Mobile augmented reality for teaching structural analysis
Mobile augmented reality for teaching structural analysis
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DOI：
10.1016/j.aei.2017.09.005
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发表时间：
2017-10-01
影响因子：
8.8
通讯作者：
Chen, An
中科院分区：
文献类型：
--
作者：
Turkan, Yelda;Radkowski, Rafael;Chen, An
结构分析是一门介绍性的核心课程，在每个土木工程项目以及大多数建筑和施工工程项目中都有教授。以往的研究揭示了学生的赤字在三维（3D）的情况下，由于传统的教学方法的缺点，把过于强调对单个结构构件的分析，从而在提供一个坚实的，易于遵循的，整体的方法来分析复杂的结构与大量的互联元素。在本文中，作者介绍了一种新的教学方法，结合移动的增强现实（AR）和交互式三维可视化技术的结构分析。本研究的目的是增强结构分析教科书中使用的内容，并通过可视化离散的结构构件，采用AR沿着与交互式3D模型，以说明如何在不同的负载条件下的结构行为。学生可以交互式地改变负载，并通过AR界面提供的即时反馈观察这种变化所产生的反应。AR概念和交互隐喻的可行性，以及使用AR教学结构分析的潜力进行了研究，特别是通过关注内容整合和交互方面的挑战。AR应用程序的设计和开发，并进行了试点研究，在初级结构分析类，以评估教学的影响和AR工具所采用的设计概念。部署了控制组和测试组，并使用预测试和后测试来衡量学生的表现。试点研究的结果表明，所利用的AR设计概念有可能通过提供交互式和3D可视化功能，支持学生的建设性参与和保留信息，为学生的学习做出贡献。
Structural analysis is an introductory core course that is taught in every civil engineering program as well as in most architectural and construction engineering programs. Previous research unveils students' deficits in understanding the behavior of structural elements in a three-dimensional (3D) context due to the shortcomings of traditional lecturing approaches, which put too much emphasis on the analysis of individual structural members, thereby falling short in providing a solid, easy-to-follow, and holistic approach to analyzing complex structures with a large number of interconnected elements. In this paper, the authors introduce a new pedagogy for teaching structural analysis that incorporates mobile augmented reality (AR) and interactive 3D visualization technology. The goal of this study is to enhance the contents used in structural analysis textbooks and on worksheets by visualizing discrete structural members employing AR along with interactive 3D models in order to illustrate how the structures behave under different loading conditions. Students can interactively change the load and observe the reaction resulting from this change with the instant feedback provided by the AR interface. The feasibility of AR concepts and interaction metaphors, as well as the potential of using AR for teaching structural analysis are investigated, specifically by focusing on challenges regarding content integration and interaction. An AR application is designed and developed, and a pilot study is conducted in a junior level structural analysis class to assess the pedagogical impact and the design concepts employed by the AR tool. Control and test groups are deployed, and students' performance is measured using pre- and post-tests. The results of the pilot study indicate that the utilized AR design concepts have potential to contribute to students' learning by providing interactive and 3D visualization features, which support constructive engagement and retention of information in students.