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The educational applications of extended reality (XR) modalities, including virtual reality (VR), augmented reality (AR), and mixed reality (MR), have increased significantly over the last ten years. Many educators within the Architecture, Engineering, and Construction (AEC) related degree programs see student benefits that could be derived from bringing these modalities into classrooms, which include but are not limited to: a better understanding of each of the subdisciplines and the coordination necessary between them, visualizing oneself as a professional in AEC, and visualization of difficult concepts to increase engagement, self-efficacy, and learning. These benefits, in turn, help recruitment and retention efforts for these degree programs. However, given the number of technologies available and the fact that they quickly become outdated, there is confusion about the definitions of the different XR modalities and their unique capabilities. This lack of knowledge, combined with limited faculty time and lack of financial resources, can make it overwhelming for educators to choose the right XR modality to accomplish particular educational objectives. There is a lack of guidance in the literature for AEC educators to consider various factors that affect the success of an XR intervention. Grounded in a comprehensive literature review and the educational framework of the Model of Domain Learning, this paper proposes a decision-making framework to help AEC educators select the appropriate technologies, platforms, and devices to use for various educational outcomes (e.g., learning, interest generation, engagement) considering factors such as budget, scalability, space/equipment needs, and the potential benefits and limitations of each XR modality. To this end, a comprehensive review of the literature was performed to decipher various definitions of XR modalities and how they have been previously utilized in AEC Education. The framework was then successfully validated at a summer camp in the School of Building Construction at Georgia Institute of Technology, highlighting the importance of using appropriate XR technologies depending on the educational context.
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Barriers Toward the Implementation of Extended Reality (XR) Technologies to Support Education and Training in Workforce Development Programs
Advancements in computer technology have revolutionized extended reality (XR) experiences, including augmented reality (AR), virtual reality (VR), mixed reality (MR), and 360° photography and videography. These technologies have found widespread adoption in various educational contexts, from K-12 schools to universities. However, community and technical colleges in the United States have been slower to adopt these innovative instructional modalities. This study aims to investigate the factors influencing the adoption of XR technologies at 2-year institutions, guided by the consolidated framework for implementation research (CFIR). A qualitative research approach was applied by interviewing 13 educators from 2-year colleges to identify their perception and the challenges faced while implementing XR-enabled instruction. Limited availability of XR educational content, restricted development opportunities of XR content, limited integration of these technologies with existing learning management systems, resource constraints and training needs of educators are some of the factors that hinder implementation of these technologies at 2-year colleges.
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- PAR ID:
- 10535539
- Publisher / Repository:
- SAGE Publications
- Date Published:
- Journal Name:
- Proceedings of the Human Factors and Ergonomics Society Annual Meeting
- Volume:
- 68
- Issue:
- 1
- ISSN:
- 1071-1813
- Format(s):
- Medium: X Size: p. 265-269
- Size(s):
- p. 265-269
- Sponsoring Org:
- National Science Foundation
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