Sustainability and interoperability: An economic study on BIM implementation by a small Civil Engineering firm

[EN] Sustainability and interoperability are two closely related concepts. By analyzing the three fundamental facets of sustainability-economic, ecological and ethical/social-it is easier to address their connection with the concept of interoperability. This paper focuses on the economic aspect, in the field of civil engineering. In this area, due to the local nature of many of the software tools used, interoperability problems are frequent, with few studies addressing the economic impact of this, especially in small engineering firms. The main contribution of this paper is a design methodology for linear works based on the federation of building information modelling (BIM) models created with different software tools, conceived to break the interoperability issues between these applications. As an example, this methodology is applied to a mountain road widening project. A detailed economic analysis of the application of this methodology by an engineering Spanish firm reveals the important cost reductions that the integration of the software tools provides versus the prior practices.The authors wish to acknowledge support from ISTRAM, CivileStudio and the engineering firm for the information provided.Aranda Domingo, JÁ.; Martin-Dorta, N.; Naya Sanchis, F.; Conesa-Pastor, J.; Contero, M. (2020). Sustainability and interoperability: An economic study on BIM implementation by a small Civil Engineering firm. Sustainability. 12(22):1-16. https://doi.org/10.3390/su12229581S1161222Grilo, A., & Jardim-Goncalves, R. (2010). Value proposition on interoperability of BIM and collaborative working environments. Automation in Construction, 19(5), 522-530. doi:10.1016/j.autcon.2009.11.003Bynum, P., Issa, R. R. A., & Olbina, S. (2013). Building Information Modeling in Support of Sustainable Design and Construction. Journal of Construction Engineering and Management, 139(1), 24-34. doi:10.1061/(asce)co.1943-7862.0000560BuildingSMART Internationalhttps://www.buildingsmart.org/Modelos digitales del terreno: Introducción y aplicaciones a las ciencias ambientales. Oviedo Univ. Oviedo 1994, 118http://www.etsimo.uniovi.es/~feliBaltsavias, E. P. (1999). A comparison between photogrammetry and laser scanning. ISPRS Journal of Photogrammetry and Remote Sensing, 54(2-3), 83-94. doi:10.1016/s0924-2716(99)00014-3Hirpa, D., Hare, W., Lucet, Y., Pushak, Y., & Tesfamariam, S. (2016). A bi-objective optimization framework for three-dimensional road alignment design. Transportation Research Part C: Emerging Technologies, 65, 61-78. doi:10.1016/j.trc.2016.01.016Yepes, V., Alcala, J., Perea, C., & González-Vidosa, F. (2008). A parametric study of optimum earth-retaining walls by simulated annealing. Engineering Structures, 30(3), 821-830. doi:10.1016/j.engstruct.2007.05.023Nehate, G., & Rys, M. (2006). 3D Calculation of Stopping-Sight Distance from GPS Data. Journal of Transportation Engineering, 132(9), 691-698. doi:10.1061/(asce)0733-947x(2006)132:9(691)Borga, M., Tonelli, F., & Selleroni, J. (2004). A physically based model of the effects of forest roads on slope stability. Water Resources Research, 40(12). doi:10.1029/2004wr003238Vanmarcke, E. H. (1977). Reliability of Earth Slopes. Journal of the Geotechnical Engineering Division, 103(11), 1247-1265. doi:10.1061/ajgeb6.0000518Istram Softwarehttps://www.istram.netCivileStudio Softwarehttps://www.civilestudio.comBates, P. ., & De Roo, A. P. . (2000). A simple raster-based model for flood inundation simulation. Journal of Hydrology, 236(1-2), 54-77. doi:10.1016/s0022-1694(00)00278-xBryde, D., Broquetas, M., & Volm, J. M. (2013). The project benefits of Building Information Modelling (BIM). 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Entorno de aprendizaje ubicuo con realidad aumentada y tabletas para estimular la comprensión del espacio tridimensional

In this paper; two digital alternatives are analyzed against use of tangible models (physical parts) for sketching and analyzing forms: these are augmented reality and digital tablets. For this purpose; three pilot tests have been performed during the academic year 2011- 2012; where 62 students took part in it. These students came from three different educational setting: Arts Degree at La Laguna University; IES La Laboral high school and a group of Art and Technology subject’s high school teachers. The study has been performed with six tangible models of painted aluminum. The digital versions of these digital models have been created on a digital tablet and augmented reality over a PC. An overall evaluation and specific evaluation over the technology used has been performed too. From the results of this study; we have concluded that both technologies are valid alternatives for the substitution of tangible models in digital environments.En este artículo se analiza la adopción de alternativas digitales a modelos físicos mediante las tecnologías de realidad aumentada y las tabletas multitáctiles. El objetivo es ofrecer un entorno de aprendizaje ubicuo para estimular la comprensión del espacio tridimensional. Para ello se han realizado tres pruebas piloto durante el curso académico 2011-2012, en las que participaron 62 estudiantes de tres ámbitos educativos diferentes de la isla de Tenerife: Grado en Bellas Artes de la Universidad de La Laguna, estudiantes de educación secundaria del IES La Laboral y un grupo de profesores de secundaria de las asignaturas de Arte y Tecnología. El estudio se ha realizado con seis modelos físicos de aluminio pintado. Se ha dispuesto de la versión digital de seis modelos en Realidad Aumentada y en tableta multitáctil. Se ha realizado una valoración global y una valoración específica sobre las tecnologías utilizadas. De los resultados de este estudio se obtiene que ambas tecnologías son alternativas válidas para la sustitución de los modelos físicos en entornos digitales

