Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
The use and effectiveness of immersive environments for learning has been increasingly researched and examined. Current findings show that immersive environments such as Virtual Reality (VR) and Augmented Reality (AR) are among the most promising mediums to support learning. In addition, the enhanced capacity of immersive technologies, simulation, data visualization, and easy-to-access geo-spatial datasets are creating new opportunities for educational interventions. Two features of these technologies, “immersion” and “interactivity”, bring new dimensions to how people learn individually and collaboratively. Immersion can be designed to facilitate experiential learning, where knowledge is produced through experience. Interacting with a responsive environment where the users can navigate and modify the learning context is another capability that can be developed for educational proposes. The following paper will present the progress on an ongoing research project designed to leverage the capacity of immersive environments in support of interdisciplinary collaboration. The project “Strategies for Learning: Augmented Reality and Collaborative Problem-Solving for Building Sciences” integrates AR and VR with Building Information Modeling (BIM), visual simulations, and interactive lessons. Building on advances in our understanding of learning processes and educational theoretical perspectives, the project has developed, implemented, and tested two immersive prototype applications called AR-Skope and VR- Skope to support collaboration among Architecture, Construction and Engineering (AEC) students. To implement the project, one course from each of the AEC disciplines was selected to participate. As a part of the interdisciplinary coursework related to building technology, the participating students were asked to visit a building structure on the University campus by utilizing the Skope applications for field investigation and learning about the building systems. Like having an interactive x-ray vision, students could use the tool to move around a building and view through the building material, looking at various components such as the façade system, structure, mechanical systems, plumbing, etc., and learn about them onsite. Upon completion of the site visits, students conducted group projects, participated in interviews and answered survey questions. The paper will describe the projects feedback mechanisms, the impact on student attitudes and analysis of results.
Davis, D. L., & Vassigh, S., & Alhaffar, H., & Gallardo, G., & Elias, A. J. (2018, June), Learning Building Sciences in Virtual Environments Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30754
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