Comparing 360° Virtual Reality Learning Configurations for Construction Education
Comparing 360° Virtual Reality Learning Configurations for Construction Education
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建筑教育 360° 虚拟现实学习配置的比较
DOI：
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
J. Kim
中科院分区：
文献类型：
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作者：
J. Kim
虚拟现实正在迅速成为建筑培训的有效工具。可以模拟危险环境并用于培训目的，而不会危及学生。此外，这些虚拟环境可以按需保存和重新使用，允许学生观察环境的时间变化，通常需要多次访问真实的项目现场才能实现。虽然虚拟施工现场访问不应被视为替代真实的东西，但有些现场访问会被忽略，因为它们成本高昂，而且在后勤上难以协调。拥有选择权是可取的。使用360°照片的虚拟现实建筑工地参观是一种替代真实的东西的新方法-但它们可能无效。因此，将这种媒体视为真实的体验的替代品是不可取的--没有一些额外的升级。这项研究记录了一个组间实验，比较了学生使用360°照片时的自我报告的学习表现，这些照片是注释的，而360°照片没有注释。注释包括弹出窗口、视觉提示、音频剪辑、视频剪辑和测验，以指导观看360°照片时的学习。结果表明，使用带注释的360°照片的学生的表现有所提高。这项研究预计两组之间的表现会有差异，因此对使用未注释的360°照片的学生使用眼动追踪技术，以更好地了解他们的成绩差异的原因。
Virtual reality is rapidly becoming an effective tool for training in construction. Hazardous environments can be simulated and used for training purposes without endangering students. Furthermore, these virtual environments can be saved and re-used, on-demand, allowing students to observe temporal changes to an environment that would normally require multiple visits to a real project site to achieve. While the virtual construction site visit should not be considered a replacement for the real thing, some site visits get passed over because they are costly and logistically difficult to coordinate. Having options would be desirable. Virtual reality construction site visits using 360° photographs are a novel approach toward substituting for the real thing – yet they can be ineffective. Therefore, considering this media as a replacement for the real experience is not advisable – without some additional upgrades. This research documents a between-groups experiment that compared student’s self-reported learning performance when using 360° photographs that were annotated versus 360° photographs that were not annotated. The annotations included pop-ups, visual cues, audio clips, video clips, and quizzes to direct the learning when viewing the 360° photographs. Results indicated increased performance with the students that used the annotated 360° photographs. This study anticipated a difference in performance between the two groups and therefore used eye tracking technology with the students that used the non-annotated 360° photographs to obtain a better understanding of why their achievement differed.