Educational simulation in construction: the virtual construction simulator

Students in the architecture, engineering, and construction disciplines are often challenged with visualizing and understanding the complex spatial and temporal relationships involved in designing and constructing three-dimensional (3D) structures. An evolving body of research traces the use of educational computer simulations to enhance student learning experiences through testing real-world scenarios and the development of student decision-making skills. Ongoing research at Pennsylvania State University aims to improve engineering education in construction through interactive construction project learning applications in an immersive virtual reality environment. This paper describes the first- and second-generation development of the Virtual Construction Simulator (VCS), a tool that enables students to simultaneously create and review construction schedules through 3D model interaction. The educational value and utility of VCS was assessed through surveys, focus group interviews, and a student exercise conducted in a construction management class. Results revealed VCS is a valuable and effective four-dimensional (4D) model creation and schedule review application that fosters collaborative work and greater student task focus. This paper concludes with a discussion of the findings and the future development steps of the VCS educational simulation

The development of the Virtual Construction Simulator 3: an interactive simulation environment for construction management education

This paper discusses the development of the Virtual Construction Simulator (VCS) 3 - a simulation game-based educational tool for teaching construction schedule planning and management. The VCS3 simulation game engages students in learning the concepts of planning and managing construction schedules through goal driven exploration, employed strategies, and immediate feedback. Through the planning and simulation mode, students learn the difference between the as-planned and as-built schedules resulting from varying factors such as resource availability, weather and labor productivity. This paper focuses on the development of the VCS3 and its construction physics model. Challenges inherent in the process of identifying variables and their relationships to reliably represent and simulate the dynamic nature of planning and managing of construction projects are also addressed.

How to report multiple outcome metrics in virtual reality simulation

Background Virtual reality (VR) simulation is increasingly used in surgical disciplines. Since VR simulators measure multiple outcomes, standardized reporting is needed. Methods We present an algorithm for combining multiple VR outcomes into dimension summary measures, which are then integrated into a meaningful total score. We reanalyzed the data of two VR studies applying the algorithm. Results The proposed algorithm was successfully applied to both VR studies. Conclusions The algorithm contributes to standardized and transparent reporting in VR-related research.

Measuring the value of “all play and no work”: can rigorous assessment of simulation games drive innovative teaching in construction?

The construction field is dynamic and dominated by complex, ill-defined problems for which myriad possible solutions exist. Teaching students to solve construction-related problems requires an understanding of the nature of these complex problems as well as the implementation of effective instructional strategies to address them. Traditional approaches to teaching construction planning and management have long been criticized for presenting students primarily with well-defined problems - an approach inconsistent with the challenges encountered in the industry. However, growing evidence suggests that employing innovative teaching approaches, such as interactive simulation games, offers more active, hands-on and problem-based learning opportunities for students to synthesize and test acquired knowledge more closely aligned with real-life construction scenarios. Simulation games have demonstrated educational value in increasing student problem solving skills and motivation through critical attributes such as interaction and feedback-supported active learning. Nevertheless, broad acceptance of simulation games in construction engineering education remains limited. While recognizing benefits, research focused on the role of simulation games in educational settings lacks a unified approach to developing, implementing and evaluating these games. To address this gap, this paper provides an overview of the challenges associated with evaluating the effectiveness of simulation games in construction education that still impede their wide adoption. An overview of the current status, as well as the results from recently implemented Virtual Construction Simulator (VCS) game at Penn State provide lessons learned, and are intended to guide future efforts in developing interactive simulation games to reach their full potential.

Proof of Concept: Examining Characteristics of Roadway Infrastructure in Various 3D Visualization Modes, 2015

Utilizing enhanced visualization in transportation planning and design gained popularity in the last decade. This work aimed at demonstrating the concept of utilizing a highly immersive, virtual reality simulation engine for creating dynamic, interactive, full-scale, three-dimensional (3D) models of highway infrastructure. For this project, the highway infrastructure element chosen was a two-way, stop-controlled intersection (TWSCI). VirtuTrace, a virtual reality simulation engine developed by the principal investigator, was used to construct the dynamic 3D model of the TWSCI. The model was implemented in C6, which is Iowa State University’s Cave Automatic Virtual Environment (CAVE). Representatives from the Institute of Transportation at Iowa State University, as well as representatives from the Iowa Department of Transportation, experienced the simulated TWSCI. The two teams identified verbally the significant potential that the approach introduces for the application of next-generation simulated environments to road design and safety evaluation.

