Construction Automation and Robotics in Civil Engineering Education Programs

Boles, Walter W.; Jing, Wang

doi:10.1061/(asce)1052-3928(1996)122:1(12)

Cited by 8 publications

(4 citation statements)

References 13 publications

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“…Dymond (1996) practiced using websites and multimedia at the University of Wisconsin-Platteville, Platteville, United States. The basics of automation and robotics became new course topics in this era at several universities in the United States (Boles & Wang, 1996). Several experts in this era discussed integrating technology into civil engineering education.…”

Section: Educational Technology Trends In Civil Engineering Educationmentioning

confidence: 99%

Bibliometric Analysis to Reveal Research Evolution and Educational Technology Trends in Civil Engineering Education

Ramadhan,

Sutarto,

Widodo

et al. 2024

IJLTER

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Civil engineering education is a discipline that endeavors to find the best way through various pedagogical methods to teach civil engineering to prospective civil engineers. Civil engineering education is in the spotlight along with developments in construction technology and its application in learning. Thus, civil engineering education offers a broad field of research in the context of education and construction sciences. Therefore, investigating the evolution of educational research and technology trends in civil engineering education is of interest. In this context, we performed a bibliometric analysis of 545 Scopus and Web of Science (WoS) global publications in the field of civil engineering education published during the period 1967 to 2022. A comprehensive bibliometric analysis was conducted using the R language-based software Biblioshiny. The research results show that, first, research trends in civil engineering education in the 55-year period were divided into 6 themes, namely: engineering education, civil engineering education or construction education, fields of civil engineering, technology in engineering education, global and social aspects, and other. Second, the United States is a leader in civil engineering education research, as most authors and journals are from this country. Third, the evolution of educational technology in civil engineering education can be described in five eras: 1) simple software era (1976–1990); 2) geographic information systems (GIS) and virtual reality (VR) era (1991–2000); 3) multimedia and e-learning era (2001–2010); 4) building information modeling (BIM) era (2011–2022); and 5) the forthcoming era (2023−future). Using computers as analysis and visualization tools became increasingly accurate and real, such as the integration of VR technology and incorporation of BIM technology. These findings might help researchers regarding the future direction of research and educational technology in civil engineering.

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Section: Educational Technology Trends In Civil Engineering Educationmentioning

confidence: 99%

Bibliometric Analysis to Reveal Research Evolution and Educational Technology Trends in Civil Engineering Education

Ramadhan,

Sutarto,

Widodo

et al. 2024

IJLTER

View full text Add to dashboard Cite

show abstract

“…In the case of Industrial Production, in the AEC sector, many forms of automation, robotics and digital fabrication (DF) are found in civil engineering educational programs based on workshops and various "hands-on" activities. Construction automation and robotics in civil engineering education programs have been a matter of academic debate since the nineties [7]. Long-term bibliometric analysis of educational research in construction for periods 1982-2017 show trends about how digitalization has permeated the sector gradually [8].…”

Section: Literature Review: Industrial Productionmentioning

confidence: 99%

Designing Construction 4.0 Activities for AEC Classrooms

Chacón

2021

Buildings

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This article describes the outcomes of the development of the project MATES to STEAM. The project is aimed at integrating Construction 4.0 content to a recently started new degree on Technologies on Civil Engineering. This integration is underpinned by the creation of STEAM-rich activities that can complement such degree. The philosophical design of these activities followed three requirements: (i) the activities should infuse Construction 4.0-related technologies, (ii) the activities should foster motivation among students with a STEAM vision by-design and (iii) the activities should be designed with a hardware-software independent perspective (open-source, accessible, affordable). Cornerstone and capstone projects as well as a set of workshops represent the demonstrators of these activities. All these demonstrators are knitted together in a single path in which an educational attempt to fill the identified Construction 4.0 gaps is proposed. The STEAM perspective provides completeness to the whole development. During the last two years, the project was developed and the design, the development and implementation of several demonstrators were completed. In the years to come, a systematic deployment and analysis of such demonstrators is expected when a full implementation of the new degree of Technologies in Civil Engineering will be addressed.

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“…In AEC, proposals for infusing automation and robotics within the curricula have been discussed for some decades [1]. On the other hand, the adoption of BIM in civil engineering curricula is a matter of survey, debate and systematic scrutiny [2].…”

Section: Introductionmentioning

confidence: 99%

Learning path for Construction 4.0 based on tinkering and STEAM

Chacón¹

2022

SEFI 2022: 50th Annual Conference of the European Society for Engineering Education: 19-22 September, Barcelona, Spain. Toward

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This article describes the outcomes of a completed study of practice in civil engineering education. The study is aimed at infusing Construction 4.0 content to a Bachelor degree on Civil Engineering. A set of STEAM-rich activities are created in the form of an individual learning path. These activities are conceived with a threefold perspective: i) Construction 4.0-related, ii) STEAM vision by-design and iii) hardware-software independent (open-source, accessible, affordable). Cornerstone and capstone projects as well as a set of workshops represent some demonstrators of these activities. All these demonstrators are knitted together in a single path in that is pegged to the traditional curriculum The STEAM perspective provides completeness to the whole development. During the last two years, design, development and implementation of several demonstrators have been completed. Some results related to the application of some activities are already available. In the years to come, it is expected that an improved systematic deployment of such activities will allow assessing the evolution between tools, pedagogies and the needs of the sector. In this paper, the description of the activities together with the discussion on the potential of tinkering on Construction 4.0-based curriculum is addressed.

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Construction Automation and Robotics in Civil Engineering Education Programs

Cited by 8 publications

References 13 publications

Bibliometric Analysis to Reveal Research Evolution and Educational Technology Trends in Civil Engineering Education

Bibliometric Analysis to Reveal Research Evolution and Educational Technology Trends in Civil Engineering Education

Designing Construction 4.0 Activities for AEC Classrooms

Learning path for Construction 4.0 based on tinkering and STEAM

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