SACM - United States of America
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9668
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Item Restricted LEARNING BUILDING THERMAL BEHAVIOR VIA EXTENDED REALITY(Texas A&M University, 2025-05) Alhazzaa, Kifah; Wei, YanIn this dissertation, the author explores the utilization of Extended Reality (XR) technologies, encompassing both Virtual Reality (VR) and Augmented Reality (AR), to facilitate a deeper understanding and enhanced visualization of building thermal behavior. The research targets all undergraduate students at the Texas A&M University, aiming to elevate their comprehension of complex energy dynamics and thermal processes through innovative, immersive learning environments. The dissertation unfolds through the development and analytical comparison of two XR-based prototypes, one each in VR and AR formats. These prototypes serve as interactive educational tools that allow users to engage directly with multi-faceted energy models and dynamic thermal scenarios. This embodied interaction is proposed to aid in demystifying the often-complex phenomena of energy efficiency and thermal behavior in buildings, making these concepts more accessible and intuitively understandable. A comprehensive series of user studies were carried out to assess the impact of Extended Reality (XR) technologies on educational effectiveness. These evaluations included participants majoring in Architecture, Engineering, and Construction (AEC), as well as students from STEM (science, technology, engineering, and mathematics) and non-STEM disciplines. Various metrics, including levels of engagement and overall learning outcomes, were used by the students to measure the effectiveness of XR platforms on students’ performance and experience. The findings from the research indicate that both VR and AR have enhanced the learning experience, with marked improvements in understanding critical concepts related to building energy efficiency. The immersive nature of XR appears to be particularly effective in helping students grasp sophisticated topics such as thermal insulation, energy consumption patterns, and the overall impact of architectural design on a building's environmental footprint. The study explores the potential of these technologies to alter pedagogical approaches within architectural and engineering education, suggesting that XR could be substantial in training a new generation of architects and engineers who are well-prepared to implement sustainable and energy-efficient design practices. The implications of this shift are profound, offering a pathway to reduce overall energy consumption in buildings and thus contributing significantly to global efforts aimed at mitigating climate change. This dissertation provides compelling evidence that XR technologies can transform how building thermal behavior and energy simulation are taught and understood in the architectural and engineering community. By integrating VR and AR into educational frameworks, there is a strong potential to enhance not only academic learning but also professional practice in the field of sustainable architecture.6 0Item Restricted Theory and Practice: Exploring an Evidence-Based Framework for Call and Language Teacher Education(Washington State University, 2024) Asiri, Ali; Egbert, JoyThis comprehensive overview synthesizes findings from two studies that explored English language education and teacher preparation through evidence-based approaches. The first study addresses the challenge of effectively integrating up-to-date technology into language classrooms, mainly focusing on computer-assisted language learning (CALL) professional development (PD) for English language teachers in Saudi Arabia. This theory-to-practice paper reviews existing literature on teacher PD and CALL PD, culminating in the proposal of a CALL PD framework tailored to the Saudi context. This framework incorporates elements identified as effective in improving current and future CALL PD initiatives. The second study explores the integration of educational escape rooms (EERs) as a novel strategy within teacher preparation programs. While EERs have proven effective in supporting learners across various disciplines, the study addresses the gap in research regarding their application in teacher preparation. The investigation incorporates four evidence-based theoretical elements (content authenticity, active learning, modeling effective instruction, and providing ongoing experiences) into the design of EERs for 45 pre-service teachers. The results highlight key themes in participant interactions during escape room experiences, shedding light on teamwork dynamics and communication. Moreover, participants reported enhanced learning experiences, emphasizing elements such as authenticity, active learning, 21st-century skills, modeling, challenge, and technology use. The findings suggest that designing learning experiences based on these elements can significantly benefit pre-service teachers, offering meaningful insights for teaching and future research directions.14 0Item Restricted The Influences of Educational Technology on Comprehension among Elementary School Students during the Covid-19 Pandemic Period in Saudi Arabia(Saudi Digital Library, 2023-12-01) Al jawad, Fatimah; Hambrock, HelgaThe current study addressed concerns surrounding the impact of educational technology on students’ comprehension during the COVID-19 pandemic. While researchers have shed light on issues like overreliance on technology and potential hindrances to comprehension, a significant gap remains in fully understanding the implications for elementary school students, especially within the unique pandemic context. To bridge this gap, this study explored the effects of various technological tools used in remote learning settings on students’ comprehension, providing valuable insights for educators, parents, and policymakers to promote responsible and effective use of educational technology. A basic qualitative design was employed for this study. Data were collected through semi-structured interviews, which provided a deeper understanding of the underlying mechanisms behind the effects of technology on students’ comprehension. The findings demonstrated positive outcomes associated with technology integration: students reported improved comprehension, higher engagement with learning materials innovatively, and a deeper grasp of subjects. Parents and teachers also acknowledged the benefits and cited easy access to information and enjoyable learning experiences. Nevertheless, challenges such as limited device availability and health issues from technology overuse impacted comprehension in some cases. Proposed strategies to address these challenges include better education and training for teachers and educational initiatives to enhance students’ familiarity with technology.16 0