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1. Performance-Driven VR Learning for Robotics

   Vassigh, Shahin; Bogosian, Biayna; Peterson, Eric (January 2024, Springer)

   Yan, C; Chai, H; Sun, T; Yuan, PF (Ed.)

   Abstract. The building industry is facing environmental, technological, and economic challenges, placing significant pressure on preparing the workforce for Industry 4.0 needs. The fields of Architecture, Engineering, and Construction (AEC) are being reshaped by robotics technologies which demand new skills and creating disruptive change to job markets. Addressing the learning needs of AEC students, professionals, and industry workers is critical to ensuring the competitiveness of the future workforce. In recent years advancements in Information Technology, Augmented Reality (AR), Virtual Reality (VR), and Artificial Intelligence (AI) have led to new research and theories on virtual learning environments. In the AEC fields researchers are beginning to rethink current robotics training to counteract costly and resource-intensive in-person learning. However, much of this work has been focused on simulation physics and has yet to adequately address how to engage AEC learners with different learning abilities, styles, and diverse backgrounds.This paper presents the advantages and difficulties associated with using new technologies to develop virtual reality (VR) learning games for robotics. It describes an ongoing project for creating performance driven curriculum. Drawing on the Constructivist Learning Theory, the affordances of Adaptive Learning Systems, and data collection methods from the VR game environment, the project provides a customized and performance-oriented approach to carrying out practical robotics tasks in real-world scenarios. 

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2. Robotics, Personalized Learning, Virtual Reality, Augmented Reality, Diversity, and Inclusion

   Bogosian, B; Peterson, E; Vassigh, S (August 2025, AMPS Architecture, media, politics, society proceedings series)

   This project addresses the urgent need for inclusive and scalable robotics training in architecture, engineering, and construction (AEC) through the integration of artificial intelligence (AI) and extended reality (XR) technologies. In collaboration with three Minority Serving Institutions (Florida International University, Arizona State University, and University of Hawai‘i at Mānoa), we developed and tested immersive, adaptive learning environments that personalize robotics education for diverse student populations. These efforts include a VR-based curriculum for industrial robotics, an AR curriculum for environmental sensing technologies, and an overarching Robotics Academy framework that promotes open knowledge exchange and workforce connectivity. By combining real-time performance analytics, natural language processing, and biometric inputs, our systems support individualized learning paths and help mitigate algorithmic bias. This research advances equitable access to robotics education and provides a replicable model for technology-driven workforce development in the AEC sector. Ongoing evaluation demonstrates improved learner engagement, accessibility, and cross-platform skill transferability. 

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3. Advances in industry 4.0: from intelligentization to the industrial metaverse

   https://doi.org/10.1007/s12008-024-01750-0  

   Tantawi, Khalid; Fidan, Ismail; Huseynov, Orkhan; Musa, Yasmin; Tantawy, Anwar (March 2024, International Journal on Interactive Design and Manufacturing (IJIDeM))

   Abstract One of the characteristic features of the next-generation of Industry 4.0 is human-centricity, which in turn includes two technological advancements: Artificial Intelligence and the Industrial Metaverse. In this work, we assess the impact that AI played on the advancement of three technologies that emerged to be cornerstones in the fourth generation of industry: intelligent industrial robotics, unmanned aerial vehicles, and additive manufacturing. Despite the significant improvement that AI and the industrial metaverse can offer, the incorporation of many AI-enabled and Metaverse-based technologies remains under the expectations. Safety continues to be a strong factor that limits the expansion of intelligent industrial robotics and drones, whilst Cybersecurity is effectively a major limiting factor for the advance of the industrial metaverse and the integration of blockchains. However, most research works agree that the lack of the skilled workforce will no-arguably be the decisive factor that limits the incorporation of these technologies in industry. Therefore, long-term planning and training programs are needed to counter the upcoming shortage in the skilled workforce. 

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4. Rethinking Work in the Age of Robots: Insights from the Construction Industry.

   Obi-Rapu, Edward C; Simmons, Denise R (October 2024, 2024 IEEE Frontiers in Education Conference (FIE))

   This research paper examines the transformative shift in the construction industry with the adoption of Construction 4.0 technologies, particularly robotics, and how these advancements impact the professional work values of construction personnel. The study employs a qualitative methodology, conducting semi-structured interviews with a diverse group of construction personnel, including both management and tradespeople, during a workshop where they interacted with construction robots. The effect of Construction 4.0 on professional work values in the construction industry has been insufficiently explored. The study provides new knowledge on the dual impacts of robot integration in construction, highlighting both the enhancement of certain professional work values and the challenges posed to others. Understanding these impacts is crucial for developing strategies that support both technological innovation and worker preparation. The study addresses the following research questions: How do construction personnel identify and describe the positive and negative impacts of robotic integration on specific professional work values? In what ways do participants perceive robots altering workplace dynamics and interpersonal relationships within the construction industry? What strategies do construction personnel suggest or foresee as necessary to mitigate the challenges posed by robotic integration? Using a qualitative research design, the study conducted semistructured interviews with construction personnel who participated in a hands-on workshop with robots. Content analysis, incorporating both inductive and deductive coding, was used to identify key patterns and categories. Limitations include the small sample size, limited demographics, and the specific context of the workshop setting. The integration of robots positively influences professional work values such as professional development, work productivity, mutual vision for work, control of work schedules, and work conditions by reducing physical strain and enhancing efficiency. Conversely, it negatively impacts values related to the interactive work environment, effective communication, sense of belonging, and job security, primarily due to reduced human interaction and fears of displacement. These findings highlight the critical need for industry leaders and educators to develop strategies that balance technological advancements with the preservation of positive work values. Comprehensive training programs, continuous professional development, and fostering an inclusive, adaptive work culture are essential. This study advances our understanding of the human side of technological integration and provides actionable recommendations for creating a balanced and resilient future workforce. 

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5. Managing social-educational robotics for students with autism spectrum disorder through business model canvas and customer discovery

   https://doi.org/10.3389/frobt.2024.1328467  

   Arora, Anshu Saxena; Arora, Amit; Sivakumar, K; McIntyre, John R (April 2024, Frontiers in Robotics and AI)

   Social-educational robotics, such as NAO humanoid robots with social, anthropomorphic, humanlike features, are tools for learning, education, and addressing developmental disorders (e.g., autism spectrum disorder or ASD) through social and collaborative robotic interactions and interventions. There are significant gaps at the intersection of social robotics and autism research dealing with how robotic technology helps ASD individuals with their social, emotional, and communication needs, and supports teachers who engage with ASD students. This research aims to (a) obtain new scientific knowledge on social-educational robotics by exploring the usage of social robots (especially humanoids) and robotic interventions with ASD students at high schools through an ASD student–teacher co-working with social robot–social robotic interactions triad framework; (b) utilize Business Model Canvas (BMC) methodology for robot design and curriculum development targeted at ASD students; and (c) connect interdisciplinary areas of consumer behavior research, social robotics, and human-robot interaction using customer discovery interviews for bridging the gap between academic research on social robotics on the one hand, and industry development and customers on the other. The customer discovery process in this research results in eight core research propositions delineating the contexts that enable a higher quality learning environment corresponding with ASD students’ learning requirements through the use of social robots and preparing them for future learning and workforce environments. 

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