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Can Virtual Reality assist the recoupling of theory and practice in Civil Engineering education?

Patricia Xavier Orcid Logo, Marc Holmes, Russell Evans, Jude Clancy Orcid Logo

Proceedings of the Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education Conference 2018, Pages: 33 - 42

Swansea University Authors: Patricia Xavier Orcid Logo, Marc Holmes, Jude Clancy Orcid Logo

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DOI (Published version): 10.1255/vrar2018.ch4

Abstract

Civil Engineering education is intended to prepare students for a career working in often large, dynamic and complex environments. Despite this,most education typically takes place in a classroom, with students engaging in learning conceptualised design processes while removed fromengaging with auth...

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Published in: Proceedings of the Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education Conference 2018
ISBN: 9781906715281
Published: IM Publications Open LLP 2019
Online Access: http://dx.doi.org/10.1255/vrar2018.ch4
URI: https://cronfa.swan.ac.uk/Record/cronfa52665
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first_indexed 2019-11-07T13:14:17Z
last_indexed 2020-09-17T03:15:31Z
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fullrecord <?xml version="1.0"?><rfc1807><datestamp>2019-11-07T11:40:30.3064610</datestamp><bib-version>v2</bib-version><id>52665</id><entry>2019-11-07</entry><title>Can Virtual Reality assist the recoupling of theory and practice in Civil Engineering education?</title><swanseaauthors><author><sid>278e26fd08e48be36f39790aeaff666f</sid><ORCID>0000-0002-5870-9659</ORCID><firstname>Patricia</firstname><surname>Xavier</surname><name>Patricia Xavier</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>7d9f7bea373751cae6575e3e22d83fe7</sid><firstname>Marc</firstname><surname>Holmes</surname><name>Marc Holmes</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>fb9ff99f465b7ce5c0a3669d246ac522</sid><ORCID>0000-0002-9138-3531</ORCID><firstname>Jude</firstname><surname>Clancy</surname><name>Jude Clancy</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2019-11-07</date><deptcode>GENG</deptcode><abstract>Civil Engineering education is intended to prepare students for a career working in often large, dynamic and complex environments. Despite this,most education typically takes place in a classroom, with students engaging in learning conceptualised design processes while removed fromengaging with authentic and contextualised tasks. Problem-based learning (PBL), where students are encouraged to take an inquiry-led ratherthan instructed approach to learning is often recommended as a solution to re-connecting theory and practice. Deriving the problem to be solvedin PBL from real case studies from industry can add to authenticity. However, the scale and complexity of, for example, a working site, is difficultto replicate.Virtual Reality (VR) can offer a realistic immersive experience and appears to have potential to effectively augment PBL in Civil Engineering education. This paper explores how familiar current students are with VR technology and how useful they perceive it to be for education. The paper alsoseeks to understand whether a relatively cheap and accessible VR solution (navigable site tour captured using 360&#xB0; photospheres, viewed usinga Google Cardboard-type device and smartphone) can improve a PBL learning experience. Students were asked to complete a design exerciseinvolving a large excavation. They were then invited to view a VR experience of an excavation of the same size in order for them to compare theirconceptualised design with the experience of the actual investigation. Thematic analysis of student responses after the VR experience showedstudent responses were positive, with themes of fun, realism, improved sense of presence and scale emerging as perceived benefits. It is concludedthat VR has good potential to improve PBL tasks in Civil Engineering education, however, it is identified that more research is required to understand whether VR in PBL can help to develop the spatial intelligence of classroom-taught students.</abstract><type>Book chapter</type><journal>Proceedings of the Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education Conference 2018</journal><paginationStart>33</paginationStart><paginationEnd>42</paginationEnd><publisher>IM Publications Open LLP</publisher><isbnElectronic>9781906715281</isbnElectronic><keywords/><publishedDay>30</publishedDay><publishedMonth>5</publishedMonth><publishedYear>2019</publishedYear><publishedDate>2019-05-30</publishedDate><doi>10.1255/vrar2018.ch4</doi><url>http://dx.doi.org/10.1255/vrar2018.ch4</url><notes/><college>COLLEGE NANME</college><department>General Engineering</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>GENG</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2019-11-07T11:40:30.3064610</lastEdited><Created>2019-11-07T11:40:30.3064610</Created><authors><author><firstname>Patricia</firstname><surname>Xavier</surname><orcid>0000-0002-5870-9659</orcid><order>1</order></author><author><firstname>Marc</firstname><surname>Holmes</surname><order>2</order></author><author><firstname>Russell</firstname><surname>Evans</surname><order>3</order></author><author><firstname>Jude</firstname><surname>Clancy</surname><orcid>0000-0002-9138-3531</orcid><order>4</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling 2019-11-07T11:40:30.3064610 v2 52665 2019-11-07 Can Virtual Reality assist the recoupling of theory and practice in Civil Engineering education? 