Information Technology (Taeyeong Choi and Sungchul Jung)
Feed the World! Developing VR Environments to Foster Future Agri-Food Experts
First-Year Scholars: Aaron Gamino
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With the global population projected to reach 9.7 billion by 2050, food production
must double to meet future demand. The agrifood sector faces a critical labor shortage,
worsened by declining interest from younger generations. In this project, student
scholars aim to address this challenge by developing virtual reality (VR) environments
that offer engaging, educational experiences in the food supply chain.
To be specific, student scholars will design VR simulations covering all stages of food production—from farming, harvesting, and post-harvesting to cooking. In the VR environments, for example, gamers will experience tasks such as sowing seeds, watering plants, and identifying ripe crops, followed by post-harvest activities like sorting and packaging. In addition, they will engage in cooking simulations, following recipes like tomato pasta. By providing a fun and immersive learning platform, this project aims to spark interest in careers within the agrifood industry.
Upon completion, promising extensions may also be considered to create a high impact
on society. For instance, by collaborating with local high schools, the created VR
content could be provided as learning materials for youths; VR games may be developed
to host online competitions; and/or in-depth research could be conducted to assess
the impact of the VR environments on shifting user interests and impressions in agrifood
careers.
Through this project, students will gain access to state-of-the-art VR technologies
and acquire relevant technical abilities that will be transferable to their own environments.
Moreover, the interdisciplinary nature of the proposed project will provide them an
opportunity to learn specifically about real-world problems, potential technical solutions,
and their impacts, and how they are interconnected.
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Student scholars will eventually learn essential skills in computer graphics, game engines, and coding. In particular, Unity 3D will be a primary playground for the students to transform conceptual matters into more substantial, visual, and interactive objects. Moreover, as they utilize VR headsets as external tools, they will learn how to develop software to interface between a PC and the headsets for users' best experience. Moreover, C# will be used as the main programming language, with which the students will internalize various logics and notions that will be easily transferrable to other programming environments in a different language.
In addition, student scholars will be trained to hone communication skills. While presenting the weekly updates to the PIs, they will learn how to explain and visualize their work, ask questions, and respond to feedback. Students will also gain various skills for problem solving. PIs will help them decouple complex problems into sub-problems and identify actual issues. Through this process, they will be able to set up the plans for the next steps to make the progress.
Lastly, students will learn to connect computer science skills to social problems.
They may not have thought of agriculture and food as the application domains of computer
science before, but this project will provide them an opportunity to consider it and
feel self-efficacy as a computer scientist who could contribute to the society. In
other words, this project will broaden their view for the application of their engineering
skills, and it will positively impact their academic trajectory in the following years.
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They are encouraged to attend an in-person meeting, where any updates, challenges, questions, and needs are presented to the PIs. All the codes and visualizations are uploaded to an online repository so that all engaged researchers can access them.
Specifically, students will build up VR environments to reflect specific food production scenarios. They will configure the environments using 3D assets on the Unity 3D game engine, coding in C# for interaction features if needed.
In an initial phase, they will be advised to follow particular materials and interact
with PI's graduate student research assistants to learn about the development environments.
Afterward, they will use creativity to construct 3D VR environments for simulating
food supply chains under PIs' supervision.
While all these tasks can be performed remotely, if they desire, they can use the lab spaces and PCs there. For troubleshooting, they can freely contact PIs and the graduate students anytime.
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Modality (Face-to-Face, Hybrid, Online)
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