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The construction management (CM) curriculum is constantly adjusting to keep pace with changes and developments in industry. Often times, CM programs will make use of an industry advisory committee to make sure that the program remains relevant and is aligned with the needs of industry. Technology is a common subject when faculty and industry professionals converge. At times the path is clear for what needs to be done, and other times no real direction is provided to make sure that universities are doing what is necessary to meet the needs of industry. In this study, a detailed survey was administered to industry professionals with the intent of using this data to inform CM academic programs in terms of what mobile device would be best to use. Eventually, this data will prove useful in helping faculty design course curricula to include the right kind of mobile device for the right type of learning activity.

sity where he teaches courses in Estimating, Construction Documents, Scheduling, and Project Delivery. He has 11 years industry experience in commercial construction management, holds a Ph.D. in Education, an M.S. in Integrated Design & Construction, and a B.S. in Construction Management. His areas of research include construction education, assessment, accreditation, instructional technology, and active learning. Prof. Lauren W Redden, Auburn University Lauren Redden holds a Masters degree in Building Construction from Auburn University. Her industry experience includes working in Pre-Construction Services as an Estimator, and working in various positions in Operations including Project Management and Quality Control/Assurance. She is currently a Tenure Track Assistant Professor with the McWhorter School of Building Science at Auburn University. Her research interests center around construction education, mobile technologies, service learning, and historically significant construction events throughout the world. She has published in several conferences proceedings. Contact Information: 118 M. Miller Gorrie Center,

Virtual reality (VR) is often used as a training tool and research widely supports successful student performance in assessment scores when VR training tools are used. Experiential learning mimicked in virtual simulations has been found to significantly improve student's retention of new topics. However, some construction related topics do not improve when using VR. This study involved the creation of a construction excavation safety program that was administered using a VR headset. The researchers piloted the VR safety simulation as a controlled experiment to evaluate the effectiveness of VR reinforced learning as compared to presentation slides that are traditionally used for learning. A significant improvement was not evident in the results. The researchers undertook a further examination of elements of the virtual simulation to ascertain potential areas for improvement that could be used in future iterations of this study. The examination found that the participant's interactions with elements of the virtual simulation were essential as perceived by the participants. Furthermore, the study found that while realism was not a mandatory requirement for the VR simulation, the participant's interactions with characters in the VR training program did have some perceived negative impact. Additionally, motion (walking) within the VR simulation was a significant distractor for the participants. Considering these challenges, the researchers present their findings in this paper as a precautionary guide for further development of similar VR training tools.