While there is an increasing interest in Augmented Reality (AR) technologies in Primary and Secondary (K-12) Education, its application in Higher Education (HE) is still an emerging trend. This study reports findings from a systematic mapping review, based on a total of forty-five (n = 45) articles published in international peer-reviewed journals from 2010 to 2020, after evaluating the use of AR applications that support Science, Technology, Engineering and Mathematics (STEM) subjects’ learning in HE settings. This review’s results highlighted the lack of research across the STEM spectrum, especially in the Technology and Mathematics subfields, as well as the scarcity of location-based and markerless AR applications. Furthermore, three augmentation techniques, suitable for STEM learning, were identified and analysed: augmentation of laboratory specialised equipment, physical objects and course handbooks or sheets. The main contribution of this article is a taxonomy of instructional models and the discussion of applied instructional strategies and techniques in STEM fields focused on HE settings. In addition, we provide visualisations of the present state of the area, which aim at encouraging and scaffolding educators’ efforts based on specific classification criteria to develop AR experiences and conduct further research to enhance STEM learning.

A systematic mapping review of augmented reality applications to support STEM learning in higher education

Effectiveness of VR-based training on improving construction workers’ knowledge, skills, and safety behavior in robotic teleoperation

Architectural and civil engineering (ACE) education is inextricably connected to real-world practice. The application of augmented reality (AR) technology can help to establish a link between virtual and real-world information for students. Studies of applying AR in ACE education have increased annually, and numerous research have indicated that AR possesses immense application potential. To address and analyze pertinent research issues, published studies in the Scopus database were explored, and revealed that problems persist and are worthy of attention, such as the selection of system types and devices, the application of research methods, and appropriate learning strategies and teaching methods. Courses with objective grading standards should be given priority in AR experimental courses for a meticulous investigation of AR influence on students’ learning outcomes and ultimately improvement of classroom quality. Suitable types of AR systems should be selected based on course content, prior to the design and development of the system. It is recommended to develop markerless systems for a larger application range to benefit students with additional convenience. Systems can also be accompanied by functions, such as instant online assessments, synchronized assessments, and exchange capabilities to assist learning what has been taught and develop critical thinking abilities. The combination of AR and building information modeling (BIM) in architectural and civil practice, which has immense application potential, has become an emerging research trend. Collaboration between academics and practice should be enhanced with roles and knowledge of instructors, engineers, designers, and computer experts integrated for an optimal connection between general pedagogy and domain-specific learning. Teaching methods that emphasize “locations”, as well as “roles”, can be adopted in order to create a superior reality learning environment with diversified learning methods. The trends and research have become an integration and collaboration issue that should be performed interactively with pedagogical findings, and resources integrated across roles, fields, and university departments.

Trends and Research Issues of Augmented Reality Studies in Architectural and Civil Engineering Education—A Review of Academic Journal Publications

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. 

https://educationaltechnologyjournal.springeropen.com/counter/pdf/10.1186/s41239-022-00343-9

Augmented reality in architecture and construction education: state of the field and opportunities

Challenges and opportunities of augmented reality during the construction phase

Advancements in Artificial Intelligence (AI), Information Technology, Augmented Reality (AR) and Virtual Reality (VR), and Robotic Automation is transforming jobs in the Architecture, Engineering and Construction (AEC) industries. However, it is also expected that these technologies will lead to job displacement, alter skill profiles for existing jobs, and change how people work. Therefore, preparing the workforce for an economy defined by these technologies is imperative. This ongoing research focuses on developing an immersive learning training curriculum to prepare the future workforce of the building industry. In this paper we are demonstrating a prototype of a mobile AR application to deliver lessons for training in robotic automation for construction industry workers. The application allows a user to interact with a virtual robot manipulator to learn its basic operations. The goal is to evaluate the effectiveness of the AR application by gauging participants’ performance using pre and post surveys.

Work in Progress: Towards an Immersive Robotics Training for the Future of Architecture, Engineering, and Construction Workforce

Augmented Reality provides a way to enhance the classroom experience. In particular, student learning about building systems in the fields of Architecture, Civil, and Mechanical Engineering may improve, if visualization outside the classroom is provided. We propose that AR-SKOPE, an application that integrates Building Information Modelling and Augmented Reality may improve learning. This application allows students to visit specific buildings and investigate their various systems with supplementary information using a phone or tablet. We are currently testing our early prototype to conduct a semester-long study.

Integrating Building Information Modeling with Augmented Reality for Interdisciplinary Learning

As the development of Virtual Reality and Augmented Reality (VR/AR) technology rapidly advances, learning in an artificial immersive environment becomes increasingly feasible. Such emerging technology not only facilitates and promotes an efficient learning process, but also reduces the cost of access to learning materials and environments. Current research mainly focuses on the development of immersive learning environments and the adaptive learning methods based on interactions between trainees and the environment. However, valuable human biometric data available in immersive environments, such as eye gaze and controller pose, have not been explored and utilized to help understand the affective state of the trainees. In this paper, we propose a machine-learning based research framework to estimate trainees' confidence about their decisions in immersive learning environments. Using this framework, we designed an experiment to collect biometric data from a multiple-choice question and answer session in an immersive learning environment. This includes collecting answers from 10 participants on 35 questions and their self-reported confidence in their answers. A Long Short-Term Memory neural network model was used to analyze the data and estimate the confidence with 85.6% accuracy.

Confidence Estimation Using Machine Learning in Immersive Learning Environments

Immersive technologies are transforming all aspects of daily life. In educational context, augmented reality (AR) and virtual reality (VR) offer the promise of experiential learning, where the real...

Teaching Building Sciences in Immersive Environments: A Prototype Design, Implementation, and Assessment

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Work in Progress: Towards an Immersive Robotics Training for the Future of Architecture, Engineering, and Construction Workforce

Integrating Building Information Modeling with Augmented Reality for Interdisciplinary Learning

Confidence Estimation Using Machine Learning in Immersive Learning Environments

Teaching Building Sciences in Immersive Environments: A Prototype Design, Implementation, and Assessment