Assessment of Interactive Holographic Scenes in Learning Applications of Sensing Technologies in Construction Education

Autor/inn/en	Ogunseiju, Omobolanle R.; Akanmu, Abiola A.; Bairaktarova, Diana; Bowman, Doug A.; Jazizadeh, Farrokh
Titel	Assessment of Interactive Holographic Scenes in Learning Applications of Sensing Technologies in Construction Education
Quelle	In: Journal of Civil Engineering Education, 149 (2023) 4 PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ogunseiju, Omobolanle R.) ORCID (Akanmu, Abiola A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2643-9107
DOI	10.1061/JCEECD.EIENG-1899
Schlagwörter	Technology Uses in Education; Computer Simulation; Interaction; Engineering Education; Instructional Effectiveness; Teaching Methods; Student Projects; Academic Achievement + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computergrafik; Computersimulation; Interaktion; Ingenieurausbildung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Schulleistung
Abstract	This study presents a between- and within-subjects quasi-experiment that investigated the impact of interactive holographic scenes (virtual environment) on learning sensing technologies such as laser scanners, drones, radiofrequency identification devices, and inertial measurement units. To achieve this, the study assessed students' semester project grades, survey ratings, and spatial reasoning tests in two study groups to investigate the effects of the virtual environment on students' learning outcomes. The study further assessed the impacts of individual differences in spatial reasoning abilities on learning with the environment. The findings revealed the effectiveness of the virtual environment for learning sensing technologies via higher positive ratings on the postsurvey (57%), a higher number of perfect scores on the semester project (43%), and higher perceived learning gains (71%) for the experimental group. However, higher but not statistically significant evidence that the virtual learning environment might be better than traditional learning methods was highlighted. Qualitative feedback from the students indicated that the virtual learning environment was fun, exciting, and informative. Students noted the need for more interactions with the learning environment during the semester. The study found no relationship between students' spatial abilities and learning outcomes. This study contributes to the body of knowledge on the potentials of virtual environments for hands-on experiences in construction education. (As Provided).
Anmerkungen	American Society of Civil Engineers. 1801 Alexander Bell Drive, Reston, VA 20191. Tel: 800-548-2723; e-mail: ascelibrary@ascs.org; Web site: https://ascelibrary.org/journal/jceecd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01