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An Assessment Tool for Using Videos and Rich Media in Construction Management Curriculum - A Case Study

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session

Assessment in Construction Education

Tagged Division


Page Count


Page Numbers

24.151.1 - 24.151.11

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Paper Authors


Kristen Caroline Hurtado Arizona State University

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Kristen is a current PhD candidate in Construction Management at Arizona State University in the School of Sustainable Engineering in the Built Environment. She is also pursuing a Graduate Certificate in Instructional Design and Performance Improvement in the Mary Lou Fulton Teachers College. Kristen has experience teaching applied statics and estimating at the undergraduate level. She also instructs professionals in her work and research in value-based project delivery. The main areas of her research lie in: instructional design, online learning, measurement, professional education, higher education, the built environment, and facilities management. She is also interested in: instructional technology, learning analytics, connected learning, and project-based learning.

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Dean Takeo Kashiwagi

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Kenneth Timothy Sullivan Arizona State University

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Assessment Tools for Using Videos and Rich Media in Construction Management Curriculum – A Case StudyThe use of rich media, especially videos and illustrative examples, in curriculum is becomingincreasingly prevalent in certain areas of study due to its potential positive impacts on studentlearning. In the construction management curriculum, videos and rich media have great potentialto benefit the learner and improve retention of key principles. However, there are few guidelinesor examples of how to determine what media is appropriate, how to utilize the media for aparticular construction management subject, and how to assess their effectiveness in achievinginstructional goals. Instructors are commonly led to believe that they must embrace thetechnology prior to seeing how to best position it in their classroom. This type of approach canlead to improper utilization of media, instructor frustration, dissatisfaction, and low learnerretention of concepts. The use of rich media in the construction management curriculum isdiscussed and reviewed. Assessment tools are developed for the appropriateness, utilization, andassessment of this media in achieving instructional goals, taking inspiration from the primeleaders in the field of Educational Technology and Instructional Design, to allow instructors inconstruction management to determine the best uses for rich media in their curriculum. Theassessment tools were tested as a case study on a construction management course in appliedstatics. An analysis of the fit of the tools for other courses in construction management is alsocarried out. These tools were determined to aid instructors in the proper utilization of media,decrease instructor frustration with rich media, increase overall satisfaction, and increase learnerretention of concepts. Future analysis will be carried out on how the use of rich media impactslearning objectives and outcomes in the construction management curriculum.

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