Objectives
1. Sustainable Project-Based Learning: Structure the VR 3D Printing Workshop around climate-related projects. Participants will be tasked with creating 3D-printed objects. Crucially, the materials used for these 3D-printed objects, especially from the 3D printing workshops, must be sourced from recycled materials treated for 3D printing.
2. Sustainable Product Design Integration: Emphasize sustainable product design within the program. Utilizing VR technology is not only cost-effective but also optimal for creating environmentally conscious designs. This ensures that the learning experience not only addresses current environmental challenges but also utilizes cutting-edge technology for efficiency.
3. Inclusive Career Development: Prioritize ensuring that the program benefits all participants, especially students with disabilities. The goal is to equip them with valuable 3D printing skills, enhancing their employability upon graduation from vocational school. The product design app should be user-friendly, and tailored to the students' needs. The immersive learning experience provided by VR technology addresses the limitations of traditional learning methods.
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UNIVERSE.USM
Empowering Disabled Students: VR 3D Training for Environmental Sustainable Design and Job Readiness
ABOUT US
Organization Website
https://ptpm.usm.my/
Project’s Website
http://universe.usm.my/
nurazlina@usm.my
Achievements
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Statistics
2 International Awards
- MTE 2023
- ITEX 2023
14 Research Papers related to
VR and Immersive Learning Experience
Beneficiaries
Numbers: 193
Students, Lecturers, Technicians and The Public
Supporting Grants: Community Service Grant, Ministry of Higher Education Grant, Artificial Intelligence Elsevier Grant and Additional Funding from the Centre for Instructional Technology and Multimedia
WORKSHOPS
From 2020 to 2024, we conducted several workshops and activities for the project
FUTURE
WORKSHOPS
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3D PRINTING
We have conducted a series of hands-on 3D printing workshop for Special Need Students students to learn about recycled materials for 3D printing PLAs. The teachers and students were involved actively from design to printing. We also provided the printer for the school
A total of 10 Teachers, 2 Technicians and 20 Students with Special Need Attended.
RESULTS (ATTENDANCE AND PARTICIPATION)
The end products are 3D printed objects that can be sold separately.
The technicians and teacher also learn how to set and use the materials
1 Letter of Understanding also has been signed with the school
2 technicians
10 Teachers
20 Students
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3D DESIGN WORKSHOPS
We have conducted four 3D design workshops for Special Needs Students to introduce different tools for 3D design.
For each workshop, 20 SLDs, and 5 teachers were invited from the school
The funding comes from the Artificial Intelligence Journal Elsevier Germany and Ministry of Higher Education Malaysia
Attendance is also open to the lecturers and staff in CITM to provide more exposure to the latest technology in 3D, VR , AR and AI
RESULTS (ATTENDANCE AND PARTICIPATION)
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In this workshop, students from the Malaysian Association of Dyslexia were invited to learn VR 3D using Gravity Sketch software. They also learn how we can design 3D objects without involving physical materials that can save the environment
Attendance is 32 students with different learning disabilities. This workshop received 2nd funding from Artificial Intelligence Journal Elsevier
3D VR WORKSHOP
RESULTS (ATTENDANCE AND PARTICIPATION)
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From a series of workshops and expert feedback, we have developed a product packaging app that can help students design products such as boxes, cans or bottles without wasting materials and make it safer for the environment
PRODUCT PACKAGING
RESULTS
A test was carried out to test the effectiveness of the 2 versions of the VR packaging App. The first Version is a desktop app and the second one is a VR with Head-Mounted Device.
There are a total of 24 students that were tested, 12 for each group. The Packaging Design Fundamentals Test, Cognitive Load Skill, and General Self-Efficacy Scale were used to measure how the students reacted to the VR app.
The results on the three instruments showed that the students learned better when using the Head-Mounted devices for VR product packaging. However, both versions are able to use the VR Product Packaging app effectively and the learning process is done successfully. Schools and institutions can opt to use either version for their teaching and training
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