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A Review on Virtual Reality for Architecture Education
... This dual strategy reduces the need for frequent physical attendance, easing scheduling conflicts and geographic constraints, while creating a supportive and inclusive learning environment that helps students, particularly women, balance professional and personal responsibilities. By offering a less intimidating and more adaptable educational pathway, ORT-BM not only broadens access but also equips learners with the skills and confidence needed to thrive in project-based disciplines, ultimately encouraging greater female participation in the construction industry [90]. ...
Traditional In-Person Semester-Length (IP-SL) courses often struggle with inherent time constraints, lack of flexibility, and geographic limitations, delaying effective learning and accessibility for students. Moreover, the extended duration of the Semester-Length (SL) structure reduce focus due to engagement with multiple subjects simultaneously , increased stress, and limited timely feedback and assessment. This study evaluates the Online Real-Time Block Model (ORT-BM), an intensive online model, highlighting its potential to enhance engagement, satisfaction, and inclusivity in project-based programs like construction in higher education. Building surveying as a critical field in construction is selected as the case study since professional surveyors must stay current with rapidly evolving building codes, regulations, and sustainability practices. However, the rigid structure of IP-SL courses often leaves graduates less prepared to meet industry needs. Conducting a comparative analysis of a case study, the Bachelor of Building Surveying program (NBBS) at Victoria University, the research compares three teaching models: IP-SL (2016-2018), In-Person Block Model (IP-BM, 2019-2020), and ORT-BM (2020-2023) using Student Evaluation of Units (SEU) data and Quality Indicators for Learning and Teaching (QILT) metrics. Findings, derived from SEU and QILT, reveal that ORT-BM improves student satisfaction, accelerates course completion rates, and fosters gender equity through inclusive learning environments while enhancing accessibility for geographically dispersed and disadvantaged students. By integrating advanced digital tools like virtual site visits, ORT-BM enhances professional readiness, aligning education with evolving industry standards. Future research may explore developing hybrid models to optimize cognitive load further, improve accessibility, and enhance flexibility.
... This dual strategy reduces the need for frequent physical attendance, easing scheduling conflicts and geographic constraints, while creating a supportive and inclusive learning environment that helps students, particularly women, balance professional and personal responsibilities. By offering a less intimidating and more adaptable educational pathway, ORT-BM not only broadens access but also equips learners with the skills and confidence needed to thrive in project-based disciplines, ultimately encouraging greater female participation in the construction industry [90]. ...
Traditional In-Person Semester-Length (IP-SL) courses often struggle with inherent time constraints, lack of flexibility, and geographic limitations, which collectively delay effective learning and accessibility for students. Moreover, the extended duration of the Semester-Length (SL) structure may lead to decreased student focus due to lengthy engagement with multiple subjects simultaneously, increased stress levels, and limited opportunities for timely feedback and assessment. This study evaluates the Online Real-Time Block Model (ORT-BM) as a solution to these issues, focusing on its ability to enhance gender equity and industry relevance while addressing the building industry's demand for a skilled and diverse workforce. Building surveying professionals must stay current with rapidly evolving building codes, regulations, and sustainability practices; however, the rigid structure of IP-SL courses often hinders this, resulting in graduates being less prepared to meet industry needs. Conducting a comparative analysis of a case study: the Bachelor of Building Surveying program at an Australian higher education institution, the research compares three teaching models: IP-SL (2016–2018), In-Person Block Model (IP-BM, 2019–2020), and ORT-BM (2020–2023) using Student Evaluation of Units (SEU) data. The findings indicate that ORT-BM significantly improves student satisfaction, supports gender equity by providing flexible learning options, and enhances accessibility. Furthermore, SEU results quantitatively demonstrate that ORT-BM's innovative strategies and utilization of digital tools have the potential to align building and construction education with rapidly evolving industry standards while addressing gender imbalances. Future research may explore developing hybrid models to optimize cognitive load further, improve accessibility, and enhance flexibility.
... The advent of more affordable and user-friendly platforms, such as Oculus Rift and HTC Vive, has significantly lowered the barriers to entry (Laurell et al., 2019). This has catalyzed a renewed interest in the integration of VR into various educational contexts, including architectural design studios (Hui et al., 2020;Sirror et al., 2021;Rauf et al., 2021;Hettithanthri and Hansen, 2022). The current generation of VR platforms not only offers more accessible price points but also provides more intuitive user interfaces, making it easier for educators and students alike to engage with the technology (Macnamara, 2017). ...
