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In the course of process engineering bachelor’s studies, traditional lab experi-ments focusing on solvent extraction and its technical realization are conducted. To enhance learning, a VR program simulating the extraction column was introduced. By using Constructive Alignment, a comprehensive framework for pedagogical design in higher education, experiment descriptions were refined, and students conducted experiments with and without the digital labs. Pre- and post-tests, aligned with the intended learning outcomes (ILOs) of the laboratory experiment, are developed to evaluate effectiveness. The ILOs are defined using the Structure of Observed Learning Outcomes (SOLO) taxonomy, and the tests are designed with verbs specified by this taxonomy to address deep learning. This allows for evaluation of the tests regarding the ILOs that are communicated to the students within the courses script and quantification of the tests regarding the different taxonomy levels.

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Enhancing Engineering Education with VR Simulations: Constructive Alignment of an Extraction Experiment

  • 会议论文

  • 发表日期：

    2025年

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  • Alexander S. Behr,
  • Konrad E. R. Boettcher,
  • Claudius Terkowsky,
  • Norbert Kockmann

摘要

In the course of process engineering bachelor’s studies, traditional lab experi-ments focusing on solvent extraction and its technical realization are conducted. To enhance learning, a VR program simulating the extraction column was introduced. By using Constructive Alignment, a comprehensive framework for pedagogical design in higher education, experiment descriptions were refined, and students conducted experiments with and without the digital labs. Pre- and post-tests, aligned with the intended learning outcomes (ILOs) of the laboratory experiment, are developed to evaluate effectiveness. The ILOs are defined using the Structure of Observed Learning Outcomes (SOLO) taxonomy, and the tests are designed with verbs specified by this taxonomy to address deep learning. This allows for evaluation of the tests regarding the ILOs that are communicated to the students within the courses script and quantification of the tests regarding the different taxonomy levels.