Virtual Reality Interactive Learning Environment

Open Building Manufacturing (ManuBuild) aims to promote the European construction industry beyond the state of the art. However, this requires the different stakeholders to be well informed of what ‘Open Building Manufacturing’ actually entails with respect to understanding the underlying concepts, benefits and risks. This is further challenged by the ‘traditional ways of learning’ which have been predominantly criticised for being entrenched in theories with little or no emphasis on practical issues. Experiential learning has long been suggested to overcome the problems associated with the traditional ways of learning. In this respect, it has the dual benefit of appealing to adult learner's experience base, as well as increasing the likelihood of performance change through training. On-the-job-training (OJT) is usually sought to enable ‘experiential’ learning; and it is argued to be particularly effective in complex tasks, where a great deal of independence is granted to the task performer. However, OJT has been criticised for being expensive, limited, and devoid of the actual training context. Consequently, in order to address the problems encountered with OJT, virtual reality (VR) solutions have been proposed to provide a risk free environment for learning without the ‘do-or-die’ consequences often faced on real construction projects. Since ManuBuild aims to promote the EU construction industry beyond the state of the art; training and education therefore needs also to go beyond the state of the art in order to meet future industry needs and expectations. Hence, a VR interactive learning environment was suggested for Open Building Manufacturing training to allow experiential learning to take place in a risk free environment, and consequently overcome the problems associated with OJT. This chapter discusses the development, testing, and validation of this prototype

VICARIA: An e-Learning System for Risk Assessment

An e-learning system in the risk assessment engineering domain has been developed by a consortium led by Ligeron® in the context of the Vicaria project (Leonado da Vinci – N° PP 118018). The e-learning platform: www.vicaria.fr has been implemented and hosted by OVH in compliance with SCORM (Shareable Content Object Reference Model) standard. The Vicaria modules contents have been defined according to an investigation performed in different European countries, particularly in France, to gather the user requirements. The Vicaria contents dedicated mainly to the environmental risks and ICPE are now available for use in French. The issue of the performed work and the e-learning system specifics are partly summarized in this pape

Virtual Environments for Training: From Individual Learning to Collaboration with Humanoids

The next generation of virtual environments for training is oriented towards collaborative aspects. Therefore, we have decided to enhance our platform for virtual training environments, adding collaboration opportunities and integrating humanoids. In this paper we put forward a model of humanoid that suits both virtual humans and representations of real users, according to collaborative training activities. We suggest adaptations to the scenario model of our platform making it possible to write collaborative procedures. We introduce a mechanism of action selection made up of a global repartition and an individual choice. These models are currently being integrated and validated in GVT, a virtual training tool for maintenance of military equipments, developed in collaboration with the French company NEXTER-Group

Collaborative multidisciplinary learning : quantity surveying students’ perspectives

The construction industry is highly fragmented and is known for its adversarial culture, culminating in poor quality projects not completed on time or within budget. The aim of this study is thus to guide the design of QS programme curricula in order to help students develop the requisite knowledge and skills to work more collaboratively in their multi-disciplinary future workplaces. A qualitative approach was considered appropriate as the authors were concerned with gathering an initial understanding of what students think of multi-disciplinary learning. The data collection method used was a questionnaire which was developed by the Behaviours4Collaboration (B4C) team. Knowledge gaps were still found across all the key areas where a future QS practitioner needs to be collaborative (either as a project contributor or as a project leader) despite the need for change instigated by the multi-disciplinary (BIM) education revolution. The study concludes that universities will need to be selective in teaching, and innovative in reorienting, QS education so that a collaborative BIM education can be effected in stages, increasing in complexity as the students’ technical knowledge grows. This will help students to build the competencies needed to make them future leaders. It will also support programme currency and delivery

A Case Study of Applied Co-Design in 3D Virtual Space for Facilitating Bicycle Use on Light Rail Systems

Cycling is highly recommended by experts concerned with environmental and public health. Cycling does not produce CO2 emissions, can be economical, and can improve physical fitness. However, the barriers to cycling remain significant to many. Combined with a light rail system the bicycle offers a compelling alternative to automobiles; yet, bicycles are denied access on certain rail systems because they can take too much space away from pedestrians who share the light rail interior. To help solve this problem, Co-Design in 3D virtual space is proposed as an effective means of creating an innovative design solution. The digital questionnaires and virtual 3D modeling research/design method used in this study gives the participant the ability to offer insights and express ideas through digital means and in 3D virtual space. This method, Co-Design in Virtual Space (CoDeViS), was developed by the author. CoDeViS methods are an outgrowth of physical co-design methods such as 2D collages and 3D Velcro modeling, developed by those featured in The International Journal of CoCreation in Design and the Arts. Physical 3D methods have been widely accepted in the new product development industry as effective ways to involve people outside a design team in the research and design process. CoDeViS methods offer promise to those seeking to make the principles of co-design available to larger groups of people in discrete locations around the world at lower cost. Historical developments, current technology, and the abilities of everyday people make CoDeViS possible.</p

Game Based Learning for Safety and Security Education

Safety and security education are important part of technology related education, because of recent number of increase in safety and security related incidents. Game based learning is an emerging and rapidly advancing forms of computer-assisted instruction. Game based learning for safety and security education enables students to learn concepts and skills without the risk of physical injury and security breach. In this paper, a pedestal grinder safety game and physical security game have been developed using industrial standard modeling and game development software. The average score of the knowledge test of grinder safety game was 82%, which is higher than traditional lecture only instruction method. In addition, the survey of physical security game shows 84% average satisfaction ratio from high school students who played the game during the summer camp. The results of these studies indicated that game based learning method can enhance students' learning without potential harm to the students