June 12, 2005
June 12, 2005
June 15, 2005
10.108.1 - 10.108.5
A Virtual Walkthrough on Reinforced Concrete Construction Details
Mohammed E. Haque, Murtuza Aluminiumwalla, Salim Saherwala
Texas A&M University, Texas, USA
The traditional chalkboard methods of classroom teaching are often supplemented by alternative methods, so as to enhance the understanding of the students. These alternative methods include field trips, use of 3-D drawings and physical models. Although construction site visits are the best way to expose students to actual construction technologies, they present difficulties of logistics and cost. Besides the risks involved in field trips, the site may not be at a particular stage of construction during the academic semesters, or the construction process may not be fast enough to understand multiple aspects within a short duration of field visits. Considerable pedagogical advantages can be achieved by the integration of the contemporary information technology (IT) and visualization tools in teaching engineering technology. The objective of this research was to develop 3-D animations and virtual walkthrough on reinforced concrete construction detailing. All the techniques that were used in this research employed a generic programming architecture, which was discipline independent and could be adapted to any other similar domain. These visualization techniques can be valuable aids not only in teaching in the classroom but also an effective self-directed tool for open learning via the web.
Introduction and Background
The instruction methods used in the majority of construction engineering and management curricula rely for the most part, on traditional methods such as exposing students to applied science courses. These traditional teaching methods, however, are often not fully adequate in providing students with all the skills necessary to solve the real world problems that are encountered in the construction industry. Furthermore, complex engineering knowledge is also not conveyed effectively using only traditional “chalk and talk” methods. Studies showing that students in undergraduate engineering exhibit a stronger preference for the active, sensing, visual and sequential learning styles indicate that virtual reality can potentially have a tremendous impact on engineering education (Scott, et. al, 2003). Teachers are not able to convey their ideas and explain concepts clearly through these old traditional techniques. Design concepts can be explained more clearly if they are explained using visuals and animations. By providing learning environments rich in varied learning methods, educators can provide students with more diverse means of receiving and applying knowledge and information resulting in a more engaging and interactive educational setting (Scott, et. al, 2003).
Complementing the more conventional classroom instructional tools would ideally include visits to construction sites or site training (AbouRizk and Sawhney, 1994). There are, however, various
Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright 2005, American Society for Engineering Education
Aluminiumwalla, M., & Saherwala, S., & Haque, M. (2005, June), A Virtual Walk Through On Reinforced Concrete Construction Details Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--15595
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2005 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015