This study examines the role of Arkio, a Virtual Reality (VR) platform, in facilitating design critiques during online learning in first-year architectural design studios. This research, which was conducted in the wake of the COVID-19 pandemic and a severe earthquake that required a return to remote education, is based on the experiences of instructors who had previously adapted to online teaching during the pandemic. Arkio provides an innovative solution for the preservation of the quality of architectural education by offering an immersive, real-time environment for design feedback, which is essential in the absence of in-person studio sessions. Using a mixed-methods approach that incorporates surveys and qualitative feedback from students, the study investigates the impact of Arkio on students' understanding of architectural principles, participation in design critiques, and overall learning experience. The results suggest that Arkio was generally well-received for its ability to facilitate critiques and enhance spatial understanding. However, students encountered difficulties with the platform's interface, 3D modeling tools, and file integration. The significance of user-friendly design in educational technologies is underscored by the strong correlation between the perceived educational value of Arkio and its usability, as revealed by cross-analysis. The study identifies critical areas for improvement, despite the fact that Arkio has the potential to significantly transform the critique process in architectural education, particularly in an online setting that is influenced by external disruptions. These insights are essential for the continuous adaptation of VR-driven tools in architectural education, particularly as institutions navigate the complexities of post-pandemic and disaster-responsive teaching environments.
... With its capability to provide a comprehensive view of landscapes, XR can aid in integrating these pattern-process-scale perspectives in landscape design [36]. Sirror, Abdelsattar, Dwidar, and Derbali reviewed VR applications in various fields of architecture education, confirming that adopting VR and AR technologies advanced student learning [37]. According to their findings, incorporating VR allows for exploratory learning, where students can experiment with design solutions in a risk-free environment, and simulate real-world scenarios that might not be otherwise accessible. ...
Extended Reality (XR), an umbrella term for Augmented Reality (AR), Mixed Reality (MR), and Virtual Reality (VR) technology, has the potential to enhance experiential learning and to close educational gaps, but the implementation of XR in higher education requires the competency of instructors, as well as guidance. In the fields of design (architecture, landscape architecture, interior design, urban planning, etc.), XR brings exciting opportunities to students for design visualization and presentation. However, how the XR-based immersive experience may supplement design learning is relatively underexplored and under-researched. This study investigates the role of co-created (with learners) VR modules in landscape architecture education, with a specific focus on landscape construction through an exercise focused on the construction detail of the iconic benches in the High Line Park (NY). This study aims to delineate the pedagogical possibilities and challenges of the implementation of XR in landscape architecture (LA) curricula, thereby offering LA educators actionable insights and frameworks for utilizing the new learning tools. Implementing a mixed methods approach, this research engaged undergraduate students (n = 16) to assess the pedagogical value of XR among five types of instructional modes—lectures, hand sketching, 2D drawing, 3D modeling, and a fully immersive co-created VR experience showcasing students’ work. A focus group discussion with graduate students (n = 7) provided additional qualitative insights. The results indicate that, while all instructional materials were received positively, the 3D modeling was rated most effective in the learning process by the students, due to its versatility as a foundation and its overlap/integration with the other instructional modes e.g., hand sketching, 2D drawing, and VR creation. Although VR-aided teaching creates an immersive learning experience allowing learners to gain a clearer understanding of the learning topics, positioning it primarily as a visualization/presentation tool may limit its utility. This study concludes that repositioning VR at different stages of the educational framework may result in enhanced engagement and, by extension, improve its pedagogical effectiveness. These findings contribute to the ongoing discourse on the optimal integration of emerging XR tools and technology in LA education and other design disciplines and afford new avenues for future research.
... Another review focused on the integration of virtual reality in architecture eduction and its benefits, the review of (Amber Bartosh & Phillip Anzalone, 2019), (Agnieszka Gębczyńska-Janowicz, 2020), (Hala Sirror, 2021), (Ibrahim et al., 2021), (Şahbaz, 2020)and (Ibañez-Etxeberria et al., 2020), (Aydin & Aktaş, 2020)argues that the integration of virtual reality as important and most of the objectives aimed form architecture education could be achieved through it. ...