Virtual Blocks: a serious game for spatial ability improvement on mobile devices

This paper presents a novel spatial instruction system for improving spatial abilities of engineering students. A 3D mobile game application called Virtual Blocks has been designed to provide a 3D virtual environment to build models with cubes that help students to perform visualization tasks to promote the development of their spatial ability during a short remedial course. A validation study with 26 freshman engineering students at La Laguna University (Spain) has concluded that the training had a measurable and positive impact on students spatial ability. In addition, the results obtained using a satisfaction questionnaire show that Virtual Blocks is considered an easy to use and stimulating application.This work has been partially supported by the (Spanish) National Program for Studies and Analysis project "Evaluation and development of competencies associated to the spatial ability in the new engineering undergraduate courses" (Ref. EA2009-0025) and the (Spanish) National Science Project "Enhancing Spatial REasoning and VIsual Cognition with advanced technological tools (ESREVIC)" (Ref TIN2010-21296-C02-02)Martín Dorta, NN.; Sanchez Berriel, I.; Bravo, M.; Hernández, J.; Saorin, JL.; Contero, M. (2014). Virtual Blocks: a serious game for spatial ability improvement on mobile devices. Multimedia Tools and Applications. 73(3):1575-1595. https://doi.org/10.1007/s11042-013-1652-0S15751595733Baartmans BG, Sorby SA (1996) Introduction to 3-D spatial visualization. Prentice Hall, Englewood CliffsClements D, Battista M (1992) Geometry and spatial reasoning. In: Grouws DA (ed) Handbook of research on mathematics teaching and learning. New York, pp 420–464Cohen J (1988) Statistical power analysis for the behavioral sciences, 2nd edn. Erlbaum, HillsdaleDe Lisi R, Cammarano DM (1996) Computer experience and gender differences in undergraduate mental rotation performance. Comput Hum Behav 12:351–361Deno JA (1995) The relationship of previous experiences to spatial visualization ability. Eng Des Graph J 59(3):5–17Feng J, Spence I, Pratt J (2007) Playing an action video game reduces gender differences in spatial cognition. Psychol Sci 18(10):850–855French JW (1951) The description of aptitude and achievement tests in terms of rotated factors. Psychometric monograph 5Guilford JP, Lacy JI (1947) Printed classification tests, A.A.F. Aviation Psychological Progress Research Report, 5. US. Government Printing Office, Washington DCHalpern DF (2000) Sex differences and cognitive abilities. Erlbaum, MahwahHöfele C (2007) Mobile 3D graphics: learning 3D graphics with the Java Micro Edition. Editorial ThomsonKajiya JT, Kay TL (1989) Rendering fur with three dimensional textures. In Proceedings of the 16th Annual Conference on Computer Graphics and interactive Techniques SIGGRAPH ’89. ACM Press, New York pp 271–280Linn MC, Petersen AC (1985) Emergence and characterization of gender differences in spatial abilities: a meta-analysis. Child Dev 56:1479–1498Martin-Dorta N, Sanchez-Berriel I, Bravo M, Hernandez J, Saorin JL, Contero M (2010) A 3D educational mobile game to enhance student’s spatial skills, ICALT, pp.6–10, 2010 10th IEEE International Conference on Advanced Learning TechnologiesMartin-Dorta N, Saorin J, Contero M (2008) Development of a fast remedial course to improve the spatial abilities of engineering students. J Eng Educ 27(4):505–514Martin-Dorta N, Saorin JL, Contero M (2011) Web-based spatial training using handheld touch screen devices. Educ Technol Soc 14(3):163–177McGee MG (1979) Human spatial abilities: psychometric studies and environmental, genetic, hormonal, and neurological influences. Psychol Bull 86:889–918Noguera JM, Segura RJ, Ogayar CJ, Joan-Arinyo R (2011) Navigating large terrains using commodity mobile devices. Comput Geosci 37:1218–1233Okagaki L, Frensch PA (1994) Effects of video game playing on measures of spatial performance: gender effects in late adolescence. J Appl Dev Psychol 15(1):33–58Pulli K, Aarnio T, Miettinen V, Roimela K, Vaarala J (2007) Mobile 3D graphics with OpenGL ES and M3G. Editorial Morgan KaufmannQuaiser-Pohl C, Geiser C, Lehmann W (2005) The relationship between computer-game preference, gender, and mental-rotation ability. Personal Individ Differ 40(3):609–619Smith IM (1964) Spatial ability- its educational and social significance. The University of London Press, LondonSorby S (2007) Developing 3D spatial skills for engineering students. Australas Assoc Eng Educ 13(1):1–11Terlecki MS, Newcombe NS (2005) How important is the digital divide? The relation of computer and videogame usage to gender differences in mental rotation ability. Sex Roles 53(5/6):433–441Terlecki MS, Newcombe NS, Little M (2008) Durable and generalized effects of spatial experience on mental rotation: gender differences in growth patterns. Appl Cogn Psychol 22:996–1013Thurstone LL (1950) Some primary abilities in visual thinking (Tech. Rep. No. 59). IL University of Chicago Psychometric Laboratory, ChicagoThurstone LL, Thurstone TG (1941) Factorial studies of intelligence. Psychometric monographs. Chicago Press, ChicagoVanderberg S, Kuse A (1978) Mental Rotation, a group test of three dimensional spatial visualization. Percept Mot Skills 47:599–604Zimmerman WS (1954) Hypotheses concerning the nature of the spatial factors. Educ Psychol Meas 14:396–40

