Date Approved

6-30-2025

Embargo Period

6-30-2025

Document Type

Thesis

Degree Name

M.S. Engineering

Department

Engineering

College

Henry M. Rowan College of Engineering

Advisor

George Lecakes, Ph.D.

Committee Member 1

Amanda Almon, MFA

Committee Member 2

Patrice Tremoulet, Ph.D.

Keywords

Education;Simulation;Virtual Reality;Wastewater;Workforce Development

Disciplines

Education | Educational Technology

Abstract

The water and wastewater industry faces a growing workforce crisis due to high retirement rates, limited public awareness, and underrepresentation of technical talent. Traditional outreach methods have struggled to engage students or convey the complexity of water systems. This study evaluates WaterPOD, an interactive virtual reality (VR) simulation designed to introduce users to wastewater treatment processes and careers through immersive learning. Grounded in Social Cognitive Career Theory (SCCT), Cognitive Load Theory (CLT), and Constructivist Learning Theory (ConLT), the study examined how VR influences conceptual understanding and career perceptions. A mixed-methods study with 138 college students measured SCCT constructs, CLT- and ConLT-aligned items, and comprehension through pre- and post-surveys. Results showed significant gains in understanding wastewater treatment concepts, supported by quantitative and qualitative data. While overall career interest did not increase, discovering new career roles during the simulation significantly predicted interest change. These findings suggest that theory-informed VR simulations like WaterPOD can improve understanding of complex systems and support early-stage career exploration. exploration, offering valuable opportunities for advancing outreach and education in the water sector and other technical fields.

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