... Designers can use AR technology to create a training application in which they can engage with virtual objects to learn how to construct traditional buildings. Furthermore, research on the adoption of AR revealed that the architecture was changed, employee happiness rose, and costs were reduced [56].AR may encourage some of the same behaviour as virtual reality and practical mock-ups, such as decision-making, alternative, descriptive, and interpretive, in design and buildability analysis sessions, and problem-solving actions [57]. ...
... Wen and Gheisari (2020) reviewed virtual field trip applications in construction education while specifically focusing on the construction subject areas, technology use, and learning assessment techniques used in those virtual field trips. Finally, Sirror et al. (2021) presented a study on VR and its applications in architecture education, including design, construction, surveying, and structural analysis. The study was based on the assumption that the VR experience could motivate students to learn, especially in a contemporary context as the one affected by the Covid-19 emergency and the related need for the adoption of e-learning solutions. ...
In construction education many research initiatives have explored the adoption of innovative and interactive learning experiences for improving the visual, analytical and problem-solving skills of students. Virtual reality (VR), in particular, has been increasingly viewed as a promising way for students to dynamically interact with information, to test concepts in a visual and intuitive manner and, through real-time feedback, to begin to construct their knowledge and spatial skills. However, with the proliferation of consumer market VR devices and headsets, the question of their appropriateness and specific benefits for construction education becomes even more important and educational VR applications still fall short of offering straightforward VR solutions to consistently realize the said benefits. This also reveals a host of conceptual and empirical challenges in how VR for construction education is conceptualized and justified. This study proposes an extensive review of the literature to identify and discuss contextual factors and trends in VR implementation for construction education in relation to three main foundations: (1) educational theoretical foundations, (2) methodological foundations and (3) technological foundations. A content analysis-based approach is adopted to identify and discuss key research themes. Results from the literature review have provided an insight into the current efforts of the implementation of virtual reality into pedagogy. It has provided a timeline of how such implementation has changed throughout the last twenty years. In addition, this study provides a unique perspective of the methodologies deployed in this research topic as well as an overview of the technological configurations adopted for VR use cases in the construction education domain. Based on these achievements, this study aims to pave the way for new research opportunities in the application of VR in construction education.
Visual communication has a vital role in the architecture. Virtual reality (VR) is one of the various methods of visual communication and interaction, especially during pandemics. Although it has many benefits such as improved space perception and dimension visualization etc., it’s not commonly used in Egyptian architectural schools. This research aims to investigate the integration of Immersive Virtual Reality (IVR) into the design curriculums in Egyptian architectural schools and to propose a framework for its integration. A mixed method approach was used in this study along with the literature data that was reviewed to identify the benefits, limitations and different IVR setups. First, an interview was conducted with one of the VRCAVE founders in an Egyptian private university to understand the effect of IVR and whether it has affected the students’ outcome. This was followed by conducting an experiment including an IVR setup along with a 3D Virtual model, to conduct semi-structured interview with the participants to analyse the use of IVR in the design modules and whether its integration in the architecture schools design curriculum would be beneficial
There is an increasing awareness and adoption of Fourth Industrial Revolution (4IR) technologies in the Architectural, Engineering and Construction, Operations and Management (AECOM) industry. This has placed significant pressures on academia to develop and produce graduates who are equipped with literacy skills to seamlessly transit into the world of work after graduation. However, universities in developing nations such as Nigeria have struggled to integrate 4IR technologies such as visualization tools into their curricula. This study filled this gap by exploring the various 4IR technologies that are relevant for teaching architectural designs and 3D visualization in the architecture discipline. This study further explained how these technologies can be employed in architectural education to improve students understanding of the design and building processes, thus equipping them for the world of work. The objectives were achieved by reviewing existing theoretical literature on how 4IR technologies can promote the upskilling of architectural students learning. Findings from this study revealed that the integration of 4IR technologies in architectural education can enhance students understanding of the design and construction processes and upskill them for greater productivity in the industry. This study therefore recommended the integration of 4IR technologies in architecture education and generally in AECO disciplines for improved learning outcomes and employability of the students. This study also offers a reference point as well as directions for future research in exploring other 4IR technologies for technology-enhanced architecture pedagogy.KeywordsArchitectural educationPedagogyVirtual realityEmployabilityDigital skillsDigitalisation
This article presents a survey on extended reality (XR) application to architecture, engineering, and construction (AEC). A systematic literature review (SLR) of studies found in the Scopus digital library is carried out for that purpose. The SLR comprises 983 relevant papers published between 2011 and 2022. It frames and aggregates research by the AEC field and by the usage of XR technologies. With that aim, specific taxonomies are developed and applied. Research typologies, including used approaches and contributions, are also examined. Furthermore, the limitations and challenges cited in the analyzed studies are addressed. This SLR is primarily addressed to researchers for decision-making in identifying and scoping future research activities. It is also directed to AEC practitioners as a source to determine the conditions in which XR can be used and what its implications are.