Estrategias de integración de la metodología BIM en el sector AEC desde la Universidad: presentación de la ponencia en JIDA´20

Presentación de la ponencia cuya grabación en video está disponible en el siguiente enlace: https://zonavideo.upc.edu/video/5fcfbf111bca491dd6513730 y cuya comunicación está disponible en eI ISSN: 2462-571X https://upcommons.upc.edu/handle/2117/331351La comunicación sobre la que trata la ponencia reflejada en esta presentación examina la experiencia de un proyecto de innovación educativa que aporta nuevas estrategias para la integración de la metodología BIM (Building Information Modeling) en el sector AEC (Architecture, Engineering and Construction) desde la Universidad. El objetivo principal de la investigación cuantitativa realizada es medir la opinión de los participantes sobre la formación BIM y sobre el impacto de las acciones impulsadas por el mencionado proyecto. Para operacionalizar el concepto, se lleva a cabo una encuesta, de la se obtienen hallazgos como que la mitad de la muestra considera que la mayor motivación para formarse en BIM es la potenciación de su empleabilidad. Además, del análisis y reflexión crítica de los resultados, se concluye que incrementar la oferta de acciones formativas en BIM desde la Universidad es una de las formas más efectivas para extender la implantación de BIM en España, en la actual situación.PROYECTO DE INNOVACIÓN EDUCATIVA PIE 19-180 (TIPO B) “ESTRATEGIAS PARA LA INTEGRACIÓN DE LA METODOLOGÍA BIM EN ENSEÑANZAS UNIVERSITARIAS

Ubiquitous Learning Environment with Augmented Reality and Tablets to Stimulate Comprehension of the Tridimentional Space

En este artículo se analiza la adopción de alternativas digitales a modelos físicos mediante las tecnologías de realidad aumentada y las tabletas multitáctiles. El objetivo es ofrecer un entorno de aprendizaje ubicuo para estimular la comprensión del espacio tridimensional. Para ello se han realizado tres pruebas piloto durante el curso académico 2011-2012, en las que participaron 62 estudiantes de tres ámbitos educativos diferentes de la isla de Tenerife: Grado en Bellas Artes de la Universidad de La Laguna, estudiantes de educación secundaria del IES La Laboral y un grupo de profesores de secundaria de las asignaturas de Arte y Tecnología. El estudio se ha realizado con seis modelos físicos de aluminio pintado. Se ha dispuesto de la versión digital de seis modelos en Realidad Aumentada y en tableta multitáctil. Se ha realizado una valoración global y una valoración específica sobre las tecnologías utilizadas. De los resultados de este estudio se obtiene que ambas tecnologías son alternativas válidas para la sustitución de los modelos físicos en entornos digitales.In this paper; two digital alternatives are analyzed against use of tangible models (physical parts) for sketching and analyzing forms: these are augmented reality and digital tablets. For this purpose; three pilot tests have been performed during the academic year 2011- 2012; where 62 students took part in it. These students came from three different educational setting: Arts Degree at La Laguna University; IES La Laboral high school and a group of Art and Technology subject's high school teachers. The study has been performed with six tangible models of painted aluminum. The digital versions of these digital models have been created on a digital tablet and augmented reality over a PC. An overall evaluation and specific evaluation over the technology used has been performed too. From the results of this study; we have concluded that both technologies are valid alternatives for the substitution of tangible models in digital environments