VR-Based Learning Media of Earthquake-Resistant Construction for Civil Engineering Students

Kuncoro, Tri; Ichwanto, Muhammad Aris; Muhammad, Dzul Fikri

doi:10.3390/su15054282

Cited by 9 publications

(2 citation statements)

References 37 publications

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“…Virtual reality (VR) is one of the new technological trends that offers people intelligent ways to improve knowledge transfer and communication [23]. For this reason, a VR-based application was developed for civil engineering education.…”

Section: Technology and Earthquakesmentioning

confidence: 99%

A Novel Scale for Evaluating Digital Readiness toward Earthquakes: A Comprehensive Validity and Reliability Analysis

Sancar,

Cavus

2023

Sustainability

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New digital technology trends have the potential to mitigate the effects of earthquakes and improve response and recovery efforts such as earthquake prediction, emergency call-out, and earthquake location notification. Earthquake readiness makes it necessary to have a digitally prepared society. However, no scale has been found in the literature that can measure the digital attitudes and skills of individuals regarding earthquakes. For this reason, to fill this gap in the literature, this descriptive research study aimed to develop an original, valid, and reliable scale to determine the digital readiness of individuals toward earthquakes. Data were collected from 621 adult individuals with different socioeconomic characteristics using the convenience sampling method. An item pool was created through a comprehensive literature review, followed by a series of analyses encompassing content validity, construct validity, convergent validity, discriminant validity, criterion-related validity, reliability analysis, and item analysis in the course of the scale’s development process. For the digital readiness toward earthquakes, the Draft scale, with 21 items remaining, a KMO value (0.894), and a Bartlett sphericity test result of χ2 (91) = 2407.76 (p < 0.001) showed the suitability of the data for exploratory factor analysis (EFA). As a result of the EFA, 14 items were categorized into two dimensions based on whether their eigenvalues exceeded 1. The explained variance was 46.823% (eigenvalue = 6.555) in the first factor, while it was 12.832% (eigenvalue = 1.796) in the second factor, and the total variance was 59.655%. After analyzing the scale’s items within these dimensions, the first dimension was named “Technological Skills”, comprising eight items, and the second dimensions was named “Digital Attitudes”, consisting of six items. The factor loadings for these items ranged from 0.562 to 0.900. Confirmatory factor analysis (CFA) affirmed the factorial structure identified by the EFA. For the five-point Likert-type Digital Readiness toward Earthquakes scale, named the DRE scale, with 14 items after validity analyses, Cronbach’s alpha value was obtained as 0.910, demonstrating high internal consistency. Cronbach’s alpha values of the two factors were 0.910 for the “Technological Skills” dimension and 0.837 for the “Digital Attitudes” dimension. It was concluded that the developed scale is a valid and reliable measurement in evaluating the digital readiness of individuals toward earthquakes.

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Section: Technology and Earthquakesmentioning

confidence: 99%

A Novel Scale for Evaluating Digital Readiness toward Earthquakes: A Comprehensive Validity and Reliability Analysis

Sancar,

Cavus

2023

Sustainability

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“…VR can realize the virtualization of the teaching environment and improve communications in the professional workplace and other shared spaces [25], which allows students to experience in a virtual environment close to the actual construction site. In the teaching of bridge construction [26], construction of earthquake-resistant buildings [27], complex 3D layouts in structural engineering [28] and infrastructure management [18], studies showed that students were able to use VR to better understand concepts, interact with models more confidently, and grasp teacher guidance more easily.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Virtual Reality Application in Construction Teaching: A Comparative Study of Undergraduates

Deng

Cheng³

et al. 2023

Applied Sciences

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Construction courses are characterized by a combination of theoretical and practical knowledge; however, the teaching of practical knowledge is often absent due to safety and cost considerations. VR can improve the teaching of practical knowledge by facilitating interactions between teachers and students through virtual means, regardless of location, which is a weakness of current lecture-based teaching, especially in the COVID-19 era. Therefore, this paper aims to evaluate the effect and discuss the prospect of VR in construction teaching, with a comparative study of 50 students who were evenly divided into two groups and taught using traditional teaching and VR teaching, respectively. This experiment shows that VR teaching improves the students’ learning enthusiasm and satisfaction, especially in terms of practical knowledge. Additionally, students believe the combination of traditional and VR teachings can be more helpful in construction teaching. The findings of this research strengthened the advantages of VR in delivering practical knowledge in construction teaching.

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Investigating the impact of technology-supported 3E learning model in disaster education

Arıkan,

Bilen,

Aladağ

2024

Educ Inf Technol

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This research aimed to investigate the effect of a technology-supported 3E learning model on middle school students’ knowledge of disasters and their attitudes towards disaster preparedness. To this end, it used an explanatory sequential mixed methods design. Quantitative and qualitative data were used to describe how the technology-supported 3E learning model changes the learning environment. A pretest-posttest control group quasi-experimental design was used in the quantitative part of the research, and a case study was used in the qualitative part. The experimental procedure lasted for six weeks. The sample consisted of 33 fifth-grade students attending a public school. The Disaster Preparedness Attitude Scale, an achievement test, and an interview form were used as data collection tools. The analysis results showed that the experimental group achieved statistically significantly higher scores in the posttest and the retention test of the Disaster Preparedness Attitude Scale, and the achievement test compared to the control group. Additionally, according to student views, the technology-supported 3E learning model is more helpful in acquiring skills and values, provides the opportunity to learn by experiencing, increases students’ motivation, and facilitates effective disaster education. These results indicate that conducting activities on a subject that concerns the whole society, such as disasters, using advancing and innovative technological devices, preparing lesson plans, and demonstrating their effectiveness in education will make a significant contribution to the literature.

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VR-Based Learning Media of Earthquake-Resistant Construction for Civil Engineering Students

Cited by 9 publications

References 37 publications

A Novel Scale for Evaluating Digital Readiness toward Earthquakes: A Comprehensive Validity and Reliability Analysis

A Novel Scale for Evaluating Digital Readiness toward Earthquakes: A Comprehensive Validity and Reliability Analysis

Evaluation of Virtual Reality Application in Construction Teaching: A Comparative Study of Undergraduates

Investigating the impact of technology-supported 3E learning model in disaster education

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