Purpose
Most educational institutions worldwide have shifted to online teaching and learning approaches to mitigate risks imposed by the COVID-19 pandemic. This causes several issues, particularly in delivering the construction management (CM) courses which require site visits, interpreting technical drawings and developing 3D building models. This paper aims to identify the key strategies for online learning and teaching adopted during the COVID-19 pandemic and to investigate the implications for construction management education.
Design/methodology/approach
The research approach is twofold. First, the study presents a systematic literature review (SLR) through a synthesis of the existing literature to identify the key strategies and lessons learned about online education during the COVID-19 pandemic in tertiary programs. It also discusses their implications in the context of the construction management (CM) sector in particular. Secondly, the authors shared their hands-on experience as construction management course facilitators – using the autoethnography approach – during the COVID-19 crisis.
Findings
In addition to identifying the key strategies such as online course delivery and assessments, the paper critically discusses the barriers to online learning and teaching, including (1) the technological and infrastructure barriers; (2) required online teaching skills and competencies; (3) issues surrounding mental health and wellbeing; (4) lack of consistency in the online delivery of various courses in a given program (5) difficulties around students' engagement and (6) the course characteristics and requirements.
Originality/value
The study offers some implications and recommendations not only for educational institutions and staff but also for vendors of online course delivery software. To prepare educational institutions for future online course delivery, the paper proposes several strategies. These include developing a set of guidelines for online course delivery, incorporating online teaching training modules into the recruitment process for academic staff, applying agile and resilience teaching and learning methods, wellbeing and mental health support and continuously improving course features to adapt to the online environment.
Quality and time are uncompromisable performance indicators of the physical exhibition production process. Design changes during the installation phase of the process, which arise from poor design representations, cause expensive rework and therefore cost increase. Since non-AEC (architecture/engineering) construction) decision-makers can only partially imagine the outcome through traditional 2D and 3D design representations; we proposed a model incorporating virtual reality technologies to solve design miscommunications and improve stakeholder participation. We adopted a qualitative method and tested the model through case studies with five expert museum professionals. We confirm that VR enhances the design communication among the contributing professionals and, unlike other traditional methods, makes it possible to present multimedia, lighting, sound effects, and other digital elements throughout the exhibition production process. Findings indicate that VR has the potential for significant cost reductions and quality improvement in the construction phase of the exhibitions.
Adoption of digital information tools in the construction sector provides fertile ground for the birth and growth of companies that specialize in applications of technologies to design and construction. While some of the technologies are new, many implement ideas proposed in construction research decades ago that were impractical without a sound digital building information foundation. Building Information Modelling (BIM) itself can be traced to a landmark paper from 1975; ideas for artificially intelligent design and code checking tools date from the mid-1980s; and construction robots have laboured in research labs for decades. Yet only within the past five years has venture capital actively sought startup companies in the ‘Construction Tech’ sector. Following a set of digital construction innovations through their known past and their uncertain present, we review their increasingly optimistic future, all through the lens of their dependence on digital information. The review identifies new challenges, yielding a set of research topics with the potential to unlock a range of future applications that apply artificial intelligence.
This study aims to test two hypotheses: teaching building information modeling (BIM) in relation to construction science provides students with a remarkable understanding of the nature of construction science (Hypothesis 1), and if the student has positive attitude toward the use of the BIM program, then efficiency by which construction science is taught by its means is improved (Hypothesis 2). Results and process of a case study with a novel teaching methodology were discussed in terms of the benefits of the students. A questionnaire study was conducted on the student group with which the case study was performed to test each student's attitude. Results were evaluated statistically. When BIM is integrated with the teaching of basic construction courses within architecture degree programs, the students understood the building system principles simply and effectively. As a result of the statistical analysis, the students find the applied method effective. Moreover, their attitude toward BIM affects the process.
