As the industry transitions towards incorporating BIM in construction projects, adequately qualified students and specialists are essential to this transition. It became apparent that construction management programs required integrating Building Information Modeling (BIM) into the curriculum. By bringing Virtual Reality (VR) technology to BIM, VR-BIM would transform the architectural, engineering, and construction (AEC) industry, and three-dimensional (3D) immersive learning can be a valuable platform to enhance students' ability to recognize a variety of building principles. The study carries out a methodology for implementing the VR-BIM in the construction management undergraduate program. Based on the previous literature review, in-depth analysis of the program, and accreditation requirements, VR-BIM will be implemented throughout the curriculum by combining stand-alone class and integration in the existing courses method. The challenges that may face the program planning to implement VR-BIM are discussed, and few solutions are proposed. The lab classroom layout appropriate for the applications is designed to be adjusted for several layouts to accommodate all learning styles and objectives. A comparison between different Head-Mounted Display (HMD) headsets is carried out to choose the appropriate equipment for the lab.
Wrapping reinforced concrete (RC) columns with fiber reinforced polymer (FRP) composites is effective in increasing their capacity. The current state of the art concentrates primarily on fully wrapped columns and few studies dealt with partially wrapped ones. The objective herein is to evaluate the effectiveness of partial wraps (or strips) and to develop a confined concrete compressive stress-strain (f c − ε c) model that accounts for partial wrapping. Three-dimensional finite element (FE) models are generated to evaluate the influence of different parameters on the behavior of concentrically loaded RC circular columns that are partially and fully wrapped with FRP. The results indicated an increase in ductility as the number of FRP strips is increased, and revealed that longitudinal steel had little influence on the confined f c − ε c relationship. The proposed f c − ε c model, derived from the parametric study, accounts for the effect of partial and full confinement, the unconfined concrete strength f ′ c , and yielding of transverse steel. Comparison of the results generated using the proposed model with FE and experimental results are in good agreement.
Fiber Reinforced Polymer (FRP) usage to wrap reinforced concrete (RC) structures has become a popular technology. Most studies about RC columns wrapped with FRP in literature ignored the internal steel reinforcement. This paper aims to develop a model for the axial compressive strength and axial strain for FRP confined concrete columns with internal steel reinforcement. The impact of FRP, Transverse, and longitudinal reinforcement is studied. Two non-destructive analysis methods are explored: Artificial Neural Networks (ANNs) and Regression Analysis (RA). The database used in the analysis contains the experimental results of sixty-four concrete columns under the compressive concentric load available in the literature. The results show that both models can predict the column's compressive stress and strain reasonably with low error and high accuracy. FRP has the highest effect on the confined compressive stress and strain compared to other materials. While the longitudinal steel actively contributes to the compressive strength, and the transverse steel actively contributes to the compressive strain.
The traditional lecture method is commonly used to teach Construction Management students. But most of the construction management concepts are hard to convey using this method, and students face obstacles to learning some of the ideas due to the difficulties in visualizing the concepts learned. This research aims to evaluate the influence of using three-dimensional models (3D) as a visualization tool in the construction management undergraduate program. The technique was implemented in three courses at different levels in the curriculum for one semester, and data were collected at the end of the courses. The results showed a strong influence of using 3D modeling in the materials and methods course and construction graphics with less effect in the estimating course. The results encourage expanding the use of 3D modeling and including it in more courses.
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