kyle Johnsen , College of Engineering University of Georgia
ABSTRACT
We present the design of a novel educational virtual reality application to aid undergraduate engineering students in understanding the basic principles of fluid mechanics. The application was deployed on a tablet computer, and we compared two 3D userinterfaces, which differed primarily by locomotion technique. The first technique employed multi-touch gestures. The second technique used a mobile-tracked display. We conducted a pilot study with 23 participants, divided into two groups according to user-interface type. We restricted participants to undergraduate engineering students in an engineering statics course that were familiar with free-body diagrams of distributed loads but had not been taught the principles of fluid mechanics. Participants answered applied visual reasoning questions and theoretical questions, while they interacted with the application. Our results indicate that a mobile-tracked display is a usable, engaging approach, but results were unclear with respect to learning.
INDEX TERMS
Cameras, Fluids, Three-dimensional displays, Tablet computers, Stress, Visualization, Education
CITATION

E. Tanner, S. Savadatti, B. Manning and K. Johnsen, "Mobile tracked displays as engaging and effective learning platforms," 2016 IEEE Virtual Reality Workshop on K-12 Embodied Learning through Virtual & Augmented Reality (KELVAR), Greenville, SC, USA, 2016, pp. 22-27.
doi:10.1109/KELVAR.2016.7563678
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