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Assessing the impact of a construction virtual reality game on design review skills of construction student

Kandi, V. R., Castronovo, F., Brittle, P., Mastrolembo Ventura, S. and Nikolic, D. (2020) Assessing the impact of a construction virtual reality game on design review skills of construction student. Journal of Architectural Engineering, 26 (4). ISSN 1943-5568

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Official URL: https://ascelibrary.org/doi/10.1061/%28ASCE%29AE.1...

Abstract/Summary

Being able to perform an effective design review is a fundamental skill that every design or construction student should possess. Performing a design review requires critical thinking, analysis, and communication skills. To support the acquisition of these skills, this study investigated the impact of a virtual reality game, the design review simulator (DRS), in a classroom environment. To assess the impact of the game, the authors performed a crossover experiment with 120 students. The students were split into groups and were asked to perform design reviews in two treatment conditions, 2D drawings or the DRS. A knowledge test was administered at the end of different treatments to collect quantitative data on the students’ performance. Results from this research indicate that the DRS supported students in identifying a higher number of design mistakes. Furthermore, students that played with the DRS after performing 2D drawings reviews scored significantly higher in the knowledge test. The research results contribute to the growing knowledge base on the implementation of VR in the classroom and in supporting students in meeting learning objectives related to design review skills. In particular, the research illustrated that the benefits of VR found in the construction industry in terms of improved communication, user involvement, and feedback collection could be translated into the classroom environment.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Science > School of the Built Environment > Construction Management and Engineering > Digital Practices
ID Code:93660
Publisher:ASCE

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