Evaluating the Use of Augmented Reality Technology to Improve Construction Management Student’s Spatial Skills

Jeffrey, Kim; Irizarry, Javier

doi:10.1080/15578771.2020.1717680

Cited by 45 publications

(27 citation statements)

References 28 publications

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“…Furthermore, a limitation that can be associated with the use of technology in the classroom (VR is a technology) is cognitive overload [6]. As Kim & Irizarry [7] found in their research using augmented reality -students did not exhibit significant test score improvement when using augmented reality to improve their spatial skills despite their acknowledgment of Sweller's concerns for cognitive overload when preparing their research [7]. Therefore, experimentation using technology should be mindful of the variables (challenges) discussed in this section of the paper and must be controlled.…”

Section: Challenges With Using Virtual Reality For Educationmentioning

confidence: 99%

Evaluating the Effectiveness of Virtual Reality Construction Safety Training and Lessons Learned

Jeffrey¹,

Peesadech²,

Korlapati³

et al. 2020

Proceedings of the Creative Construction E-Conference 2020

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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.

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Section: Challenges With Using Virtual Reality For Educationmentioning

confidence: 99%

Evaluating the Effectiveness of Virtual Reality Construction Safety Training and Lessons Learned

Jeffrey¹,

Peesadech²,

Korlapati³

et al. 2020

Proceedings of the Creative Construction E-Conference 2020

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“…MAR can increase cognitive abilities to solve complex problems [23]- [25]. The integration of MAR to solve complex problems in the learning process helps apply theories and concepts through diverse cognitive processes [26]- [28]. The study aimed to determine the effect of MAR on CPS ability and student attitudes in the Cosmography course.…”

Section: Introductionmentioning

confidence: 99%

Effect of Mobile-Augmented Reality (MAR) in Digital Encyclopedia on The Complex Problem Solving and Attitudes of Undergraduate Student

Putra

Sumarmi

Sahrina

et al. 2021

Int. J. Emerg. Technol. Learn.

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The study aimed to determine the effect of mobile aug-mented reality in the digital encyclopedia on complex problem-solving ability and responsible decision making attitude of first-year students. The research was a quasi-experiment (quantitative research) with pre-test and posttest methods. The population was first-year students of 2019/2020 in the Geography Education program, Faculty of Social Sci-ences, State University of Malang. The experimental group was from the PGEO6006-L class, and the control group was from the PGEO6006-A class, totaled 73 participants. Data were collected using a qualitative method using interviews and a quantitative method using a questionnaire for 4 weeks. The data analysis used an independent t-test to determine the effect of mobile augmented reality on students' complex problem-solving ability and responsible decision making atti-tude in Cosmography class. The results indicated that mobile augment-ed reality in the digital encyclopedia has a significant effect on stu-dents' complex problem-solving ability and responsible decision mak-ing attitude.

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“…The incorporation of educational theory into workforce training has been noted in industries such as information technology (e.g., Gaikwad and Bharathi, 2018), computer science (e.g., Antonis et al, 2011), ecology (e.g., Parkinson et al, 2003), and law enforcement (e.g., Michael, 2003), to name a few. A growing body of research has focused on education of construction management and civil engineering undergraduate and graduate students (e.g., Jensen and Fischer, 2006;Harfield et al, 2007;Kamardeen, 2014;Cho et al, 2015;Lee et al, 2016;Holt et al, 2018;Talley and Torres, 2018;Poon, 2019;Torres et al, 2019;Kim and Irizarry, 2020); however, few studies have focused on construction industry workplace training (Detsimas et al, 2016). The proven outcomes associated with formalized educational theory warrant a comprehensive review of the current state of construction workforce training that integrates educational theory in its design.…”

Section: Introductionmentioning

confidence: 99%

Educational Theory-Integrated Construction Industry Training: State-of-the-Art Review

Jadallah

Friedland

Nahmens

et al. 2021

Front. Built Environ.

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Workforce training is needed throughout the construction industry to create and maintain competent workers; unfortunately, most construction training and education research focuses on university student education. Integrating education science theory into construction training has the potential to improve industry training, but the status of this integration has not been well articulated. To address this gap, this article undertakes a state-of-the-art review of education theory–integrated construction training for current industry professionals. To measure the extent of educational theory integration, this article identifies and summarizes studies that meet inclusion criteria, identifies the frequency of occurrence of Bloom’s Taxonomy verbs as a measure of student learning outcomes, and identifies and compares commonly used words within the identified construction training literature and foundational educational theory literature. This article presents a systematic review of published construction workforce training studies that have incorporated educational theory in the design and implementation of the training. The results reveal that, of the 15 construction training studies that met the inclusion criteria, two-thirds (2/3) focused on worker safety and only three studies (20%) targeted managers or designers. Fewer than 35% of terms that were identified as frequently used terms in the published construction training studies were categorized as educational. The results of this study provide a baseline of education theory–integrated construction training research, from which gaps and best practices can be identified and implemented to improve construction industry training.

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Evaluating the Use of Augmented Reality Technology to Improve Construction Management Student’s Spatial Skills

Cited by 45 publications

References 28 publications

Evaluating the Effectiveness of Virtual Reality Construction Safety Training and Lessons Learned

Evaluating the Effectiveness of Virtual Reality Construction Safety Training and Lessons Learned

Effect of Mobile-Augmented Reality (MAR) in Digital Encyclopedia on The Complex Problem Solving and Attitudes of Undergraduate Student

Educational Theory-Integrated Construction Industry Training: State-of-the-Art Review

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