Improving Student Understanding of Complex Spatial Arrangements with Virtual Reality

Fogarty, J.; McCormick, Jason; El‐Tawil, Sherif

doi:10.1061/(asce)ei.1943-5541.0000349

Cited by 67 publications

(40 citation statements)

References 18 publications

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“…IVR makes use of head-mounted display (HMD) technology, with newer projects that include the CAVE (cave automatic virtual environment) system [33,34]. Forgarty et al [35] have reported a recent application to improve student understanding of complex spatial arrangements using VR. Furthermore, there is an increasing growth in applications based on augmented reality (AR).…”

Section: Introductionmentioning

confidence: 99%

Meaningful Learning Through Virtual Reality Learning Environments: A Case Study in Materials Engineering

et al. 2019

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The increasing dissemination of virtual reality learning environments (VRLEs) compels the elucidation of how these didactic tools can improve their effectiveness at the formative level. The motivation generated in students by a VRLE is revealed as a key factor in achieving meaningful learning, but such a motivation by itself alone does not guarantee the long-term retention of knowledge. To identify the necessary characteristics of a VRLE to achieve an appropriate level of meaningful learning, this paper compares a set of VRLEs created in previous years with a group of recently developed VRLEs, after being used by engineering students. A description of the design process of the both VRLEs groups is included in this paper. Most significantly, analysis of the response of a total of 103 students in a specific survey reveals how a step-by-step protocol system helped improve students' knowledge and retention after one year of using a VRLE. Thus, this study not only demonstrates the importance of using modern development engines when creating or updating a VRLE to achieve student motivation, but also justifies in many cases the use of a step-by-step protocol as a method to improve the long-term retention of knowledge.

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Section: Introductionmentioning

confidence: 99%

Meaningful Learning Through Virtual Reality Learning Environments: A Case Study in Materials Engineering

et al. 2019

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“…For example, AR/VR has applications in manufacturing 20,21 , retail 22,23 , mining 24,25 , education [26][27][28] and healthcare, especially for simulating surgeries [29][30][31] . Recent studies indicate the benefits of AR/VR in the AEC industry by demonstrating potential applications, such as safety training 32 , visualization 33,34 , communication 15 , and energy management 35 . Although research suggests AR/VR technologies can be very effective, the AEC industry has been very slow in adopting these technologies, which could be partly due to lack of feasibility, examining the actual cost of implementation versus an increase in profit.…”

Section: Introductionmentioning

confidence: 99%

Trend Analysis on Adoption of Virtual and Augmented Reality in the Architecture, Engineering, and Construction Industry

Noghabaei

Heydarian

Balali

et al. 2019

Preprint

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With advances in Building Information Modeling (BIM), Virtual Reality (VR) and Augmented Reality (AR) technologies have many potential applications in the Architecture, Engineering, and Construction (AEC) industry. However, the AEC industry, relative to other industries, has been slow in adopting AR/VR technologies, partly due to lack of feasibility studies examining the actual cost of implementation versus an increase in profit. The main objectives of this paper are to understand the industry trends in adopting AR/VR technologies and identifying gaps within the industry. The identified gaps can lead to opportunities for developing new tools and finding new use cases. To achieve these goals, two rounds of a survey at two different time periods (a year apart) were conducted. Responses from 158 industry experts and researchers were analyzed to assess the current state, growth, and saving opportunities for AR/VR technologies for the AEC industry. The findings demonstrate that older generations are significantly more confident about the future of AR/VR technologies and they see more benefits in AR/VR utilization. Furthermore, the research results indicate that Residential and commercial sectors have adopted these tools the most, compared to other sectors and institutional and transportation sectors had the highest growth from 2017 to 2018. Industry experts anticipated a solid growth in the use of AR/VR technologies in 5 to 10 years, with the highest expectations towards healthcare. Ultimately, the findings show a significant increase in AR/VR utilization in the AEC industry from 2017 to 2018.

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“…Por medio de la aplicación los alumnos pueden interactuar con el programa informático y determinar la rotación de la estructura; esa aplicación fue producida en lenguaje de programación Java, con recursos Java 3D. Por su parte, Fogarty et al (2018) han investigado el uso de herramientas de realidad virtual para ayudar a los estudiantes a comprender lo complejo del concepto de "pandeo" en estructuras. Este estudio, realizado mediante la combinación de métodos mixtos, analiza los exámenes previos y posteriores que cubren temas que requieren habilidades de visualización espacial, así como también encuestas y entrevistas a los estudiantes que usaron las herramientas de realidad virtual.…”

Section: Introductionunclassified

“…Aunque los investigadores han evidenciado los factores principales que comprometen el proceso de enseñanza y aprendizaje in ingeniería (Molyneaux, Setunge, Gravina & Xie, 2007;Mello, 2016), en especial la dificultad que tienen sus estudiantes en la visualización espacial (Sorby, 2001;Katsio-Loudis & Jones, 2015;Mello et al, 2016, Fogarty et al, 2018, se deben explorar otras estrategias educativas para mejorar la HVE de los estudiantes en la enseñanza de ingeniería de estructuras. En este escenario, el objetivo general de esa investigación fue planear y desarrollar actividades utilizándose aplicación para dispositivos móviles con los recursos de la Realidad Aumentada (RA), para las disciplinas de hormigón reforzado en el curso de Ingeniería Civil.…”

Section: Introductionunclassified

Realidad aumentada en la enseñanza de hormigón reforzado: percepción de los alumnos

Mello

Cabero‐Almenara

2019

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Para el ingeniero de estructuras, la habilidad de visualización espacial es especialmente importante para la comprensión del posicionamiento correcto de los elementos estructurales en un diseño. Así, para mejorar la habilidad de visualización espacial del alumno, en esa investigación fue propuesto el desarrollo de actividades utilizándose una aplicación para dispositivos móviles con los recursos de la Realidad Aumentada (RA). Las actividades fueron planeadas para la asignatura Hormigón Reforzado en el octavo semestre del curso de Ingeniería Civil de la Pontificia Universidad Católica de Minas Gerais en Brasil. Dieciocho alumnos matriculados en esa asignatura en el primero semestre de 2019 hicieron las actividades propuestas. Fueron elaboradas cuatro actividades utilizándose los recursos de RA para la aplicación Sketchfab. El instrumento elegido para la evaluación de la percepción del estudiante fue un cuestionario basado en el modelo de aceptación de tecnología TAM (Technology Acceptation Model), que fue adaptado en este estudio. Observándose las respuestas de los alumnos sobre la utilidad y facilidad e intención de uso de los recursos, concluyese que la RA es un recurso importante para mejorar la habilidad de visualización espacial de ellos pues facilitan la visualización de los detalles de las estructuras y hacen el aprendizaje más divertido.

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Improving Student Understanding of Complex Spatial Arrangements with Virtual Reality

Cited by 67 publications

References 18 publications

Meaningful Learning Through Virtual Reality Learning Environments: A Case Study in Materials Engineering

Meaningful Learning Through Virtual Reality Learning Environments: A Case Study in Materials Engineering

Trend Analysis on Adoption of Virtual and Augmented Reality in the Architecture, Engineering, and Construction Industry

Realidad aumentada en la enseñanza de hormigón reforzado: percepción de los alumnos

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