Developing Extended Reality Projects in Support of Design, Fabrication and Procedure

The goal of this internship was to improve and create virtual reality simulations and visualizations for use in parallel with the design, fabrication, and analysis of flight ready hardware for areas like the Environmental Control and Life Support Systems (ECLSS) and also Space Systems. Specifically, my work was done in the XRSpace lab at Marshall Space Flight Center (MSFC) with assistance directly and indirectly from workers at KSC, JSC and LaRC. Led by David Reynolds, the XRSpace lab develops products for various entities at NASA. The work done in the XRSpace lab focuses on Extended Reality (XR) solutions for both simulations and visualization capabilities. The goal of the lab is to support the larger systems of NASA and to help find ways that XR technologies can streamline and optimize the design process. Extended Reality is an umbrella term that encompasses Mixed Reality, Augmented Reality, and Virtual Reality. In this capacity, I was able to complete several elements in the design, building, testing, and deployment for a variety of immersive experiences, including a VR procedure simulation, visualization aids, and a 360-image capture tool

Developing Extended Reality Projects in Support of Design, Fabrication and Procedure

The goal of this internship was to improve and create virtual reality simulations and visualizations for use in parallel with the design, fabrication, and analysis of flight ready hardware for areas like the Environmental Control and Life Support Systems (ECLSS) and also Space Systems. Specifically, my work was done in the XRSpace lab at Marshall Space Flight Center (MSFC) with assistance directly and indirectly from workers at KSC, JSC and LaRC. Led by David Reynolds, the XRSpace lab develops products for various entities at NASA. The work done in the XRSpace lab focuses on Extended Reality (XR) solutions for both simulations and visualization capabilities. The goal of the lab is to support the larger systems of NASA and to help find ways that XR technologies can streamline and optimize the design process. Extended Reality is an umbrella term that encompasses Mixed Reality, Augmented Reality, and Virtual Reality. In this capacity, I was able to complete several elements in the design, building, testing, and deployment for a vari of immersive experiences, including a VR procedure simulation, visualization aids, and a 360-image capture tool

Values-Based Network Leadership in an Interconnected World

This paper describes values-based network leadership conceptually aligned to systems science, principles of networks, moral and ethical development, and connectivism. Values-based network leadership places importance on a leader\u27s repertoire of skills for stewarding a culture of purpose and calling among distributed teams in a globally interconnected world. Values-based network leadership is applicable for any leader needing to align interdependent effort by networks of teams operating across virtual and physical environments to achieve a collective purpose. An open-learning ecosystem is also described to help leaders address the development of strengths associated with building trust and relationships across networks of teams, aligned under a higher purpose and calling, possessing moral fiber, resilient in the face of complexity, reflectively competent to adapt as interconnected efforts evolve and change within multicultural environments, and able to figure out new ways to do something never done before

Scenario Development for Unmanned Aircraft System Simulation-Based Immersive Experiential Learning

Application of scenario-based training can serve as practical means of educating remote pilots and sensor operators as they seek professional levels of knowledge. Both education and training can build upon time-tested training and simulation methodologies that apply simulators in settings that mirror real-world operations. Embry-Riddle Aeronautical University’s unmanned aircraft system (UAS) program curriculum is rooted in immersive simulation that offers students an experiential learning experience that is aimed to develop higher-order thinking skills. Skills that are critical to professional levels of performance. The degree program builds from basic application skills to critical thinking skills by using immersive scenario-based training in a generic medium altitude long endurance (MALE) UAS simulator. This MALE UAS has capabilities akin to the General Atomics Aeronautical Systems, Inc.,Guardian. This paper serves to discuss the development, application, and integration of scenario-based training that is typified by an experiential learning theory (ELT) approach. The growing need for professional civil and military UAS remote pilots, and sensor operators, necessitates a methodical approach to education and training; the rich history of manned pilot education and training that leads to certification demonstrates a validated pathway that can be followed by the UAS community

Asymmetric collaboration in virtual reality: A taxonomy of asymmetric interfaces for collaborative immersive learning

