Gamification in Construction Engineering Education: A Scoping Review

Ilbeigi, Mohammad; Bairaktarova, Diana; Morteza, Azita

doi:10.1061/(asce)ei.2643-9115.0000077

Cited by 17 publications

(8 citation statements)

References 85 publications

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“…Such strategies include enabling community members to participate directly in CS planning and feedback through various channels, such as workshops, online forums, and public consultation sessions, to ensure that the planning is more in line with the actual needs of the community; introducing Building Information Modeling (BIM) technology for CS presentation in the form of 3D models, to facilitate a more intuitive understanding of the spatial layout and functions of the space for all participating parties and improve the efficiency of planning and design; making the planning process more interactive [31,32], experiential, and playful by means of virtual reality (VR) and augmented reality (AR) technologies, enabling community members to participate in the design and planning in an intuitive manner; and enabling active and experiential learning for community members in controlled environments in a gamified manner. These approaches will help governments and planners to develop optimized solutions that are better suited to the actual needs and preferences of target users [86]. The government and enterprises can undergo precise planning with the data and analysis tools provided by the platform for the best allocation of spatial resources.…”

Section: Implications For Optimizing the Demand-supply Relationship O...mentioning

confidence: 99%

Study on the Demand and Supply of Cultural Space for Different Groups of People from the Perspective of Sustainable Community Development: A Case Study from the Hanzhong Section of the Hanjiang River Basin, China

Zhang,

et al. 2024

Buildings

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Cultural space (CS) holds significant importance for inheriting regional culture, serving people’s lives, and boosting sustainable community development. In this study, based on the research case of the Hanzhong section of the Hanjiang River Basin (HSHRB), the demand and supply matching relationships between three groups of people, namely residents, employees, and tourists, and four types of CS—memorial or religious space (MRS), cultural heritage space (CHS), cultural facilities space (CFS), and cultural industries space (CIS)—is analyzed, with communities as the units. Findings: (1) The CS demand–supply matching relationship exhibited the spatial distribution characteristics of high value balance in urbanized areas, significant lag in suburban supply, and low value balance in rural areas. (2) For the CS demands of residents, employees, and tourists, the total supply was in a substantial shortage, in general balance, and in significant surplus, respectively. (3) There were significant differences in the fairness and adequacy of the demand–supply matching of the four types of CS, with MRS and CHS more equitable and better able to meet the needs of different regions and populations. (4) Six community types with significantly different demand and supply characteristics were classified based on the demand–supply relationship within the community and the supply environment of neighboring communities. They presented a spatial structure of circles outward in the order of high-value-balanced communities, deprived communities, insufficient-supply communities, low-value-balanced communities, and shared communities, with urbanized areas as the core. Deprived communities and shared communities have shown spatial dynamics of urban expansion and village decay, respectively, and they require urgent attention. The study employs a more systematic categorization of CS supply and a more diverse perspective of demand entities, offering new evidence for the equitable distribution of cultural resources among heterogeneous groups and regions. Ultimately, it presents strategies for optimizing demand and supply as well as policy recommendations for community governance, bringing fresh insights into promoting sustainable community development.

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Section: Implications For Optimizing the Demand-supply Relationship O...mentioning

confidence: 99%

Study on the Demand and Supply of Cultural Space for Different Groups of People from the Perspective of Sustainable Community Development: A Case Study from the Hanzhong Section of the Hanjiang River Basin, China

Zhang,

et al. 2024

Buildings

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“…According to SDT, individuals are driven by intrinsic needs for autonomy, competence and relatedness. When these needs are met, people are more likely to be self-motivated and to engage in activities that are personally meaningful and rewarding (Ilbeigi et al, 2023). In the context of gamification adoption within the construction industry, this theory is significant as it sheds light on how game elements can satisfy these psychological needs, thereby fostering intrinsic motivation among construction professionals.…”

Section: Relevant Theories Linked To the Gamification Conceptmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Exploring the critical success factors for adopting gamification in the Nigerian construction sector

Aliu,

Oke,

Abayomi

et al. 2023

BEPAM

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PurposeWith a view to ensuring the effective and efficient delivery of construction projects, this study evaluates the critical success factors (CSFs) for the adoption of gamification principles by construction professionals in developing countries, with an emphasis on Nigeria.Design/methodology/approachThis study adopted a post-positivism philosophical approach, using a questionnaire survey to obtain quantitative data from 126 construction professionals in Lagos State. The data obtained were analyzed using frequencies, percentages, mean item scores (MIS), Kruskal–Wallis H-test and principal component analysis (PCA) as part of the exploratory factor analysis (EFA).FindingsThe findings indicated that the most significant factors for the adoption of gamification principles in the construction industry were “clear game mechanics and rules,” “incentives and rewards for users,” “secure and reliable technology infrastructure,” “real-time progress tracking and feedback” and “clear and measurable objectives.” Employing factor analysis, these CSFs were subsequently grouped into three primary clusters, namely “relevance and user experience,” “technology and support” and “integration and process.”Practical implicationsThese findings not only enrich the existing theoretical framework but also provide a solid foundation upon which researchers can build for further theoretical development. This study also offers valuable insights that can inform and improve practical applications of gamification within the construction industry.Originality/valueWhile prior research has explored gamification in various contexts, the unique contribution of this study is the thorough investigation of CSFs for gamification adoption specifically within the construction industry. In essence, this study fills a critical gap in the literature by offering fresh perspectives and tailored solutions for the construction industry's specific gamification needs.

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“…However, recent advances in computer science can help educators develop virtual environments and game platforms that allow students to explore various scenarios and learn from their experiences. Ilbeigi et al (2023) conducted a systematic review of more than one hundred studies focused on gamification for construction engineering education. Although they observed a clear upward trend in the number of studies proposing gamified solutions for education and training, they listed a set of potential directions for future studies.…”

Section: Introductionmentioning

confidence: 99%

A Gamified Pedagogical Method for Teaching Construction Scheduling through Active Exploration

Ilbeigi,

Ehsani,

Bairaktarova

EPiC Series in Built Environment

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Previous studies have convincingly shown that active and collaborative instructions, coupled with effective means to encourage student engagement, invariably lead to better learning outcomes. However, despite significant potentials for experiential learning, standard educational programs in construction engineering and management are rigid systems that offer little opportunity for students to engage in active learning that can help them gain first-hand experience and guide them toward discovering solutions. This study aims to address this need by designing and empirically assessing the performance of a novel gamified pedagogical method that teaches construction scheduling through guided active exploration in a digital game environment. The proposed pedagogical approach and its game are designed based on the constructivism learning theory. A scenario-based interactive game, called Zebel, was developed using the Unity game engine. Using a series of pre- and post-assessment instruments, the proposed method was implemented and evaluated in a graduate-level course for construction planning and scheduling to collect empirical data. The outcomes indicated that the proposed pedagogy was able to successfully guide students with no background and prior knowledge in construction scheduling to discover the fundamental concepts and systematic solutions for the problems.

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Gamification in Construction Engineering Education: A Scoping Review

Cited by 17 publications

References 85 publications

Study on the Demand and Supply of Cultural Space for Different Groups of People from the Perspective of Sustainable Community Development: A Case Study from the Hanzhong Section of the Hanjiang River Basin, China

Study on the Demand and Supply of Cultural Space for Different Groups of People from the Perspective of Sustainable Community Development: A Case Study from the Hanzhong Section of the Hanjiang River Basin, China

Exploring the critical success factors for adopting gamification in the Nigerian construction sector

A Gamified Pedagogical Method for Teaching Construction Scheduling through Active Exploration

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