EXP: Collaborative Research: Cultivating Apprenticeship Learning for Architecture, Engineering, and Construction Using Mixed Reality

EXP：协作研究：使用混合现实培养建筑、工程和施工的学徒学习

• 批准号: 1735878
• 负责人: Steven Ayer
• 金额: $ 41.06万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1735878&HistoricalAwards=false
• 关键词: EXP; Collaborative; Research; Cultivating; Apprenticeship

For students pursuing careers in the architecture, engineering, and construction industry, learning multi-faceted skills are critical for career success. To enable this range of skill development, many schools and universities participate in student-based design and build competitions, where teams of students build actual structures to learn some of these tactile skills. While these competitions can be beneficial for learning, they can also be cost and resource intensive, which limits access to this type of learning experience. This research aims to explore the use of mixed reality as a cyberlearning technology to assess how this type of increasingly affordable technology may be able to provide a similar type of learning experience for physical construction activities. Such insights will advance the understanding of how people learn about Architecture, Engineering, and Construction topics, specifically, and with cyberlearning environments, in general. In the near term, this work will support authentic learning and skill development by leveraging emerging technologies. This approach will offer an educational experience that requires fewer resources than required for a physical design/build experience. In the long term, this study will provide a genre of cyberlearning to prepare students for careers better and faster than traditional approaches. This is especially critical because this hugely impactful industry has struggled in recent years with productivity issues; this will be further challenged as it approaches a major labor shortage. This work offers a new, and potentially more accessible, approach for preparing the next generation of Architecture, Engineering, and Construction professionals capable of improving the field.The objective of this research is to: develop markerless mixed reality technology (using a Microsoft HoloLens®) aimed at sufficiently replicating physical design and construction learning environments to enable access to students at institutions without sufficient resources; and assess the impact of a mixed reality facilitated cyberlearning environment on promoting cognitive-, affective-, and skill-based learning that occurs during traditional (in-person) design and construction activities. Carnegie's Three Apprenticeships --of the head, heart, and hand-- serves as the theoretical underpinning for this study. The following research questions guide this study: 1) Can mixed reality sufficiently replicate the physical environment and simulate the experience of project design and construction in the building industry? 2) In what ways can a mixed reality cyberlearning environment enable access to learning experiences that are otherwise inaccessible? 3) To what extent does the mixed reality-facilitated cyberlearning environment promote the cognitive-, affective-, and skill-based learning that occurs during traditional design and construction activities? Through a collaborative partnership, the two institutions involved in this work will test this cyberlearning environment with students at two remote locations. One location includes a physical building structure for students to explore, and the other will only include the mixed reality environment. This approach will enable the research team to identify the unique value provided by mixed reality where physical presence is unavailable. Through this structured research, it will also help qualitatively and quantitatively evaluate the impacts on explicit and tacit knowledge generation through mixed reality for apprenticeship learning in the Architecture, Engineering, and Construction industry. Ultimately, the work will provide intellectual contributions related to: advancing the development of markerless mixed reality as a cyberlearning technology; enhancing the understanding of learning related to the Three Apprenticeships model; and increasing the understanding of how students learn in a mixed reality cyberlearning environment through a structured research methodology. Findings of this research will provide empirical evidence and guidance for future research initiatives aimed at further leveraging the unique educational value provided by mixed reality.

