Using immersive video technology for construction management content delivery: a pilot study

Abstract

Construction management is considered a hands-on field of study which requires good spatial and visual cognitive ability. Virtual reality and other innovative immersive technologies have been used to facilitate experiential learning and to improve students’ spatial cognitive abilities. Virtual environments have been criticized due to the gamified look of the environment. Static panorama pictures have been previously used to bring a better sense of reality and immersion at the same time in construction education. However, they cannot provide a continuous experience, and the sense of presence (immersion) is not ideal either. Immersive videos such as 360-degree videos can address this shortfall by providing a continuous experience and a better sense of presence. The use of this technology in construction education field is very limited. As a result, this study investigated a pilot experiment where a combination of 360, 180 3D, and flat videos was incorporated as an educational instrument in delivering construction management content. The content was recorded using different configurations from different body postures to further investigate the optimal way of utilizing this technology for content delivery. The content of the videos was focused on construction means and methods. Students reviewed the content using head-mounted display devices and laptop screens and answered a survey designed to capture their perception and experience of using this technology as an educational tool in the construction management field. The results show a positive perception toward using immersive videos in construction education. Furthermore, the students preferred the head-mounted display as their favorite delivery method. As a result, the prospect of incorporating immersive videos to enhance construction management education is promising.

Kollaborativ læring i social 360VR

“…Tre af de inkluderede studier gør brug af autentisk 360°videomateriale, som efterfølgende er blevet overført direkte til VR (Ferdig & Kosko, 2020;Kosko et al, 2021;Shojaei et al, 2021). Nogle studier gør brug af 360°optagelser af autentisk interaktion, som efterfølgende er blevet redigeret, herunder tilføjelsen af ekstra 2D vinkler (Arents et al, 2021;Harrington et al, 2018) og ekstra billeder (Lanzieri et al, 2021).…”

“…4 studier rapporterer at 360VR giver adgang til en praksis, som ellers ville vaere svaer at få adgang til (Curran et al, 2022;Kalkofen et al, 2020;Lanzieri et al, 2021;Shojaei et al, 2021). Modsat 2D-video, giver 360°video mulighed for at deltagerne selv kan rette fokus i 360°sfaeren (Curran et al, 2022;Kosko et al, 2021).…”

“…Modsat 2D-video, giver 360°video mulighed for at deltagerne selv kan rette fokus i 360°sfaeren (Curran et al, 2022;Kosko et al, 2021). Gennem 360°video er der også adgang til mere information i videooptagelsen end en 2Dvideo (Curran et al, 2022;Ferdig & Kosko, 2020;Kosko et al, 2021;Shojaei et al, 2021;Tak et al, 2022). Shojaei et al (2021) rapporterer at brugen af spatialiseret lyd øger opmaerksomheden på en given praksis, hvor McLaughlin et al (2021) rapporterer at 360VR giver en øget fornemmelse af rumlighed.…”

“…Gennem 360°video er der også adgang til mere information i videooptagelsen end en 2Dvideo (Curran et al, 2022;Ferdig & Kosko, 2020;Kosko et al, 2021;Shojaei et al, 2021;Tak et al, 2022). Shojaei et al (2021) rapporterer at brugen af spatialiseret lyd øger opmaerksomheden på en given praksis, hvor McLaughlin et al (2021) rapporterer at 360VR giver en øget fornemmelse af rumlighed. Hertil rapporterer tre studier ligeledes at 360VR øger evnen til at kunne observere professionelt (Ferdig & Kosko, 2020;Kosko et al, 2021;Lanzieri et al, 2021) I forhold til deltagernes oplevelse af 360VR kunne 5 studier rapportere øget opmaerksomhed, engagement, motivation eller glaede (Arents et al, 2021;Harrington et al, 2018;Hekele et al, 2022;Kittel et al, 2020;Sultan et al, 2019).…”

Construction Management Education with Reality Capture: Enabling Communication and Teamwork in a Learner-centered Approach

“…However, the results did not show noticeable improvement in reading 2d drawings by the AR interpreted as the situation where participants were not comfortable holding an iPad or their unfamiliarity with the mentioned technology. Shojaei et al [4] explored immersive videos as an educational tool in construction management. Various configurations of 360°, 180° 3D, and flat video recording were used in comparison with that of a static camera.…”