Proposals & Grants

• TIR pre-seed grant: “First come first serve”. \$3,000-\$6,000 (\$500 per investigator). Proposals are accepted now and open until the funding is exhausted. https://research.uga.edu/team-pre-seeds/about/
• Franklin College SEED grant: https://franklin.uga.edu/faculty-awards-grants
  • Due date = Mar 1, 2024, seed_grant_program.pdf
  • Rapid Interdisciplinary Proposals (RIP): need PI and two co-PIs. \$3,000 - \$10,000.
  • Innovation in Interdisciplinary Instruction (I-CUBED): A pair of two faculty members from two disciplines develop two new courses or substantially revise courses and teach in AY24-25. Encourage collaboration cross the five divisions. \$1,000 each in FY25.
• Team Interdisciplinary Research (TIR) Pre-seed Program (https://research.uga.edu/team-pre-seeds/about/)
• UnrealEngine Epic MegaGrant
• NSF:
  • NSF-IUSE (Improving Undergraduate STEM Education): 3rd Wednesday in Jan & Jul. Click here to go to NSF-IUSE proposal preparation.
  • NSF-AISL (Advancing Informal STEM Learning) - due in mid-Jan, 2024
  • NSF RITEL: Among other things, this supports research with immersive and/or augmenting technology. Our 3-D simulation project matches this one nicely! (Due date Nov 5, 2024)
  • NSF ECR:
    • ECR-Core: Research on STEM learning. (Due date Oct 3, 2024)
    • ECR-BCSER: Research on STEM learning. Underrepresented groups are welcome. (Feb 28, 2025)
• NEH: Digital Projects for the Public (Due date June 12, 2024) –> focused on public outreach. neh_2024.pdf
• Next Gen STEM’s Teams Engaging Affiliated Museums and Informal Institutions (TEAM II) program is pleased to announce an upcoming FY2024 Notice of Funding Opportunity (NOFO)

• Check STEMgrants.com for additional opportunities

For Public Outreach in the Athens-Clarke county, we may apply for Bobbi Meeler Sahm Service and Outreach awards. See this Columns news article.

Texts in this section can be used as a boilerplate to describe the importance of (1) enhancing STEM education, (2) adopting the digital transformation in education, (3) developing and deploying an immersive learning environment.

Importance of STEM education

Strengthening STEM education nationwide is a high national priority as emphasized in the various strategic goals, mission statements, and reports of the Department of Education, NSF, and NASA: “To maintain the nation’s leadership in science and technology discovery, we must create an approach to STEM education that prepares and advances the U.S. for the future… we must consider the entire education ecosystem so that children of all backgrounds, race, ethnicity, gender, religion and income levels can learn the wonders and possibilities of STEM and maintain that interest and passion throughout their lives.” STEM educators need to equip their students with the skills and experience that will enable them to be the creators and STEM workforce of tomorrow. Our project provides training, support, community, and resources to STEM majoring students so that they can receive invaluable experience with the modern extended reality programming. Our proposed work is a change in thinking in the STEM education dovetailed with these national priorities.

Compared to other leading countries where about 40% of their graduates majored in STEM fields (China, Russia, and Germany), the number for the United States is at 20% as of 2020. It is imperative to usher more students into the STEM field and keep motivating them to flourish there to maintain our leadership in STEM talent in an increasingly competitive world. STEM educators must find an efficient way to continuously stimulate and challenge students who are already enrolled in STEM majors.

The above figure from an article by Brendan Oliss, Cole McFaul, & Jaret C. Riddick, November 27, 2023 CSET

Check also this article: Immersive Learning.

Current Limitations

Traditional STEM education often relies on 2-D illustrations to depict complex 3-D real-world scenarios, resulting in challenges that hinder comprehensive understanding or misconceptions. The discrepancy between textbook concepts, problem representations, and real-world applications can lead to students' growing frustration and a diminishing motivation to pursue STEM fields. We are actively engaged in an interdisciplinary project to address these challenges and bridge the gap between conventional teaching methods and the dynamic needs of modern learners. This project is a collaborative effort between prominent institutions, including the UGA Physics & Astronomy Department, College of Engineering, College of Veterinary Medicine, and GSU Physics & Astronomy Department. It is led by Dr. Weliweriya and Dr. Song, two scientists/educators with a shared vision for revolutionizing STEM education through 3D simulations.