对于从事建筑，工程和建筑行业职业的学生，​​学习多方面的技能对于职业成功至关重要。为了实现这一范围的技能发展，许多学校和大学参加了基于学生的设计并建立竞争，在该竞争中，学生团队建立了实际的结构，以学习其中一些触觉技能。尽管这些竞赛可能对学习有益，但它们也可能是成本和资源密集型，这限制了获得此类学习体验的访问。这项研究旨在探索混合现实用作网络学习技术的使用，以评估这种日益负担得起的技术如何为物理建设活动提供类似类型的学习经验。这种见解将促进人们对建筑，工程和建筑主题的了解，特别是通过网络学习环境的了解。在短期内，这项工作将通过利用新兴技术来支持真实的学习和技能发展。这种方法将提供一种教育体验，其资源比物理设计/建立经验所需的资源少。从长远来看，这项研究将提供网络学习的流派，使学生比传统方法更好，更快地为职业做好准备。这尤其重要，因为近年来，这个巨大的影响力在生产力问题上一直在努力。这将在遇到重大劳动力短缺时进一步挑战。这项工作为准备下一代建筑，工程和建筑专业人士准备了一种新的，更易于使用的方法。这项研究的目标是：开发无标记的混合现实现实技术（使用MicrosoftHololens®），旨在足够复制物理设计和建筑学习环境，以启用机构在机构中访问学生，而无需足够的资源访问学生；并评估混合现实准备的网络学习环境对促进传统（面对面）设计和建筑活动期间发生的认知，情感和基于技能的学习的影响。卡内基的三个学徒 - 头部，心脏和手 - 是这项研究的理论基础。以下研究问题指导本研究：1）混合现实可以充分复制物理环境并模拟建筑行业项目设计和建设的经验吗？ 2）混合现实的网络学习环境可以通过什么方式获得无法访问的学习体验的访问？ 3）在多大程度上，混合现实的网络学习环境会在传统设计和建筑活动期间促进认知，情感和基于技能的学习？通过合作伙伴关系，参与这项工作的两个机构将与两个偏远地区的学生一起测试这个网络学习环境。一个位置包括一个物理建筑结构供学生探索，另一个位置仅包括混合现实环境。这种方法将使研究团队能够确定不可用的物理存在的混合现实提供的独特价值。通过这项结构化的研究，它还将通过混合现实进行定性和定量评估对显式和默认知识的影响的影响，以实现建筑，工程和建筑行业的学徒学习。最终，这项工作将提供与以下相关的智力贡献：推进无标记混合现实作为网络学习技术的发展；增强对与三个学徒模型相关的学习的理解；并通过结构化的研究方法来增强对学生在混合现实网络学习环境中学习的了解。这项研究的结果将为未来的研究计划提供经验证据和指导，旨在进一步利用混合现实提供的独特教育价值。

项目成果

Comparing Traditional and Mixed Reality-Facilitated Apprenticeship Learning in a Wood-Frame Construction Lab

木框架建筑实验室中传统学徒学习与混合现实辅助学徒学习的比较

• DOI: 10.1061/(asce)co.1943-7862.0001945
• 发表时间: 2020
• 期刊: Journal of Construction Engineering and Management
• 影响因子: 5.1
• 作者: Wu, Wei;Sandoval, Angel;Gunji, Venkata;Ayer, Steven K.;London, Jeremi;Perry, Logan;Patil, Karan;Smith, Kieren
• 通讯作者: Smith, Kieren

Design Assessment in Virtual and Mixed Reality Environments: Comparison of Novices and Experts

• DOI: 10.1061/(asce)co.1943-7862.0001683
• 发表时间: 2019-09
• 期刊: Journal of Construction Engineering and Management
• 影响因子: 5.1
• 作者: Wei Wu;Justin Hartless;A. Tesei;Venkata Gunji;Steven K. Ayer;J. London

Leveraging Mixed Reality and the Three Apprenticeships Model to Facilitate & Assess Authentic Learning Experiences for Civil Engineering Students

利用混合现实和三个学徒模式来促进

• DOI: 10.1109/fie44824.2020.9274289
• 发表时间: 2020
• 期刊: 2020 IEEE Frontiers in Education Conference (FIE
• 作者: Perry, Logan;London, Jeremi;Wu, Wei;Ayer, Steven;Smith, Kieren;Patil, Karan
• 通讯作者: Patil, Karan

Construction Education Needs Derived from Industry Evaluations of Students and Academic Research Publications

来自学生行业评价和学术研究出版物的建设教育需求

• DOI: 10.1080/15578771.2021.1974985
• 发表时间: 2021
• 期刊: International Journal of Construction Education and Research
• 作者: McCord, Kieren H.;Ayer, Steven K.;Lamanna, Anthony J.;Eicher, Matthew;London, Jeremi S.;Wu, Wei
• 通讯作者: Wu, Wei

Full Scale Augmented Reality to Support Construction Sequencing Education Case Study

全尺寸增强现实支持施工排序教育案例研究

• 发表时间: 2022
• 期刊: Construction Research Congress 2022
• 作者: McCord, K. H.;Ayer, S. K.;Patil, K. R.;Wu, W.;London, J. S.;Perry, L. A.
• 通讯作者: Perry, L. A.