Mekatronisen portaattomasti säädettävän ajoneuvotehonsiirtokoneiston suunnittelu ja simulointi

Työn tarkoituksena on tutkia tehonsiirron ratkaisuja, jotka mahdollistavat jatkuvanopeus ja -momentinsäädön. Työ on rajattu käsittämään kahta eri planeettavaihdetuotetta. Tutkimuksen kohteena ovat valittujen vaihdetuotteiden planeettapyörästöjen eri kytkentämahdollisuudet ja niiden vaikutus toisiinsa. Vaihteiden teknistä toteutusta ja toimivuutta tarkastellaan fyysisten testien, simuloinnin sekä analyyttisen laskennan avulla. Apuna työssä on käytetty Dymola simulointiohjelmaa, jossa kinemaattisten kuvakeliitäntöjen avulla on rakennettu virtuaalimalli tarkastellusta tuotteesta ja sen toiminnasta. Tietokoneen avulla luotua dynaamista simulointimallia on muokattu tutkimuksen edistyessä differentiaalisesti jatkuvasäätöisen momentinmuuntimen aikaan saamiseksi. Tuotteissa on käytetty aurinkopyörällisiä ja aurinkopyörättömiä planeettapyörästöjä. Ensimmäisessä tutkittavassa tuotteessa on kolme planeettapyörästöä ja toisessa kaksi. Teholähteeksi käy polttomoottori tai sähkömoottori. Välitys- ja pyörimissuhteiden muuntoon vaikuttaa planeettavaihteistoon kytketty sähkömoottori, jonka toimintaa voidaan ohjata erikseen. Työssä on selvitetty, millaisia kulmanopeuksia ja momentteja eri ajanhetkellä ja eri pisteissä simulointimallia esiintyy.Lisäksi selvitetään vaihteistojen portaattoman välityssuhteen muuntomahdollisuudet. Tarkoituksena on saada realistista informaatiota tutkittavien laitteiden toiminnasta. Johtavana ajatuksena on modernien menetelmien käyttäminen uusien innovaatioiden toimivuuden ja äärikohtien tutkimiseksi.

A utilização de linguagem VRML na educação à distância em arte

Pós-graduação em Artes - IA

Identificação, priorização e análise dos fatores críticos de sucesso na implantação da fábrica digital em uma empresa

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Next generation e-learning platform: virtual laboratory simulations

Bioscience subjects require a significant amount of training in laboratory techniques to produce highly skilled science graduates. Many techniques which are currently used in diagnostic, research and industrial laboratories require expensive equipment for single users; examples of which include next generation sequencing, quantitative PCR, mass spectrometry and other analytical techniques. The cost of the machines, reagents and limited access frequently preclude undergraduate students from using such cutting edge techniques. In addition to cost and availability, the time taken for analytical runs on equipment such as High Performance Liquid Chromatography (HPLC) does not necessarily fit with the limitations of timetabling. Understanding the theory underlying these techniques without the accompanying practical classes can be unexciting for students. One alternative from wet laboratory provision is to use virtual simulations of such practical which enable students to see the machines and interact with them to generate data. The Faculty of Science and Technology at the University of Westminster has provided all second and third year undergraduate students with iPads so that these students all have access to a mobile device to assist with learning. We have purchased licences from Labster to access a range of virtual laboratory simulations. These virtual laboratories are fully equipped and require student responses to multiple answer questions in order to progress through the experiment. In a pilot study to look at the feasibility of the Labster virtual laboratory simulations with the iPad devices; second year Biological Science students (n=36) worked through the Labster HPLC simulation on iPads. The virtual HPLC simulation enabled students to optimise the conditions for the separation of drugs. Answers to Multiple choice questions were necessary to progress through the simulation, these focussed on the underlying principles of the HPLC technique. Following the virtual laboratory simulation students went to a real HPLC in the analytical suite in order to separate of asprin, caffeine and paracetamol. In a survey 100% of students (n=36) in this cohort agreed that the Labster virtual simulation had helped them to understand HPLC. In free text responses one student commented that "The terminology is very clear and I enjoyed using Labster very much”. One member of staff commented that “there was a very good knowledge interaction with the virtual practical”.