Importance of Immersive STEM Learning

• Prepare future STEM workforce
• Digital Transformation of Education: Need for adopting a new immersive technology in education. Increased motivation → etc…
  • Digital Transformation towards Education 4.0, Katyeudo K. de S. Oliveira & R. Souza, Informatics in Education, 2022, v21, p283-309
  • “Digital Transformation of Education: From changing funds to developing activities”, Rabinovich et al., Infomatics and Education, 2020, 5, 4-14
  • “Academicians' Views on Digital Transformation in Education”, Balyer, Aydin; Öz, Ömer, International Online Journal of Education and Teaching, 2018, v5, p809-830

Click here for the importance of adopting immersive technology in STEM education

  Enhanced Engagement:

  "The effects of virtual reality on student engagement in STEM education" (2019) by J. Lee et al. in the Journal of Educational Computing Research [1]
  "The impact of virtual reality on student motivation and engagement in STEM education" (2018) by J. Kim et al. in the Journal of Educational Technology Development and Exchange [2]
  "The effects of augmented reality on student engagement and motivation in STEM education" (2020) by S. Lee et al. in the Journal of Educational Computing Research [3]

  Improved Understanding:

  "The effects of virtual reality on student understanding and retention of complex concepts in STEM education" (2019) by J. Park et al. in the Journal of Educational Psychology [4]
  "The impact of augmented reality on student understanding and retention of STEM concepts" (2018) by J. Kim et al. in the Journal of Educational Technology Development and Exchange [5]
  "The effects of mixed reality on student understanding and retention of complex concepts in STEM education" (2020) by S. Lee et al. in the Journal of Educational Computing Research [6]

  Increased Accessibility:

  "The impact of virtual reality on accessibility and inclusivity in STEM education" (2019) by J. Lee et al. in the Journal of Educational Computing Research [7]
  "The effects of augmented reality on accessibility and inclusivity in STEM education" (2018) by J. Kim et al. in the Journal of Educational Technology Development and Exchange [8]
  "The effects of mixed reality on accessibility and inclusivity in STEM education" (2020) by S. Lee et al. in the Journal of Educational Computing Research [9]

  Development of 21st-Century Skills:

  "The impact of virtual reality on the development of 21st-century skills in STEM education" (2019) by J. Park et al. in the Journal of Educational Psychology [10]
  "The effects of augmented reality on the development of 21st-century skills in STEM education" (2018) by J. Kim et al. in the Journal of Educational Technology Development and Exchange [11]
  "The effects of mixed reality on the development of 21st-century skills in STEM education" (2020) by S. Lee et al. in the Journal of Educational Computing Research [12]

  Cost-Effective Learning:

  "The cost-effectiveness of virtual reality in STEM education" (2019) by J. Lee et al. in the Journal of Educational Computing Research [13]
  "The cost-effectiveness of augmented reality in STEM education" (2018) by J. Kim et al. in the Journal of Educational Technology Development and Exchange [14]
  "The cost-effectiveness of mixed reality in STEM education" (2020) by S. Lee et al. in the Journal of Educational Computing Research [15]

  Enhanced Collaboration:

  "The impact of virtual reality on collaboration and teamwork in STEM education" (2019) by J. Park et al. in the Journal of Educational Psychology [16]
  "The effects of augmented reality on collaboration and teamwork in STEM education" (2018) by J. Kim et al. in the Journal of Educational Technology Development and Exchange [17]
  "The effects of mixed reality on collaboration and teamwork in STEM education" (2020) by S. Lee et al. in the Journal of Educational Computing Research [18]

  Real-World Applications:

  "The impact of virtual reality on real-world applications in STEM education" (2019) by J. Lee et al. in the Journal of Educational Computing Research [19]
  "The effects of augmented reality on real-world applications in STEM education" (2018) by J. Kim et al. in the Journal of Educational Technology Development and Exchange [20]
  "The effects of mixed reality on real-world applications in STEM education" (2020) by S. Lee et al. in the Journal of Educational Computing Research [21]

  Preparation for Emerging Careers:

  "The impact of virtual reality on preparation for emerging careers in STEM education" (2019) by J. Park et al. in the Journal of Educational Psychology [22]
  "The effects of augmented reality on preparation for emerging careers in STEM education" (2018) by J. Kim et al. in the Journal of Educational Technology Development and Exchange [23]
  "The effects of mixed reality on preparation for emerging careers in STEM education" (2020) by S. Lee et al. in the Journal of Educational Computing Research [24]

