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A hydraulic 3D-lab based on virtual Gora dam visits at Call of Duty Warzone to Develop Student’s Competencies During the COVID-19 Pandemic | IEEE Conference Publication | IEEE Xplore

A hydraulic 3D-lab based on virtual Gora dam visits at Call of Duty Warzone to Develop Student’s Competencies During the COVID-19 Pandemic


Abstract:

The experience of going through a pandemic like Covid-19 forced many sectors of the economy to evolve, including education, specifically higher education. Teaching method...Show More

Abstract:

The experience of going through a pandemic like Covid-19 forced many sectors of the economy to evolve, including education, specifically higher education. Teaching methods in Engineering, Architecture, and Construction (IAC) adopted tools, which had been developed primarily for industry, to adapt them to teach. These tools have been added to the already existing Information and Communication Technologies (ICT), and in this study, they are used as didactic teaching techniques. These tools are Building Information Modeling (BIM), Virtual Reality (VR), and the video game (VG) Call of Duty: Warzone (CoD: Wz). Some investigations have studied the scope that the use of BIM, VR, and video games can have in teaching separately. However, no research so far has been found that unites the three tools in a single methodology. This study aims to show the methodology and its results when implementing the Hydraulic 3D Lab (Hydr3D-Lab) tool for teaching in IAC. As will be explained later, in the procedure of implementing the methodology, the use of BIM, VR, and CoD: Wz software was promoted during teaching hours to improve skills and help students understand concepts that are difficult to comprehend and teach theoretically. The implementation of this technological tool was developed in the context of IAC’s national higher education programs at a university in Mexico. This study demonstrates the effectiveness of using the collaborative tool Hydr-3D-Lab as a teaching method for IAC. Additionally, this study proves that the learning experience can be enhanced using other technology tools such as Unreal Engine and Revit.
Date of Conference: 28-31 March 2022
Date Added to IEEE Xplore: 11 May 2022
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ISSN Information:

Conference Location: Tunis, Tunisia

I. Introduction

Starting in the ’90s, Information and Communication Technologies (ICT) had an expansion in all educational sectors; research in the field of Technology-enhanced Learning (TEL) has shown the benefits of using ICT in the learning process and as teaching tools [1]. A little before the expansion of ICT, in the ’70s, Professor Chuck Eastman began to develop 3D research and modeling systems applied to construction, thus laying the foundations of what we currently known as Building Information Modeling (BIM). This tool has revolutionized the construction industry, making it the most important and promising application in the engineering and architecture industry (IAC) [2]. Since then, BIM has evolved into a collaborative work methodology, that is aided by software, that provides a graphical interface, ease of use, organization, and flexibility. Therefore, the BIM methodology allows the visualization and control of multiple characteristics and stages of a project construction project throughout its life cycle [3], [4]. The versatility of BIM has allowed it to be applied to the teaching of IAC, proving the benefits of its application, specifically, in improving the understanding of theoretical concepts and cognitive development [5], [6], construction project management [7], [8] and collaborative projects [2]. As mentioned before, one of the main characteristics of the BIM methodology is its versatility, this allows the addition of other technologies such as Virtual Reality (VR); this potentiates what is already known about BIM, allowing simulation and interaction in virtual environments of construction projects in the different stages of design, during its construction and its operation [9]. Meyer et. al investigated and demonstrated the positive effect of immersively implementing VR for the retention of abstract concepts in the teaching process [10]. In general terms, with the use of simulation tools, students enhance their learning, improve their procedures and, therefore, improve their learning skills [11]. Now, these two tools (BIM and VR) have shown that they have a positive impact when they are implemented in the teaching process and are used by students, if one more is added, such as video games (VG) that, by themselves, have proven to have good results in the teaching process, then the high potential in the combination and implementation of digital technologies BIM, VR and Videogames for educational purposes becomes evident. Because these types of tools are digital natively, plus having access to the internet, allows us to have an educational approach for different learning formats, such as face-to-face, online or hybrid. As mentioned before, this type of approach (BIM + VR + VG) has not been studied together but individually, showing satisfactory results. Therefore, there is a lack of developing BIM-VR-VG didactic tools with specific learning objectives for IAC higher education programs. The research of this study is the first to create the framework for the development and implementation of a Hydraulic 3D Lab (Hydr-3D-Lab) methodology that uses software based on BIM, VR, and VG. In addition, it has an easy implementation, ease of use, and specific pedagogical objectives for IAC education. As part of the implementation process of the methodology, the use of BIM, VR, and VG software was promoted during teaching hours to improve skills and help students understand concepts that are complicated to understand and teach theoretically and allowed to evaluate the functionality of the learning environment. The implementation of this technological tool blooms in the context of IAC’s national higher education programs at a university in Mexico.

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