Abstract
Due to the nature of real-world problems in civil engineering, students have had limited hands-on experiences in structural dynamics classes. To address this challenge, this paper aims to bring real-world problems in structural dynamics into classrooms through a new interactive learning tool that promotes physical interaction among students and enhances their engagement in classrooms. The main contribution is to develop and test a new interactive computing system that simulates structural dynamics by integrating a dynamic model of a structure with multimodal sensory data obtained from mobile devices. This framework involves integrating multiple physical components, estimating students’ motions, applying these motions as inputs to a structural model for structural dynamics, and providing students with an interactive response to observe how a given structure behaves. The mobile devices will capture dynamic movements of the students in real-time and take them as inputs to the dynamic model of the structure, which will virtually simulate structural dynamics affected by moving players. Each component of synchronizing the dynamic analysis with motion sensing is tested through case studies. The experimental results promise the potential to enable complex theoretical knowledge in structural dynamics to be more approachable, leading to more in-depth learning and memorable educational experiences in classrooms.
Highlights
Due to the nature of real-world problems in civil engineering, students have had limited hands-on experiences in classrooms
This paper presents an interactive learning tool for teaching structural dynamics concepts
The underlying system is building on a dynamic model that reacts to moving game players as live loads
Summary
Due to the nature of real-world problems in civil engineering, students have had limited hands-on experiences in classrooms (e.g., learning concepts of structural behaviors of a bridge on a piece of paper if not on a computer screen). Have studied the benefits of game-based learning, which better supports modeling and simulation of real-world problems in classrooms than traditional educational media does. Such games include many characteristics of problem-solving (e.g., having multiple paths to a given goal and collaboration among multiple players). A series of pre- and post-experimental tests taken by diverse control and experimental groups over multiple years reported that applying educational games to lectures on structural concrete design could contribute to improved student performance [2,3,4].
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