It has been established that Virtual Reality (VR) possesses certain qualities for educational purposes. These include the ability to place the learner at the location or in the perspective that the desired knowledge exists (e.g., travelling to another planet or shrinking to miniature size to observe internal anatomy). VR is also considered to contribute with enriching the curricular content, promoting active forms of learning, performance assessment of high validity, and provide the opportunity to teach applied academic knowledge in life-like situations. In regards to teaching mathematics and geometry, three key affordances have been identified; interactive manipulation and construction of three-dimensional geometry, comprehension of spatial relationships, and rectification of abstract problems. Safety protocols and practical guidelines from classroom experimentation have also been formulated by various research projects. In this manuscript, asymmetrical immersive VR in education will be reviewed, as it is relevant for the narrative of learning situations where multiple students use the technology together. As an example, in mathematics, asymmetric VR could be used in contexts where unknown variables must be found in collaboration. The purpose of the narrative literature review is to gain a greater understanding of how asymmetric game mechanics has influence on communication and collaboration between learners. To map the dynamics of this type of learning activity, a taxonomy will be presented. Since VR is still under development in terms of hardware and software, it is important that the current and future technical possibilities are described in a conceptual manner, as well as conclude on optimal coupling between communication dynamics and collaboration mechanics

Determinants of Aviation Students’ Intentions to Use Virtual Reality for Flight Training

Immersive simulation technology has been incorporated into numerous training environments, including medicine, engineering, and marketing. The aviation industry, in particular, has a history of embracing technology to enhance training and has especially regulated the requirements of devices for flight training. Virtual reality (VR) is the newest technology being adapted for training purposes. Many educational institutions training providers are incorporating virtual environments (VE) and VR systems into curricula and training programs to expand educational opportunities, enhance learning, promote deep cognitive learning, and leverage the abilities of a generation of students who have adopted technology from an early age. As VR is adopted for educational purposes, researchers are conducting experiments to learning with the VE occurs at an equal or greater level than in the real world. However, research surrounding students’ perceptions of the technology and intentions to use it for training has been neglected. This is especially true in the realm of aviation and flight training. The goal of this research was to determine the factors that influence aviation students’ intention to use VR for flight training. An extended Technology Acceptance Model (TAM) was developed that incorporates elements of the Theory of Planned Behavior (TPB); factors derived from relevant, validated extended TAMs; and new factors that are theorized to impact use intention. These factors are related to aviation education, the use of VR technology in training environments, and using VR for flight training. The new model may explain flight students’ acceptance of VR for flight training as well as their intent to use the technology. A quantitative research method with a cross-sectional survey design was utilized. Descriptive statistical analysis, a confirmatory factor analysis (CFA), and a structural equation modeling (SEM) process were employed. Data were collected from aviation students enrolled in FAA-approved Part 141 pilot schools in early 2020 using a survey design. Results indicated a good model fit to answer the three research questions of the study. There were 14 hypotheses in the original model. Although one was removed, an additional relationship was discovered, validated, and added to the model. Nine of the hypotheses were supported. Eight of the nine predictor factors of the model were determined to directly or indirectly impact behavioral intention (BI). The original TAM factors had the strongest relationships. Relationships between factors particularly relevant to VR technology and aviation training were also supported. The results of the study fill a gap in the research surrounding the use of VR for flight training and the influencing factors of behavioral intention. The model may also be modified for other educational and training environments as well as other forms of immersive simulation technology

Problem-based learning spanning real and virtual words: a case study in Second Life

There is a growing use of immersive virtual environments for educational purposes. However, much of this activity is not yet documented in the public domain, or is descriptive rather than analytical. This paper presents a case study in which university students were tasked with building an interactive learning experience using Second Life as a platform. Both problem‐based learning and constructionism acted as framing pedagogies for the task, with students working in teams to design and build a learning experience which could potentially meet the needs of a real client in innovative ways which might not be possible in real life. A process account of the experience is provided, which examines how the pedagogies and contexts (real and virtual) influence and enhance each other. The use of a virtual environment, combined with problem‐based learning and constructionism, subtly changed the nature of the instructor–student relationship, allowed students to explore ‘problematic problems’ in a motivating and relevant manner, provided students with greater ownership over their work, and allowed problems to be set which were flexible, but at the same time allowed for ease of assessment