Virtual/Augmented-Reality-Based Discipline Exploration Rotations (VADERs) is a collection of educational modules that provide engaging virtual explorations of the subdisciplines of a STEM degree. These modules are designed to improve student engagement, self-efficacy, and ultimately, retention.
VADERs are open-ended, human-computer interactions informed by the Model of Domain Learning (MDL) framework, to help students visualize themselves in their chosen careers and enhance resiliency against the challenges of STEM degree programs.
A special commitment to diversity in the virtual environment will lead to the VADERs’ effectiveness in reaching women and underrepresented minority students; and contribute to inclusive excellence in STEM education.
Significant Work Products
- Erdogmus, E., Ryherd, E., Diefes-Dux, H. A., & Armwood-Gordon, C. (2021). Use of Virtual Reality to Improve Engagement and Self-Efficacy in Architectural Engineering Disciplines. 2021 IEEE Frontiers in Education Conference (FIE), 1–7. https://doi.org/10.1109/FIE49875.2021.9637182
- Diefes-Dux, H., & Erdogmus, E., & Ryherd, E., & Armwood-Gordon, C., & McArthur, M. (2022, August), Impact of a VR/AR Module on First-Year Students’ Understanding of Architectural Engineering: A Comparison Across Demographics Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/40575
- Spitzer, B.O.; Ma, J.H.; Erdogmus, E.; Kreimer, B.; Ryherd, E.; Diefes-Dux, H. Framework for the Use of Extended Reality Modalities in AEC Education. Buildings 2022, 12, 2169. https://doi.org/10.3390/buildings12122169