Exploring the Effectiveness of Immersive Virtual Reality for Project Scheduling in Construction Education

• Published in: Buildings (Basel) Vol. 13; no. 5; p. 1123
• Main Authors: Sami Ur Rehman, Muhammad, Abouelkhier, Narmin, Shafiq, Muhammad Tariq
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 23.04.2023
• Subjects: Analysis; Artificial intelligence; Augmented reality; Building information modeling; Colleges & universities; Comparative analysis; Computer applications; Construction; Construction management; Construction planning; construction project planning; construction scheduling; construction sequencing; Cost estimates; Critical path method; Education; Effectiveness; Engineering education; Feedback; Haptics; immersive technologies; Immersive virtual reality; Learning; Literature reviews; Methods; Project planning; Scheduling; Students; Teaching methods; Technical education; Technology; Virtual reality; Visualization; United Arab Emirates
• ISSN: 2075-5309; 2075-5309
• DOI: 10.3390/buildings13051123

The emergence of immersive technologies, such as virtual reality (VR) headsets, has revolutionized the way we experience the physical world by creating a virtual, interactive environment. In the field of education, this technology has immense potential to provide students with a safe and controlled environment in which to experience real-world scenarios that may be otherwise unfeasible or unsafe. However, limited research exists on the effectiveness of integrating immersive technologies into technical education delivery. This research investigated the potential use of immersive virtual reality (IVR) in university-level construction management courses, with a focus on integrating IVR technology into traditional education for construction project planning and control. The experiment involved comparing the students’ learning and understanding of the subject matter using a set of two-dimensional construction drawings and a critical path method (CPM)-based construction schedule, with and without the use of an immersive environment. The findings suggested that the use of immersive technology significantly improved the students’ ability to understand technical concepts and identify any errors in the construction sequence when compared to traditional teaching methods. This paper presents the details of the experiment and a comparative analysis of both approaches in terms of students’ learning and understanding of project planning, sequencing, and scheduling.