Virtual Reality (VR) has been rapidly recognized and implemented in construction engineering education and training (CEET) in recent years due to its benefits of providing an engaging and immersive environment. The objective of this review is to critically collect and analyze the VR applications in CEET, aiming at all VR-related journal papers published from 1997 to 2017. The review follows a three-stage analysis on VR technologies, applications and future directions through a systematic analysis. It is found that the VR technologies adopted for CEET evolve over time, from desktop-based VR, immersive VR, 3D game-based VR, to Building Information Modelling (BIM)-enabled VR. A sibling technology, Augmented Reality (AR), for CEET adoptions has also emerged in recent years. These technologies have been applied in architecture and design visualization, construction health and safety training, equipment and operational task training, as well as structural analysis. Future research directions, including the integration of VR with emerging education paradigms and visualization technologies, have also been provided. The findings are useful for both researchers and educators to usefully integrate VR in their education and training programs to improve the training performance.
This paper presents an experimental study of spatial sound usefulness in searching and navigating through augmented reality environments. Participants were asked to find three objects hidden within no-sound and spatial sound AR environments. The experiment showed that the participants of the spatialized sound group performed faster and more efficiently than working in no-sound configuration. What is more, 3D sound was a valuable cue for navigation in AR environment. The collected data suggest that the use of spatial sound in AR environments can be a significant factor in searching and navigating for hidden objects within indoor AR scenes. To conduct the experiment, the CARE approach was applied, while its CARL language was extended with new elements responsible for controlling audio in 3D space.
Construction accidents, injuries, and fatalities have not declined significantly, despite arduous efforts of researchers, safety professionals, and strongly-enforced safety laws. Safety education is crucial in promoting safe and healthy construction work environments; however, current pedagogical methods and tools at the tertiary level do not sufficiently engage students or provide practical experience to support the acquisition of safety knowledge. This paper aims to address the problem by proposing a novel approach that integrates safety with construction materials and methods education. A system is proposed comprising of three sequential modules: (1) safety and hazard lecture (SHL) module; (2) hazard identification game (HIG) module; and (3) student evaluation and assessment (SEA) module. The pedagogical suitability of the system is evaluated by a series of trials where students interacted with instructors. Interim results indicate that the system offers an innovative medium for experientially improving hazard identification ability, transferring safety knowledge, and engaging students. Insights of matching safety with construction methods are also discussed in the paper.
This paper presents a novel 'touch and see' approach for interactive leaching of dynamic stress/strain distribution in engineering education. Our Augmented Reality application visualizes Finite Element Method (FEM) results overlaid over the real model. The user can interactively change the boundary conditions of the simulation and then evaluate the stress distribution in real time. Marker based video tracking is used to measure displacements while COMSOL Multiphysics solves the structural FEM analysis. A cantilever test case has been implemented and evaluated We describe the optimization solutions needed to achieve real-time simulation and precise and stable tracking. The presented system demonstrates significant educational benefits making the student's experience more attractive and effective.
This paper presents a feasibility study of using a virtual survey instrument, SimuSurvey, for surveyor training. SimuSurvey was developed for visualizing and simulating surveying scenarios in a computer-generated virtual environment. In this research, we studied the feasibility of introducing the use of SimuSurvey in regular surveyor training courses. Both quantitative and qualitative evaluation methods were used. The quantitative evaluation method included soliciting responses to a questionnaire from 323 students from four departments in three different schools; and testing 205 students with an in-class quiz that followed a 25-min training session on SimuSurvey. The purpose of the questionnaire was to understand the attitudes of students toward using virtual surveying instruments in a training course. The results show that 91% of the students believe that using virtual surveying instruments in training will benefit their learning experience. The results from the in-class quiz indicate that the employment of SimuSurvey can enhance learning outcomes of the students, with approximately two-thirds of participating students being able to answer follow-up questions correctly. The qualitative analysis was obtained from interviewing five experienced instructors of different backgrounds. They were generally optimistic to the idea of including SimuSurvey in regular surveyor training. © 2009 Wiley Periodicals, Inc.
This research builds a virtual reality learning system for the digital terrain model surveying practice based on the triangular irregular network (TIN). The proposed system offers students an interactive, individual, three-dimensional, measurable, immediate feedback learning process. The system operating procedure is divided into five operations: (1) selecting topographical control points; (2) TIN editing; (3) evaluating errors; (4) analyzing errors; and (5) demonstrating performance. Students are able to carry out selecting the topographical control points and editing TIN under the virtual reality environment as if they implemented these surveying operations in the field. In addition, the magnitude and distribution of elevation errors can be recognized immediately after these operations are completed. Therefore, students have immediate feedback. After using the system in real practice courses, significant effects were found between the experimental set and contrast set.
