Use of augmented reality technology to enhance comprehension of construction assemblies
Use of augmented reality technology to enhance comprehension of construction assemblies
复制标题
使用增强现实技术增强对建筑组件的理解
DOI：
--
复制
发表时间：
2019
影响因子：
3.5
通讯作者：
R. Issa
中科院分区：
文献类型：
--
作者：
Fopefoluwa Bademosi;Nathan Blinn;R. Issa
建造业面对不断的挑战，要适应雇员人数的不断波动。因此，该行业面临着成功交付建筑项目所需的专业知识和实践知识的流失，特别是年龄较大和经验丰富的员工退休的速度快于新员工的替代速度。该行业的未来取决于加入建筑劳动力队伍的下一代员工的能力。因此，非常希望新员工具备成功管理施工过程中固有的复杂性所需的必要技能和能力。在新员工的大学教育期间，缺乏对现场施工情况的实际接触，导致对复杂施工过程的有限的空间和时间理解，这对这些新员工解决问题的能力产生不利影响，因此限制了他们的初始生产力。
本研究利用增强实境技术结合一层模拟视觉化，模拟多个建筑组合体的环境情境与时空约束。基于BIM的模型元素和图像在实时现场视频上的叠加作为一种新的教学技术，几乎将现场经验融入课堂。施工现场成为一个互动的经验，受到数字操纵，加强和突出关键技术和施工性为基础的概念。测试显示，与接受典型课堂教学的学生相比，接触AR内容的建筑管理学生能够更好地识别与砌体，屋顶和钢结构相关的元素和任务。结果进一步表明，艺术与典型的课堂教学相结合，为教育工作者提供了一个优势，因为他们努力为学生的成功职业生涯做好准备。
The construction industry faces the incessant challenge of adjusting to a continuous fluctuation of employees. Consequently, the industry is faced with a loss of expertise and practical knowledge required to successfully deliver construction projects, especially with older and more experienced employees retiring at a rate faster than the incoming workforce can replace them. The future of the industry is dependent on the competence of this next generation of employees joining the construction workforce. Therefore, it is highly desired that new employees be equipped with the necessary skills and abilities required to manage the complexities inherent in construction processes successfully. The lack of practical exposure to on-site construction situations during a new employee’s college education results in a limited spatial and temporal understanding of complex construction processes, which adversely influences these new employees’ abilities to solve problems, therefore limiting their initial productivity.
This study simulates the environmental context and spatio-temporal constraints of several construction assemblies by using Augmented Reality (AR) technology combined with a layer of simulated visualizations. The superimposition of BIM-based model elements and images on real-time site videos functions as a novel pedagogical technique which virtually incorporates jobsite experiences into the classroom. The jobsite becomes an interactive experience subjected to digital manipulation which reinforces and highlights key technique and constructability based concepts. Testing revealed that construction management students exposed to AR-enabled content were better able to identify the elements and tasks related to masonry, roof, and steel construction when compared to those students who received typical in-class instruction. The results further indicate that ART combined with typical classroom instruction provides educators with an advantage as they strive to prepare their students for successful careers in construction.