Comparison of Building Design Assessment Behaviors of Novices in Augmented- and Virtual-Reality Environments
Comparison of Building Design Assessment Behaviors of Novices in Augmented- and Virtual-Reality Environments
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DOI：
10.1061/(asce)ae.1943-5568.0000396
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发表时间：
2020-06-01
影响因子：
2
通讯作者：
Wu, Wei
中科院分区：
文献类型：
--
作者：
Hartless, Justin F.;Ayer, Steven K.;Wu, Wei
设计和施工专业人员必须为每个项目做出明智的决策，以满足行业标准和建筑规范以及建筑用户和客户的特定需求。研究表明，为了做出有效的决策，必须有效地应用显性知识和隐性知识，显性知识被定义为易于编纂和传播的信息，隐性知识被认为是完成任务的诀窍。虽然人们认识到需要这两种形式的知识，但建筑工程和建筑（AEC）教育在历史上一直专注于在课堂上覆盖与内容相关的明确知识。因此，学生们通常在职业生涯中发展隐性知识。由于AEC劳动力的老龄化，有必要在课堂上支持隐性知识的发展，使进入该行业的学生能够补充集体隐性知识，这些知识将随着当前一代从业者的退休而退出该行业。因此，本文的作者探索了增强现实（AR）和虚拟现实（VR）的使用，以提供沉浸式虚拟体验，旨在复制学生在职业生涯中可能会遇到的需要他们应用隐性知识的场景类型。作者要求建筑相关学科的学生评估建筑设计，并判断如何修改设计，以支持VR和AR中的轮椅使用者。使用两个类似的模型和一个平衡的研究方法，作者编码的语句和行为的学生参与者在这个设计评估工作。这项工作的结果表明，这两种技术引起的声明，表示明确的知识相关的轮椅占用者的需求。当AR和VR被发现直接鼓励体验中的物理探索时，两者都导致了模拟轮椅乘客完成任务的行为。这些行为经常伴随着暗示隐性知识的评论。虽然在AR和VR中都观察到了这种行为，但AR似乎更直接地鼓励参与者之间的这种互动。这项工作的贡献在于提供观察证据，以证明AR和VR的物理探索启示如何能够支持促进与AEC相关决策相关的隐性知识的使用和发展的经验。
Design and construction professionals must make well-informed decisions for every project that meets both industry standards and building codes and also the specific needs of building users and clients. In order to make effective decisions, research suggests that explicit knowledge, defined as easily codified and communicated information, and tacit knowledge, considered to be the know-how of completing a task, must be effectively applied. While there is recognition of the need for both forms of knowledge, architecture engineering and construction (AEC) education has historically focused on covering content-related explicit knowledge in the classroom. As a result, students generally develop tacit knowledge over their careers. Due to an aging AEC workforce, there is a need to support tacit knowledge development in the classroom to enable students entering the industry to supplement the collective tacit knowledge that will exit the industry as the current generation of practitioners retires. Therefore, the authors of this paper explore the use of augmented reality (AR) and virtual reality (VR) to provide immersive virtual experiences aimed at replicating the types of scenarios that students might experience in their careers that would require them to apply tacit knowledge. The authors tasked students in construction-related disciplines with assessing a building design and making judgments about how the design should be modified to support an occupant in a wheelchair in both VR and AR. Using two similar models and a counterbalanced research methodology, the authors coded the statements and behaviors of the student participants during this design assessment exercise. The results of this work indicate that both technologies elicited statements that were indicative of explicit knowledge related to the needs of a wheelchair-bound occupant. When AR and VR were found to directly encourage physical exploration in the experience, both led to behaviors that simulated the completion of tasks that might be performed by a wheelchair-bound occupant. These behaviors were frequently followed by comments that were indicative of tacit knowledge. While this type of behavior was observed in both AR and VR, AR seemed to more directly encourage this type of interaction among participants. The contribution of this work is in providing observational evidence to demonstrate how the physical exploration affordances of AR and VR may be able to support experiences that foster the use and development of tacit knowledge related to AEC-related decision-making.