Vassigh, S; Davis, D; Behzadan, A H; Mostafavi, A; Rashid, K; Alhaffar, H; Elias, A and Gallardo, G (2020) Teaching building sciences in immersive environments: A prototype design, implementation, and assessment. International Journal of Construction Education and Research, 16(3), pp. 180-196. ISSN 1557-8771
Abstract
Immersive technologies are transforming all aspects of daily life. In educational context, augmented reality (AR) and virtual reality (VR) offer the promise of experiential learning, where the real world is enhanced with information and graphics or is completely simulated. The project described in this paper, builds on advances of these technologies to develop, implement, and test “Skope,” a prototype immersive learning environment. Skope is designed to facilitate interdisciplinary education of architecture, engineering, and construction (AEC) students for design and construction of environmentally sustainable buildings. The Skope learning environment is comprised of an AR and a VR visualization tool as well as learning modules that contain interdisciplinary content. Skope is implemented and tested in three interdisciplinary AEC classes. Quantitative and qualitative analyses of student performance in these classes suggest that Skope has a positive impact and increased students’ motivation and understanding of building science principles, ultimately leading to an improvement of learning across domains. In addition, findings of this research indicate that using Skope improves students’ attitude toward collaborative learning.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | augmented reality; learning assessment; pedagogy; student learning; virtual reality |
| Index terms: | module, design and construction, collaborative learning, pedagogy, virtual reality, implementation, student performance, qualitative analysis, augmented reality, sustainable building, building science, visualization, immersive technology, experiential learning, motivation, prototype |
| Subjects: | learning methods, research design and methodology, virtual reality, modelling and simulation, teaching methods, design practice, student development, engineering principles, contractual arrangements, visualization, psychology, sustainable construction, architectural elements |
| Topics: | Human Resources, Digital Applications, Design Practice, Research Practice, Education, Engineering Principles, Sustainability, Procurement |
| Descriptive scope: | 3 PCA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here