Using Cloud-Based Augmented Reality to 3D-Enable the 2D Drawings of AISC Steel Sculpture: A Plan-Reading Educational Experiment

Wen, Jing; Gheisari, Masoud; Jain, S. K.; Zhang, Yuanxin; Minchin, R. Edward

doi:10.1061/(asce)ei.2643-9115.0000046

Cited by 14 publications

(6 citation statements)

References 23 publications

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“…In the same way, Shirazi and Behzadan [78] presented an AR book which used computer-generated 3D objects and other virtual multimedia to enhance the content of general textbooks. In addition, Chen et al [79] developed an AR teaching aid which aimed to allow students to better understand the relationship between 3D objects and their projections in the engineering graphics course. Similarly, Wen et al [80] illustrated the possibility of creating cloud-based AR teaching aids.…”

Section: Visual-aided Design Toolsmentioning

confidence: 99%

Augmented and Virtual Reality (AR/VR) for Education and Training in the AEC Industry: A Systematic Review of Research and Applications

Tan

et al. 2022

Buildings

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With updated equipment and maturing technology, the applications of augmented and virtual reality (AR/VR) technologies in the architecture, engineering, and construction (AEC) industry are receiving increasing attention rapidly. Especially in education and training, an increasing number of researchers have started to implement AR/VR technologies to provide students or trainees with a visual, immersive, and interactive environment. In this article, a systematic review of AR/VR technologies for education and training in the AEC industry is conducted. First of all, through comprehensive analysis, 82 related studies are identified from two databases, namely Scopus and Web of Science. Secondly, the VOSviewer is used to analyze the current status of AR/VR for education and training in the AEC industry. Thirdly, the identified studies are classified into different categories according to their application domains by qualitative analysis. Fourthly, after a further filtering, 17 out of the 82 studies are included in the meta-analysis to quantify the actual impact of AR/VR. The results indicate that there are some limitations in the applications of AR/VR for education and training in the AEC industry. Finally, to further explore the reasons for the existence of limitations, the 82 studies are summarized to analyze the current challenges of AR/VR for education and training in the AEC industry. This study also provides insights into future trends in AR/VR for education and training in the AEC industry.

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Section: Visual-aided Design Toolsmentioning

confidence: 99%

Augmented and Virtual Reality (AR/VR) for Education and Training in the AEC Industry: A Systematic Review of Research and Applications

Tan

et al. 2022

Buildings

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“…To ensure the accuracy and reliability of the experimental results, it is necessary to determine an appropriate sample size. Based on previous studies a sample size of 20 students per teaching method is deemed a sufficient sample size (Wen et al, 2021;Luo and Cabico, 2018;Wu et al, 2020;Chen et al, 2011;Shanbari et al, 2016).…”

Section: Experiments Sample Profilementioning

confidence: 99%

“…However, students can experience difficulty grasping the placement of steel reinforcement. In current courses, students mainly rely on 2D drawings which only include vertical (X) and horizontal (Y) dimensions to represent the spatial placement steel reinforcement in concrete components including elements such as columns and beams (Shanbari et al, 2016;Wen et al, 2021). Commonly, when studying steel reinforcement bars based on 2D drawings, students must understand the location of steel reinforcement using the three views of steel bars (side view, front view and top view).…”

Section: Introductionmentioning

confidence: 99%

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An interactive and collaborative augmented reality environment for civil engineering education: steel reinforcement bars teaching as an example

Tan

Chen

et al. 2022

ECAM

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PurposeAt present, teaching methods based on 2D drawings are still commonly used for educating students on the location of steel reinforcement bars in concrete. However, traditional teaching methods have limitations as students can find it difficult to understand 2D drawings. This study aims to develop an interactive and collaborative augmented reality environment (ICARE) using augmented reality (AR) technology to improve students' engagement in learning.Design/methodology/approachThis study develops an ICARE prototype, which is organized into two stages: (1) The augmented teaching environment comprising of models and interactive components; (2) The AR collaborative application which uses Photon Unity Networking (PUN) plugin and Azure spatial anchors cloud service. The AR-based teaching environment runs with Universal Windows Platform (UWP) to enable development in the HoloLens 2 through Microsoft Visual Studio.FindingsAn experimental study was conducted, where 60 students were divided into three groups employing Drawings-based, building information modeling (BIM)-based and AR-based methods for teaching. After the test, the three groups of students were requested to complete a questionnaire. According to the analysis of the experimental results, the ICARE can improve students' comprehension, memory of learned materials and their ability to read and understand steel reinforcement drawings improving the quality of teaching, especially interactivity and engagement.Originality/valueAs illustrated in the experiments, the developed ICARE has outstanding performance over conventional approaches in civil engineering courses that can improve students' comprehension and memory of knowledge and their ability to read and understand steel bar drawings. This study provides empirical evidence that AR is a promising technology that can be integrated with traditional classroom instruction and can improve students' comprehension and memory of knowledge and their ability to read and understand steel bar drawings.

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“…To facilitate students' understanding of 2D drawing, another study employed cloud-based AR to 3D-enable 2D drawings [3]. In this approach, virtually superimposing interactive 3D building information models were used, and an experiment was conducted for understanding the effectiveness of this approach.…”

Section: Introductionmentioning

confidence: 99%

Construction Management Education with Reality Capture: Enabling Communication and Teamwork in a Learner-centered Approach

Kurzinski,

Mirzabeigi,

Razkenari

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Using Cloud-Based Augmented Reality to 3D-Enable the 2D Drawings of AISC Steel Sculpture: A Plan-Reading Educational Experiment

Cited by 14 publications

References 23 publications

Augmented and Virtual Reality (AR/VR) for Education and Training in the AEC Industry: A Systematic Review of Research and Applications

Augmented and Virtual Reality (AR/VR) for Education and Training in the AEC Industry: A Systematic Review of Research and Applications

An interactive and collaborative augmented reality environment for civil engineering education: steel reinforcement bars teaching as an example

Construction Management Education with Reality Capture: Enabling Communication and Teamwork in a Learner-centered Approach

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