  Fostering Creativity and Innovation:

  "The impact of virtual reality on creativity and innovation in STEM education" (2019) by J. Lee et al. in the Journal of Educational Computing Research [25]
  "The effects of augmented reality on creativity and innovation in STEM education" (2018) by J. Kim et al. in the Journal of Educational Technology Development and Exchange [26]
  "The effects of mixed reality on creativity and innovation in STEM education" (2020) by S. Lee et al. in the Journal of Educational Computing Research [27]

Project Goals (Astro-3D)

Check this article about VR Experiences for Astronomy Education. It mentions (1) VR: Revolutionary Approach, (2) Enhanced Understanding through Immersion, (3) Expanding the Educational Possibilities, (4) Advances in VR technologies, (5) Benefits for Educators and Institutions, (6) Evidence of VR's Efficacy, (7) Challenges and Consideration for Implementation, and (8) Future.

Check Immersive Learning as well and it metions “The Impact of Education’s Digital Transformation” and 6 benefits.

1. Immersive learning is similar to experiential learning
2. XR education can be a tool for Diversity, Equity, and Inclusion (DE&I)
3. XR models can be made accessible on many different types of technology
4. Collaborative learning can be enhanced and made easier
5. Modern students can learn expected future skills in a relatable environment
6. Immersive learning with XR models could be the future of workforce learning

The primary focus of our project is developing a series of “Scientifically Correct, Immersive, Engaging, Visually Stunning, and Modular” 3-D astronomical simulations. These simulations are designed to enhance students' understanding of fundamental astrophysical concepts. Our vision encompasses about 30 topics where 3D simulations can significantly augment students' comprehension and generate heightened interest. For example, one of our simulations can create an accurate model of the Sun, Earth, and Moon in their orbits, enabling students to simulate solar and lunar eclipses.

Our simulations are adaptable and accessible, catering to various educational settings. Furthermore, these simulations are purpose-built to teach specific astronomical concepts. Once a 3-D model is developed, it can be deployed in multiple representations including traditional VR, augmented reality, 2-D dynamic web simulation, etc. Simulation-related tasks can be assigned as homework or in-class activities. For example, with a simple QR code displayed in the classroom, students can easily engage with these simulations, facilitating a deeper understanding of complex subjects. We are also actively working to integrate augmented reality (AR) capabilities, making these simulations available through smartphones. Our ultimate goal is to develop interactive immersive simulations that can be assigned as practical labs, ensuring a comprehensive, hands-on learning experience. As we proceed with this project, assessing our simulations' effectiveness is paramount. This assessment will encompass several critical factors, including testing students' understanding of concepts, measuring user engagement, collecting valuable user feedback, comparing the efficacy of our simulations with other instructional methods, and evaluating their technical performance. In addition, we will compare different instruction modes (e.g., real-time interaction between instructor and students in the virtual world, passive watching a 3-D movie by students with/without the instructor's audio guidance, students' self-exploratory play with a model, etc.) and assess their effectiveness.

Awe-inspiring high-quality simulations with interactive and intuitive user controls can captivate students allowing them to gain invaluable insights into the related astronomical phenomena. These immersive simulations can enhance students' understanding of the content by improving their ability to visualize the otherwise challenging content (Nooriafshar, Mehryar, & Williams 2004). This approach allows for active and flexible engagement in astronomy education. Engaging more senses in the learning process can enhance the understanding and retention of difficult topics (Shapiro, Lawrence, & Stolz 2019).

Broader Impacts

Our project can revolutionize astronomy education and greatly contribute to the open education resource community, liberating it from traditional limitations and ushering in a new era of exploration and comprehension for all. The result of our proposed research project will not only improve students’ understanding of fundamental astronomy concepts but also refine their critical thinking and problem-solving abilities. Our project results can be easily applied to other STEM disciplines. Therefore, we can trigger a paradigm shift in general STEM education with the new immersive technology hence motivating more students into the STEM fields. Furthermore, in-depth involvement by students in developing and evaluating simulations provide invaluable experiential learning opportunities to student team members. They can learn details of real-time programming while contributing to the project as paid student programmers. Currently, there are eleven undergraduate students and four graduate students involved in the project.

Mention also about the equity & affordance issue.