Augmented Reality (AR) technology offers the possibility of experiencing virtual images with physical objects and provides high quality hands-on experiences in an engineering lab environment. However, students still need help navigating the educational content in AR environments due to a mismatch problem between computer-generated 3D images and actual physical objects. This limitation could significantly influence their learning processes and workload in AR learning. In addition, a lack of student awareness of their learning process in AR environments could negatively impact their performance improvement. To overcome those challenges, we introduced a virtual instructor in each AR module and asked a metacognitive question to improve students’ metacognitive skills. The results showed that student workload was significantly reduced when a virtual instructor guided students during AR learning. Also, there is a significant correlation between student learning performance and workload when they are overconfident. The outcome of this study will provide knowledge to improve the AR learning environment in higher education settings.
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Full Scale Augmented Reality to Support Construction Sequencing Education Case Study
Providing students with hands-on construction experiences enables them to apply conceptual knowledge to practical applications, but the high costs associated with this form of learning limit access to it. Therefore, this paper explores the use of augmented reality (AR) to enable students in a conventional classroom or lab setting to interact with virtual objects similar to how they would if they were physically constructing building components. More specifically, the authors tasked student participants with virtually constructing a wood-framed wall through AR with a Microsoft HoloLens. Participants were video-recorded and their behaviors were analyzed. Subsequently, observed behaviors in AR were analyzed and compared to expected behaviors in the physical environment. It was observed that students performing the tasks tended to mimic behaviors found in the physical environment in how they managed the virtual materials, leveraged physical tools in conjunction with virtual materials, and in their ability to recognize and fix mistakes. Some of the finer interactions observed with the virtual materials were found to be unique to the virtual environment, such as moving objects from a distance. Overall, these findings contribute to the understanding of how AR may be leveraged in classrooms to provide learning experiences that yield similar outcomes to those provided in more resource-intensive physical construction site environments.
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- Award ID(s):
- 1735878
- NSF-PAR ID:
- 10359356
- Date Published:
- Journal Name:
- Construction Research Congress 2022
- Page Range / eLocation ID:
- 21-30
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1061/9780784483985.003
