2025 ASEE Annual Conference & Exposition

The COVID-19 pandemic shined a light on how laboratory instruction is done. It caused the field to rethink how we engage students. This, in conjunction with tight spaces and a growing student population, has led to the need for more inventiveness. This project explores the efficacy of an enhancement, the incorporation of an artificial intelligence (AI) assistant in a thermal fluid laboratory experiment. The virtual reality lab was designed by student assistants and the principal investigator, and the AI was powered by Generative Pretrained Transformer (GPT) technology. The goal of the VR is to increase student participation in the lab. The goal of the AI is to bridge holes between theoretical knowledge and engineering practice. The lab experiment was implemented in a senior-level mechanical engineering course mid-spring semester 2024. This topic was traditionally eliminated from the course due to the costs associated with the experiment. The student groups performed the experiment in three different modalities: traditional, with virtual reality only, and with virtual reality with an artificial intelligence assistant. Students reported that while it made a good educational experience, the VR and AI are not perfect. Reports of lack of haptics and long-winded responses from the AI assistant seemed to pale in comparison to the benefit the VR provided in engaging more students, and providing access to the lab outside of normal class times. This allowed for reworking the lab if a student was struggling, additional study time, and extended engagement with the topic.