A system that allows museums to build and manage Virtual and Augmented Reality exhibitions based on 3D models of artifacts is presented. Dynamic content creation based on pre-designed visualization templates allows content designers to create virtual exhibitions very efficiently. Virtual Reality exhibitions can be presented both inside museums, e.g. on touch-screen displays installed inside galleries and, at the same time, on the Internet. Additionally, the presentation based on Augmented Reality technologies allows museum visitors to interact with the content in an intuitive and exciting manner.
Over the last years, virtual reality (VR) has been said to offer promise for design visualisation and has started to be included in participatory design methodology. This research provides an overview of the use of VR in archi- tectural design and organizational space design, and explores how this application can be integrated with par- ticipatory design. The effects of the proposed integration of participatory design, VR, architecture and organization were studied in two pharmaceutical case studies. It was assessed whether the participants actually changed the design and to what extent this affected staff satisfaction and construction costs. The results show that the design was changed, staff satisfaction improved, and costs were reduced.
In modern construction projects, architects, engineers, contractors, and owners who are actively involved in projects use different methods of visualization, such as building information modeling (BIM), physical mock-ups, virtual reality (VR), and augmented reality (AR), to support the conceptualizations, representations, and final appearances of their design ideas. These approaches can support design visualization for decision making before final construction. However, unlike BIM visualization where users can only interact with a virtual environment and physical mock-ups where the interaction is only with physical design components, AR can merge physical conditions with computer-generated visual information. This may aid professionals in the architecture, engineering, and construction (AEC) industries during design and constructability review sessions. This research studied the use of AR through a structured design review activity involving current industry practitioners in design and constructability review sessions and tested whether the combined virtual–physical nature of AR facilitates the same actions and outcomes suggested by prior work that used virtual reality–based mock-ups or physical mock-ups. In addition, this study identified and analyzed various actions such as decision making, problem solving, and design alternatives that occur as users interact with AR on different mobile computers. This analysis provides an understanding of how different mobile computers, such as wearables and handheld devices showing the same technical AR environment, can lead to different actions among users. This research found that AR can facilitate some of the actions of virtual reality and physical mock-ups in design and constructability review sessions, including decision making, design alternatives, and descriptive, explanative, and problem-solving actions. In addition, different mobile computers led to different observed actions during the design review sessions. For example, handheld devices between 15.24 cm (6 in.) and 25.5 cm (10 in.) enabled more decision-making actions than any other device tested. As additional testing is completed, future findings may be compared with those presented in this work to determine the actions that are consistently seen with AR in design and constructability review sessions. Eventually, this may provide a valuable tool to allow future researchers and practitioners to strategically plan for AR technology use based on what specific human actions are desirable for a given application.
Dougong is a unique culture in Chinese traditional architecture. In University, the Architectural students usually use video, pictures, and even handmade craft to learn the knowledge and culture about Dougong. However, making these complicated Dougong components by hands requires a lot of facilities. To solve these problems, this paper builds a learning application using Virtual Reality (VR) technology, where students can master how to construct Dougong by interacting with the virtual models. In addition to learning module, the application creates a simulated scene showing students the great charm and design ideas of ancient Chinese buildings. The comparison experiments indicate that the students learning via VR-based application identify more Dougong components and their placement than those learning via conventional teaching.
In this work we explore the possibilities of reduced order modeling for augmented reality applications. We consider parametric reduced order models based upon separate (affine) parametric dependence so as to speedup the associated data assimilation problems, which involve in a natural manner the minimization of a distance functional. The employ of reduced order methods allows for an important reduction in computational cost, thus allowing to comply with the stringent real time constraints of video streams, i.e., around 30 Hz. Examples are included that show the potential of the proposed technique in different situations.