278e26fd08e48be36f39790aeaff666f 0000-0002-5870-9659 Patricia Xavier Patricia Xavier true false 7d9f7bea373751cae6575e3e22d83fe7 Marc Holmes Marc Holmes true false fb9ff99f465b7ce5c0a3669d246ac522 0000-0002-9138-3531 Jude Clancy Jude Clancy true false 2019-11-07 GENG Civil Engineering education is intended to prepare students for a career working in often large, dynamic and complex environments. Despite this,most education typically takes place in a classroom, with students engaging in learning conceptualised design processes while removed fromengaging with authentic and contextualised tasks. Problem-based learning (PBL), where students are encouraged to take an inquiry-led ratherthan instructed approach to learning is often recommended as a solution to re-connecting theory and practice. Deriving the problem to be solvedin PBL from real case studies from industry can add to authenticity. However, the scale and complexity of, for example, a working site, is difficultto replicate.Virtual Reality (VR) can offer a realistic immersive experience and appears to have potential to effectively augment PBL in Civil Engineering education. This paper explores how familiar current students are with VR technology and how useful they perceive it to be for education. The paper alsoseeks to understand whether a relatively cheap and accessible VR solution (navigable site tour captured using 360° photospheres, viewed usinga Google Cardboard-type device and smartphone) can improve a PBL learning experience. Students were asked to complete a design exerciseinvolving a large excavation. They were then invited to view a VR experience of an excavation of the same size in order for them to compare theirconceptualised design with the experience of the actual investigation. Thematic analysis of student responses after the VR experience showedstudent responses were positive, with themes of fun, realism, improved sense of presence and scale emerging as perceived benefits. It is concludedthat VR has good potential to improve PBL tasks in Civil Engineering education, however, it is identified that more research is required to understand whether VR in PBL can help to develop the spatial intelligence of classroom-taught students. Book chapter Proceedings of the Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education Conference 2018 33 42 IM Publications Open LLP 9781906715281 30 5 2019 2019-05-30 10.1255/vrar2018.ch4 http://dx.doi.org/10.1255/vrar2018.ch4 COLLEGE NANME General Engineering COLLEGE CODE GENG Swansea University 2019-11-07T11:40:30.3064610 2019-11-07T11:40:30.3064610 Patricia Xavier 0000-0002-5870-9659 1 Marc Holmes 2 Russell Evans 3 Jude Clancy 0000-0002-9138-3531 4
title Can Virtual Reality assist the recoupling of theory and practice in Civil Engineering education?
spellingShingle Can Virtual Reality assist the recoupling of theory and practice in Civil Engineering education?
Patricia Xavier
Marc Holmes
Jude Clancy
title_short Can Virtual Reality assist the recoupling of theory and practice in Civil Engineering education?
title_full Can Virtual Reality assist the recoupling of theory and practice in Civil Engineering education?
title_fullStr Can Virtual Reality assist the recoupling of theory and practice in Civil Engineering education?
title_full_unstemmed Can Virtual Reality assist the recoupling of theory and practice in Civil Engineering education?
title_sort Can Virtual Reality assist the recoupling of theory and practice in Civil Engineering education?
author_id_str_mv 278e26fd08e48be36f39790aeaff666f
7d9f7bea373751cae6575e3e22d83fe7
fb9ff99f465b7ce5c0a3669d246ac522
author_id_fullname_str_mv 278e26fd08e48be36f39790aeaff666f_***_Patricia Xavier
7d9f7bea373751cae6575e3e22d83fe7_***_Marc Holmes
fb9ff99f465b7ce5c0a3669d246ac522_***_Jude Clancy
author Patricia Xavier
Marc Holmes
Jude Clancy
author2 Patricia Xavier
Marc Holmes
Russell Evans
Jude Clancy
format Book chapter
container_title Proceedings of the Virtual and Augmented Reality to Enhance Learning and Teaching in Higher Education Conference 2018
container_start_page 33
publishDate 2019
institution Swansea University
isbn 9781906715281
doi_str_mv 10.1255/vrar2018.ch4
publisher IM Publications Open LLP
url http://dx.doi.org/10.1255/vrar2018.ch4
document_store_str 0
active_str 0
description Civil Engineering education is intended to prepare students for a career working in often large, dynamic and complex environments. Despite this,most education typically takes place in a classroom, with students engaging in learning conceptualised design processes while removed fromengaging with authentic and contextualised tasks. Problem-based learning (PBL), where students are encouraged to take an inquiry-led ratherthan instructed approach to learning is often recommended as a solution to re-connecting theory and practice. Deriving the problem to be solvedin PBL from real case studies from industry can add to authenticity. However, the scale and complexity of, for example, a working site, is difficultto replicate.Virtual Reality (VR) can offer a realistic immersive experience and appears to have potential to effectively augment PBL in Civil Engineering education. This paper explores how familiar current students are with VR technology and how useful they perceive it to be for education. The paper alsoseeks to understand whether a relatively cheap and accessible VR solution (navigable site tour captured using 360° photospheres, viewed usinga Google Cardboard-type device and smartphone) can improve a PBL learning experience. Students were asked to complete a design exerciseinvolving a large excavation. They were then invited to view a VR experience of an excavation of the same size in order for them to compare theirconceptualised design with the experience of the actual investigation. Thematic analysis of student responses after the VR experience showedstudent responses were positive, with themes of fun, realism, improved sense of presence and scale emerging as perceived benefits. It is concludedthat VR has good potential to improve PBL tasks in Civil Engineering education, however, it is identified that more research is required to understand whether VR in PBL can help to develop the spatial intelligence of classroom-taught students.
published_date 2019-05-30T04:05:10Z
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score 11.013731

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