A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Full Scale Augmented Reality to Support Construction Sequencing Education Case Study
Providing students with hands-on construction experiences enables them to apply conceptual knowledge to practical applications, but the high costs associated with this form of learning limit access to it. Therefore, this paper explores the use of augmented reality (AR) to enable students in a conventional classroom or lab setting to interact with virtual objects similar to how they would if they were physically constructing building components. More specifically, the authors tasked student participants with virtually constructing a wood-framed wall through AR with a Microsoft HoloLens. Participants were video-recorded and their behaviors were analyzed. Subsequently, observed behaviors in AR were analyzed and compared to expected behaviors in the physical environment. It was observed that students performing the tasks tended to mimic behaviors found in the physical environment in how they managed the virtual materials, leveraged physical tools in conjunction with virtual materials, and in their ability to recognize and fix mistakes. Some of the finer interactions observed with the virtual materials were found to be unique to the virtual environment, such as moving objects from a distance. Overall, these findings contribute to the understanding of how AR may be leveraged in classrooms to provide learning experiences that yield similar outcomes to those provided in more resource-intensive physical construction site environments.
Full Scale Augmented Reality to Support Construction Sequencing Education Case Study
Providing students with hands-on construction experiences enables them to apply conceptual knowledge to practical applications, but the high costs associated with this form of learning limit access to it. Therefore, this paper explores the use of augmented reality (AR) to enable students in a conventional classroom or lab setting to interact with virtual objects similar to how they would if they were physically constructing building components. More specifically, the authors tasked student participants with virtually constructing a wood-framed wall through AR with a Microsoft HoloLens. Participants were video-recorded and their behaviors were analyzed. Subsequently, observed behaviors in AR were analyzed and compared to expected behaviors in the physical environment. It was observed that students performing the tasks tended to mimic behaviors found in the physical environment in how they managed the virtual materials, leveraged physical tools in conjunction with virtual materials, and in their ability to recognize and fix mistakes. Some of the finer interactions observed with the virtual materials were found to be unique to the virtual environment, such as moving objects from a distance. Overall, these findings contribute to the understanding of how AR may be leveraged in classrooms to provide learning experiences that yield similar outcomes to those provided in more resource-intensive physical construction site environments.
Full Scale Augmented Reality to Support Construction Sequencing Education Case Study
McCord, Kieren H. (author) / Ayer, Steven K. (author) / Patil, Karan R. (author) / Wu, Wei (author) / London, Jeremi S. (author) / Perry, Logan A. (author)
Construction Research Congress 2022 ; 2022 ; Arlington, Virginia
2022-03-07
Conference paper
Electronic Resource
English
Augmented Reality in Architectural Construction
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