Technology-enhanced learning in construction education using mobile context-aware augmented reality visual simulation

Abstract

Traditional instruction and information delivery methods, as well as memorization are still largely considered the cornerstones of STEM education. Meanwhile, a growing number of students exhibits strong tendency toward technology-based student-centered learning. It is thus imperative that if instructors do not keep up with the pace of technology, soon they will not be able to properly teach students how to effectively work in collaborative and invigorating settings. This paper reports on the findings of an ongoing research that aims at incorporating mobile context-aware visual simulation into STEM education. So far, the authors have used construction and civil engineering as a test bed and developed a mobile augmented reality (AR) visualization platform that allows students to: (1) enhance the contents of their textbooks with computer-generated virtual multimedia and graphics, and (2) interact with context-aware simulated animations. The developed methods have been successfully tested in classroomscale experiments using real student populations.

New Teaching and Learning Methods For The Post-Pandemic Time

“…According to Nunez et al (2008), AR technology can make learning material more attractive and fun, which is essential to achieve maximum effectiveness in the learning process. Combining real and virtual objects helps to reduce the complexity of the learning material, contributes to its better perception (Shirazi & Behzadan, 2013;Behzadan & Kamat, 2012), and stimulates the imagination and creativity of students (Yuen et al, 2011;Zünd et al, 2015). It can facilitate understanding complex abstract and spatial concepts by making them more precise and understandable (Kaufmann & Schmalstieg, 2003;Kaufmann et al, 2005;Dori & Belcher, 2005).…”

Noi Metode De Predare Și Învățare Pentru Perioada Post-Pandemică

“…Conform lui Nunez et al (2008) tehnologia AR poate face materialul de învățare mai atractiv și mai distractiv, ceea ce este esențial pentru a obține o eficiență maximă a procesului de învățare. Combinarea obiectelor reale și virtuale ajută la reducerea complexității materialului de învățare, contribuie la o mai bună percepție a acestuia (Shirazi & Behzadan, 2013;Behzadan & Kamat, 2012) și stimulează imaginația și creativitatea cursanților (Yuen et al, 2011;Zünd și colab., 2015). De asemenea, aceasta poate facilita înțelegerea conceptelor abstracte și spațiale complexe făcându-le mai clare și mai ușor de înțeles (Kaufmann & Schmalstieg, 2003;Kaufmann et al, 2005, Dori & Belcher, 2005.…”

Nové metódy vyučovania a učenia sa pre postpandemickú dobu

“…Podľa Núñeza et al (2008) môže technológia AR zatraktívniť a spríjemniť učebné materiály, čo je nevyhnutné na dosiahnutie maximálnej efektívnosti vzdelávacieho procesu. Kombinácia reálnych a virtuálnych objektov pomáha znížiť zložitosť učebnej látky, prispieva k jej lepšiemu vnímaniu (Shirazi & Behzadan, 2013;Behzadan & Kamat, 2012) a stimuluje predstavivosť a kreativitu študentov (Yuen et al, 2011;Zünd et al, 2015). Môže uľahčiť pochopenie zložitých abstraktných a priestorových pojmov tým, že ich robí jasnejšími a zrozumiteľnejšími (Kaufmann & Schmalstieg, 2003;Kaufmann et al, 2005, Dori & Belcher, 2005.…”