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Previous studies have convincingly shown that traditional, content-centered, and didactic teaching methods are not effective for developing a deep understanding and knowledge transfer. Nor does it adequately address the development of critical problem-solving skills. Active and collaborative instruction, coupled with effective means to encourage student engagement, invariably leads to better student learning outcomes irrespective of academic discipline. Despite these findings, the existing construction engineering programs, for the most part, consist of a series of fragmented courses that mainly focus on procedural skills rather than on the fundamental and conceptual knowledge that helps students become innovative problem-solvers. In addition, these courses are heavily dependent on traditional lecture-based teaching methods focused on well-structured and closed-ended problems that prepare students to plug variables into equations to get the answer. Existing programs rarely offer a systematic approach to allow students to develop a deep understanding of the engineering core concepts and discover systematic solutions for fundamental problems. Without properly understanding these core concepts, contextualized in domain-specific settings, students are not able to develop a holistic view that will help them to recognize the big picture and think outside the box to come up with creative solutions for arising problems. The long history of empirical learning in the field of construction engineering shows the significant potential of cognitive development through direct experience and reflection on what works in particular situations. Of course, the complex nature of the construction industry in the twenty-first century cannot afford an education through trial and error in the real environment. However, recent advances in computer science can help educators develop virtual environments and gamification platforms that allow students to explore various scenarios and learn from their experiences. This study aims to address this need by assessing the effectiveness of guided active exploration in a digital game environment on students’ ability to discover systematic solutions for fundamental problems in construction engineering. To address this objective, through a research project funded by the NSF Division of Engineering Education and Centers (EEC), we designed and developed a scenario-based interactive digital game, called Zebel, to guide students solve fundamental problems in construction scheduling. The proposed gamified pedagogical approach was designed based on the Constructivism learning theory and a framework that consists of six essential elements: (1) modeling; (2) reflection; (3) strategy formation; (4) scaffolded exploration; (5) debriefing; and (6) articulation. We also designed a series of pre- and post-assessment instruments for empirical data collection to assess the effectiveness of the proposed approach. The proposed gamified method was implemented in a graduate-level construction planning and scheduling course. The outcomes indicated that students with no prior knowledge of construction scheduling methods were able to discover systematic solutions for fundamental scheduling problems through their experience with the proposed gamified learning method. 

Previous studies have convincingly shown that active and collaborative instructions, coupled with effective means to encourage student engagement, invariably lead to better learning outcomes. However, despite significant potentials for experiential learning, standard educational programs in construction engineering and management are rigid systems that offer little opportunity for students to engage in active learning that can help them gain first-hand experience and guide them toward discovering solutions. This study aims to address this need by designing and empirically assessing the performance of a novel gamified pedagogical method that teaches construction scheduling through guided active exploration in a digital game environment. The proposed pedagogical approach and its game are designed based on the constructivism learning theory. A scenario-based interactive game, called Zebel, was developed using the Unity game engine. Using a series of pre- and post-assessment instruments, the proposed method was implemented and evaluated in a graduate-level course for construction planning and scheduling to collect empirical data. The outcomes indicated that the proposed pedagogy was able to successfully guide students with no background and prior knowledge in construction scheduling to discover the fundamental concepts and systematic solutions for the problems. 

Imputing missing data is a critical task in data-driven intelligent transportation systems. During recent decades there has been a considerable investment in developing various types of sensors and smart systems, including stationary devices (e.g., loop detectors) and floating vehicles equipped with global positioning system (GPS) trackers to collect large-scale traffic data. However, collected data may not include observations from all road segments in a traffic network for different reasons, including sensor failure, transmission error, and because GPS-equipped vehicles may not always travel through all road segments. The first step toward developing real-time traffic monitoring and disruption prediction models is to estimate missing values through a systematic data imputation process. Many of the existing data imputation methods are based on matrix completion techniques that utilize the inherent spatiotemporal characteristics of traffic data. However, these methods may not fully capture the clustered structure of the data. This paper addresses this issue by developing a novel data imputation method using PARATUCK2 decomposition. The proposed method captures both spatial and temporal information of traffic data and constructs a low-dimensional and clustered representation of traffic patterns. The identified spatiotemporal clusters are used to recover network traffic profiles and estimate missing values. The proposed method is implemented using traffic data in the road network of Manhattan in New York City. The performance of the proposed method is evaluated in comparison with two state-of-the-art benchmark methods. The outcomes indicate that the proposed method outperforms the existing state-of-the-art imputation methods in complex and large-scale traffic networks.