Mixed reality environment for learning sensing technology applications in Construction: A usability study
Mixed reality environment for learning sensing technology applications in Construction: A usability study
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DOI：
10.1016/j.aei.2022.101637
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发表时间：
2022-08
期刊：
影响因子：
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通讯作者：
O. Ogunseiju;Nihar J. Gonsalves;A. Akanmu;D. Bairaktarova;D. Bowman;F. Jazizadeh
中科院分区：
文献类型：
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作者：
O. Ogunseiju;Nihar J. Gonsalves;A. Akanmu;D. Bairaktarova;D. Bowman;F. Jazizadeh
混合现实正逐渐在教育中变得普遍和重要，因为积极参与和在安全和吸引人的环境中发展默示知识的固有好处。然而，有限的研究探索了有助于将其用作建筑教育教学工具的设计特点，特别是在使学生掌握经验技能方面，否则由于资源限制和进入建筑工地的机会有限，这些技能很难获得。通过评估眼球跟踪、可用性问题、有声思考协议数据和口头反馈，本研究调查了为使建筑工程专业学生具备在建筑项目中部署传感技术的能力而设计的混合现实环境的可用性。结果显示，所表示的构建活动的准确性、动画的质量以及容易获得信息和资源等特征对于设计高效的混合现实学习环境非常重要。虽然可用性数据表明用户界面是可用的，但眼球跟踪提供了用户界面遇到的困难的深刻信息。通过简洁的用户界面轮廓和顺序设计，本研究揭示了在混合现实学习环境中，知识支架式学习能够提高任务绩效。这项研究增加了现有文献的价值，特别是通过提供对混合现实环境的承受能力的见解，解决了建筑业和建筑工程教育之间的技术差距。混合现实学习环境通过使用游戏对象来开发程序性知识，以利用传感技术应对建筑业的挑战，从而促进了认知学徒理论。
Mixed reality is gradually becoming ubiquitous and significant in education owning to the inherent benefits of active participation and tacit knowledge development in a safe and engaging environment. However, limited studies have explored design features that facilitate its use as a pedagogical tool in construction education, particularly in equipping students with experiential skills that are otherwise challenging to obtain due to resource constraints and limited access to construction sites. By evaluating eye tracking, usability questions, and think-aloud protocol data and verbal feedback, this study investigated the usability of a mixed reality environment designed for equipping construction engineering students with competencies for deploying sensing technologies on construction projects. Results revealed features such as accuracy of represented construction activities, quality of animations, and easy access to information and resources as important for designing efficient mixed reality learning environments. While the usability data suggested that the user interface was usable, eye tracking provided profundity on encountered difficulties with the user interface. Through concise outline and sequential design of the user interface, this study revealed that knowledge scaffolding can improve task performance in a mixed reality learning environment. This study adds value to existing literature, in particular by providing insights into the affordances of mixed reality environments that address the technological gap between the construction industry and construction engineering education. The mixed reality learning environment contributes to the cognitive apprenticeship theory through the use of game objects to develop procedural knowledge for addressing construction industry challenges with sensing technologies.