Immersive construction detailing education: building information modeling (BIM)–based virtual reality (VR)

ElGewely, Maha; Nadim, Wafaa; ElKassed, Ahmad; Yehiah, Mohamed; Talaat, Mostafa; Abdennadher, Slim

doi:10.1108/ohi-02-2021-0032

Cited by 22 publications

(17 citation statements)

References 21 publications

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“…Additional studies suggested how VR could be integrated with other learning tools and documents. Elgewely et al (2021), for example, looked at the potential introduction of head-mounted displays into a construction classroom to explore the 3D model of a building in the construction phase. On the one hand, they considered VR as an effective and motivating educational medium that can enhance the students' learning experience and learning outcomes compared to traditional paper-based studying.…”

Section: Results From Previous Studies In Terms Of Vr Impact On Learningmentioning

confidence: 99%

Implementation of virtual reality in construction education: a content-analysis based literature review

Ventura¹,

Castronovo²,

Nikolić³

et al. 2022

ITcon

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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.

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Section: Results From Previous Studies In Terms Of Vr Impact On Learningmentioning

confidence: 99%

Implementation of virtual reality in construction education: a content-analysis based literature review

Ventura¹,

Castronovo²,

Nikolić³

et al. 2022

ITcon

View full text Add to dashboard Cite

show abstract

“…Scholars have studied how to integrate BIM into the existing curriculum system and also studied problems in BIM education. Elgewely et al [ 18 ] proposed to integrate BIM into architectural engineering education. They confirmed through empirical research that using Virtual Reality (V.R.)…”

Section: Literature Reviewmentioning

confidence: 99%

What Determines BIM Competition Results of Undergraduate Students in the Architecture, Engineering and Construction Industry?

Peng

et al. 2022

Behavioral Sciences

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Building Information Modeling (BIM) has become the development trend in the architecture, engineering, and construction (AEC) industry. BIM discipline competition is an effective way for students of AEC-related disciplines to integrate theory with practice, and it is a key link to cultivate qualified BIM practitioners. This study takes participants of the 8th National College BIM Graduation Design Innovation Competition as the research objects. The Technology Acceptance Model and the Theory of Planned Behavior are combined to build a driving factor model of the competitions. Contestants of the competition were asked to complete online questionnaires, and 451 valid samples were finally obtained. Structural Equation Modeling was used to fit the theoretical model, and it was found that: Behavioral Intention to use BIM is directly and positively affected by Attitude, Perceived Behavioral Control, and Perceived Usefulness, as well as indirectly and positively affected by Perceived Usefulness and Perceived Eased of Usefulness. Competition Results is directly and positively affected by Behavioral Intention to use BIM, Perceived Behavioral Control, and Facilitating Conditions. It is also indirectly and positively affected by Attitude, Perceived Behavior Control, Perceived Usefulness, and Perceived Eased of Usefulness. The results show that the situation of students’ participation in BIM competition can be optimized by increasing the publicity and promotion of BIM and related policies, strengthening the construction of supporting teaching facilities, building the integrated curriculum system of BIM technology, and strengthening teacher training. This study provides a theoretical reference for further BIM practice, and it would help improve the corresponding teaching organization and enhance the internal drive of students’ BIM learning.

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“…Shahruddin et al (2022) interpreted the meaning structure of architects' actions, behaviours, and performances in a building information modelling (BIM) environment. Elgewely et al (2021) proposed a virtual reality (VR) platform for construction detailing that provides experiential learning in a zero-risk environment.…”

Section: Gaps In the Literaturementioning

confidence: 99%

Root factors limiting BIM implementation in developing countries: sampling the Turkish AEC industry

Tan

Ayalp

2022

OHI

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PurposeDespite several advantages of Building Information Modelling (BIM) technology, BIM has not been adopted and implemented extensively in developing countries. Consequently BIM remains at a beginner level in developing countries. To increase the level of BIM implementation, first, knowing the root factors that resist BIM implementation is necessary to know. Therefore, the objective of this study was to identify the factors that limit BIM implementation in developing countries, specifically in the Turkish Architecture, Engineering and Construction (AEC) industry.Design/methodology/approachA questionnaire was designed with 46 influencing causes (ICs) identified through a systematic literature review. In total, 141 survey results were returned from architects and engineers, and reliability analysis, exploratory factor analysis, and confirmatory factor analysis were conducted. Furthermore, a structural equation model (SEM) was developed to identify the root factors of BIM implementation.FindingsEight root factors affecting the prevalent use of BIM technology in the Turkish construction industry were determined and grouped into three categories based on BIM implementation level. Problems with the BIM transition process and a lack of management support are the most influential root factors limiting BIM implementation. Lack of incentives, lack of BIM education, bias regarding BIM technology and BIM-based software problems form the second group of root factors that have a significant effect. Awareness and lack of communication amongst stakeholders were identified as root factors that had a moderate effect.Research limitations/implicationsThis study contributes to the knowledge body by revealing eight root factors limiting BIM implementation in the Turkish AEC industry which can be generalised to most developing countries. Therefore, the outcomes of this study may be used as a practical reference for future research aimed at improving BIM adoption in developing countries through governmental, educational, and managerial solutions.Originality/valueSeveral studies have identified the challenges and barriers of BIM implementation in the construction industry using qualitative and quantitative analyses and projected the current state. Unlike previous studies, this study comprehensively and quantitatively determined the root factors that constrain the use of BIM in Turkey using exploratory factor analysis, confirmatory factor analysis, and structural equation modelling to present a structural model.

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Immersive construction detailing education: building information modeling (BIM)–based virtual reality (VR)

Cited by 22 publications

References 21 publications

Implementation of virtual reality in construction education: a content-analysis based literature review

Implementation of virtual reality in construction education: a content-analysis based literature review

What Determines BIM Competition Results of Undergraduate Students in the Architecture, Engineering and Construction Industry?

Root factors limiting BIM implementation in developing countries: sampling the Turkish AEC industry

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