Virtual Reality and BIM Methodology as Teaching- Learning Improvement Tools for Sanitary Engineering Courses

Espinoza, Verónica; Cárdenas-Salas, Daniel; Cabrera, Angela; Coronel, Lucía Remersaro

doi:10.3991/ijet.v16i06.13535

Cited by 13 publications

(10 citation statements)

References 21 publications

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“…This can be explained, due to the fact that many teachers have used various teaching strategies, such as simulation software and tools used for various calculations; It can be pointed out that the more visual the learning is made, the greater the volume of content that will be processed and incorporated in the form of knowledge. In this way, better retention is also achieved and an increase in the student's security in relation to the solidity of the knowledge that he is acquiring [14].…”

Section: Discussion Of Resultsmentioning

confidence: 99%

Evaluation of Teaching Performance in the Virtual Teaching-Learning Environment, from the Perspective of the Students of the Professional School of Mechanical Engineering

Chamorro-Atalaya

Morales-Romero

Trinidad-Loli

et al. 2021

Int. J. Emerg. Technol. Learn.

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The objective of this article is to evaluate the effect that virtual teaching-learning generates in the evaluation of teaching performance, from the perspective of the students, of the professional mechanical engineering school. During the devel-opment of the research, it has been determined that the planning, communication and overall performance factors of the teaching performance have experienced a positive variation of 63.64%, increasing by 3.8%, when moving from the face-to-face environment to the virtual teaching-learning environment. While the didactic strategies, organization and subject mastery factors have experienced a positive variation of 59.09%, this increase represents 1.92%. Although a positive effect has been generated on teacher performance, it has been determined that, of the 6 factors, it is the Communication factor which has presented the greatest negative variation, being of the total of 22 teachers, 11 who have decreased their qualification.

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Section: Discussion Of Resultsmentioning

confidence: 99%

Evaluation of Teaching Performance in the Virtual Teaching-Learning Environment, from the Perspective of the Students of the Professional School of Mechanical Engineering

Chamorro-Atalaya

Morales-Romero

Trinidad-Loli

et al. 2021

Int. J. Emerg. Technol. Learn.

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show abstract

“…Fernanda [7] proposed that the construction management course should facilitate students to master the BIM applications in different project phases and gain the ability of construction management optimization on this basis. Espinoza et al [8] studied the applications of virtual reality and BIM in sanitary engineering course teaching, and believed that their study results can help in the implementation of the pipeline engineering course in the civil engineering specialty. Brok-bals [9] suggested that institutions of higher learning should strengthen the teaching exploration into interdisciplinary BIM projects.…”

Section: State Of the Artmentioning

confidence: 99%

Teaching Effect Analysis of the ‘Prefabricated Concrete Structure’ Course Based on Building Information Modeling

Ma¹,

Zhao²,

Chang³

et al. 2023

Int. J. Emerg. Technol. Learn.

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The prefabricated building course is a highly theoretical and practical specialized course with strong professionalism and extensive teaching contents. The teaching of prefabricated concrete structures is a significant link in prefabricated building construction and an important direction of cultivating talents applied to prefabricated building construction. Previous teaching features single teaching models, focuses on teaching materials, and highlights theoretical teaching, resulting in students’ low learning initiatives and poor practical ability. In order to improve the teaching effect and students' practical ability, Building Information Modeling (BIM) simulation technology was integrated into the teaching and practice of the prefabricated building courses. Then, the three-stage (guidance of real-scene cases, practical operation based on division of project work, and drawing cross-review) course teaching approach was proposed. With the construction of a prefabricated concrete structure in Hefei Metro of China as an example, students were asked to perform component modeling, assembly, and construction simulation via BIM. Results show that the teaching contents are completed, and the teaching effect is evidently strengthened. Students’ abilities to understand, analyze and practice actual engineering problems are evidently improved, and their problem-solving and practical ability in the aspect of prefabricated buildings is cultivated.

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“…BIM makes it possible to consider the entire life cycle of a project, from design to use [14]. Finally, BIM supported by virtual reality in plumbing helps students visualize plumbing fixtures and learn integrated design in an innovative way [15].…”

Section: Scenarios Of Building Information Modelling-based Design Edu...mentioning

confidence: 99%

Scenarios of Building Information Modelling-Based Design Education in Architecture Schools

Younis,

Al-Kazzaz

2023

Int. J. Eng. Ped.

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Due to the rapid development of computer technologies and trends in digital design, including building information modeling (BIM) and its diffusion into architectural design practice, it was necessary to introduce BIM into architectural curricula in order to prepare students for practice. This article therefore aims to identify scenarios for teaching BIM to architecture students worldwide. To achieve this objective, a thematic analysis of BIM teaching experiences in several selected academic institutions was conducted. The data studied included published articles and official university websites dealing with BIM teaching. A theoretical framework for BIM education was determined, comprising two aspects: pedagogical methods for BIM education and specifications for BIM courses in architecture programs. The document identified several scenarios for teaching BIM in multidisciplinary or architecture-specific courses. BIM teaching can be offered as part of a single course integrated with other courses, or as a separate course. It may be taught as part of related or unrelated courses. Related courses can be organized in parallel with an academic semester, or over several semesters. In addition, there are different types of input to project-based BIM teaching, such as a new design project, the results of a previous design course or an actual project. These scenarios can serve as a reference for universities wishing to integrate BIM into their programs.

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Virtual Reality and BIM Methodology as Teaching- Learning Improvement Tools for Sanitary Engineering Courses

Cited by 13 publications

References 21 publications

Evaluation of Teaching Performance in the Virtual Teaching-Learning Environment, from the Perspective of the Students of the Professional School of Mechanical Engineering

Evaluation of Teaching Performance in the Virtual Teaching-Learning Environment, from the Perspective of the Students of the Professional School of Mechanical Engineering

Teaching Effect Analysis of the ‘Prefabricated Concrete Structure’ Course Based on Building Information Modeling

Scenarios of Building Information Modelling-Based Design Education in Architecture Schools

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