Augmented Reality in Architecture and Construction Education: State of the Field and Opportunities

Autor/inn/en	Hajirasouli, Aso; Banihashemi, Saeed
Titel	Augmented Reality in Architecture and Construction Education: State of the Field and Opportunities
Quelle	In: International Journal of Educational Technology in Higher Education, 19 (2022), Artikel 39 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hajirasouli, Aso)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2365-9440
DOI	10.1186/s41239-022-00343-9
Schlagwörter	Computer Simulation; Architectural Education; Construction (Process); Technology Uses in Education; Technology Integration; College Instruction + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Aufbau; Konstruktion; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschullehre
Abstract	Over the past decade, the architecture and construction (AC) industries have been evolving from traditional practices into more current, interdisciplinary and technology integrated methods. Complex and intricate digital technologies and mobile computing such as simulation, computational design and immersive technologies, have been exploited for different purposes such as reducing cost and time, improving design and enhancing overall project efficiency. Immersive technologies and augmented reality (AR), in particular, have proven to be extremely beneficial in this field. However, the application and usage of these technologies and devices in higher education teaching and learning environments are yet to be fully explored and still scarce. More importantly, there is still a significant gap in developing pedagogies and teaching methods that embrace the usage of such technologies in the AC curricula. This study, therefore, aims to critically analyse the current state-of-the-art and present the developed and improved AR approaches in teaching and learning methods of AC, addressing the identified gap in the extant literature, while developing transformational frameworks to link the gaps to their future research agenda. The conducted analysis incorporates the critical role of the AR implications on the AC students' skillsets, pedagogical philosophies in AC curricula, techno-educational aspects and content domains in the design and implementation of AR environments for AC learning. The outcomes of this comprehensive study prepare trainers, instructors, and the future generation of AC workers for the rapid advancements in this industry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01