This paper presents a teaching approach aiming to give students the chance of applying theoretical concepts in virtual environments, thereby overcoming limitations in overcrowded classes or in large groups of engineering undergraduates using available testing equipment. The proposed approach deals with enhancing self-learning of one of the most common tests used in materials engineering and/or civil engineering, namely, the compression test of concrete samples. To achieve this goal, two didactic-propose computational tools were developed: a virtual laboratory (VL) and video tutorials (VTs). Furthermore, two different teaching/learning experiences are compared in this paper: (1) using actual laboratory after using both virtual environments (VL and VTs); and (2) using only virtual environments. In both cases the use of these virtual tools improves the student learning outcomes, especially when these resources fulfill a lack of real equipment. Besides, the results of survey questions show the high motivation that virtual environments awake, and the assessment results reflect an increase in the students’ marks.
Building construction education is crucial in ensuring university students are adequately knowledgeable and competent to meet industry demands. Attributable to the changeable and complex environment, traditional pedagogical methods in building construction courses cannot equip students with concrete experience and knowledge. Despite several studies, adapting information and communication technology (ICT) tools such as virtual reality (VR) to enhance construction education, limited interaction and low detail of virtual contents still remain an unsolved issue. To address this problem, this study proposes an interactive building anatomy modeling (IBAM) system, which allows students to conveniently interact with VR environment for experiential building construction education. The IBAM system is developed based on the medical anatomy concept, including intuitive features, which support detaching and attaching components; and dissecting which enhances student-model interaction. To identify the advantages and limitations of IBAM, a prototype was developed, and its applicability was verified through a case study. Interim results suggest that the system facilitates experiential learning and provides adequate levels of interaction to effectively transfer knowledge to learners.
This paper presents the results of a 4-year study (from 2006-2009) using three-dimensional (3D) visualization of structures for teaching in civil engineering. 3D finite-element models have been developed to simulate the behavior of various structural members, such as beams, columns, and plates, taught to civil engineering students in classroom lectures or tested in laboratories. The finite-element simulation approach allows students to see the behavior of structures that is not detectable by human eye, such as the stresses in structures. 3D video clips and animations showing the propagation of stresses and strains in the structural members and deformations from different angles up to failure were developed using finite-element models. The 3D visualizations were presented to students as illustrative examples to enhance their understanding in structural analysis courses. Student feedback regarding the teaching innovations were collected and analyzed. The statistics derived show that students reacted positively and benefited considerably from the use of 3D visualization in civil engineering education, particularly in grasping the behavior of structures. The findings strongly suggest that 3D visualization of structures using finite-element analysis can be used as an effective teaching tool for civil engineering students in structural analysis courses.
We present an innovative educational computer application for undergraduate students enrolled in a Construction Surveying Fundamentals course. The application includes an Interactive Virtual Environment for learning surveying concepts and practices, and an e-assessment tool that measures the individual student's cognitive and practical abilities. Results of a pilot study with 31 undergraduate students and 2 faculties showed that the software was perceived as easy to use, useful, and effective at measuring the individual student's performance. © 2011 Wiley Periodicals, Inc. Comput Appl Eng Educ 22:551–562, 2014; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.10.1002/cae.20580
Mike Rosen and Associates (MRA) relies on interactive and immersive virtual reality (VR) technology to assist its building industry clients in the design, visualization, marketing and sales of new projects. By using MRA's VR system, customers can make changes in colors, textures, materials, lighting, furniture and equipment of residential homes to meet the sensibilities of potential home buyers. Mike Rosen, president of MRA, predicts that this technology will soon become the most deciding factor in determining the technical competence of present day architects.
Multi-media applications are increasingly being used to enhance the delivery of on- site and distance learning teaching material. However, production costs are often prohibitive, both in terms of capital investment and development time. Hence it is surprising that authors comment on the failure to adequately evaluate new educational software applications. This paper evaluates an interactive multi-media levelling resource, which comprises text-based guides, video instruction, photo-realistic panoramic scenes and multi-row object movies. Students explore 360 degree images of building sites, using traditional computer input devices, and click on hot spots to gather detailed information about the position of the optical level and staff. Readings are taken directly from the staff and students record backsights and foresights as various change points are introduced. On completion of the levelling exercise, 192 first year undergraduate students completed an evaluation based upon a series of statements drawn from technology-based training literature. The findings suggest that the exercise complements traditional learning approaches, maintains student interest, and reinforces understanding. However, significant differences in student ratings for part-time and full-time cohorts emphasise the importance of designing resources that accommodate the needs of varying student profiles. Suggestions for enhanced interactivity are offered and new areas for development allied to construction technology are identified.
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