1. Introduction
An earthquake is one of the deadliest natural catastrophes that may occur on the planet’s surface, and thus poses severe dangers. An earthquake is an unexpected vibrational movement occurring on the Earth’s surface [1]. Occasionally, quakes may begin with minor tremors only to then develop into one or more severe shocks, before culminating in enormous ground vibrations. Numerous nations in the world suffer frequent earthquakes; Indonesia had more than 150 magnitude 7+ earthquakes between 1901 and 2019 [2]. Numerous significant earthquakes have occurred in Japan, including the Great Hanshin earthquake in 1995 and the Great East Japan Earthquake in 2011 [3], the latter of which caused over 15,000 deaths, soil liquefaction, landslides, ecosystem destruction, the displacement of nearly 300,000 people, infrastructure damage, supply chain disruption, and productivity loss. Italy commonly experiences clusters of earthquakes due to a complex seismogenic structure comprising several faults which interact with one another to create a slow release of energy over time [4]. These events have led to post-traumatic stress disorder [5], the death of many individuals [6], and property destruction [7]. An earthquake can generate seismic waves which can exert enough force on buildings to cause their destruction and spark a landslide. Large-scale earthquakes also wreak havoc on residential structures, rendering them uninhabitable. Foundation failures, faulty construction, poor design, extraordinary loads, or a combination of any of these factors are some of the reasons a building can collapse during earthquakes. Therefore, a unique approach to thinking about new building designs is required for seismic catastrophe management.
One way this can be achieved is earthquake-resistant house construction. To make an earthquake-resistant building, a civil engineer should first concentrate on the building’s foundation [8]. The building foundation needs to be constructed to withstand the building’s lateral loads. Foundation failures can occur due to equipment failure, insufficient temporary support, and unnecessary construction loads [9]. Steel frame construction structures and precast concrete are the two processes that most often fail when temporary bracing is insufficient. Improperly sequencing the method of construction is also a source of failure. Good design and the proper construction of a foundation’s structure can both strengthen buildings [10]. Civil engineers have designed buildings proven to be structurally strong enough to overcome earthquake hazards. Therefore, earthquake-resistant house construction must be taught as early as possible through learning media to civil engineering students.
Currently, the most popular method to protect a construction from earthquakes is to use seismic dampers [11,12]. This system includes elastic materials such as gas or active damper piles attached to the building to absorb earthquake energy. However, building this structure is costly and not suitable for developing countries. Another popular method is the use of structural engineering techniques, such as the base isolation method [13]. In this method, the building is separated from the foundation using elastic materials such as foam or cushions to reduce the impact of earthquakes on the building. This structure is low in cost [14], and thus more affordable for developing countries.
Even though the development cost is low, it can be expensive for students, having to spend large sums of money for even a prototype. Therefore, VR-based learning media is needed to overcome this problem. The uses of virtual and augmented reality (VR/AR) technology in education and Industry 4.0 include the creation of immersive learning experiences [15]; increased skills [16], motivation, and interest [17]; increased efficiency and productivity [18]; as well as speeding up the process and reducing costs [19]. For these reasons, VR/AR technology has great potential to strengthen and expand learning and work in the era of education and Industry 4.0.
Various learning media have developed along with the development of the Fourth Industrial Revolution. All societal levels are transitioning to digital technology in the 21st century, leading to the current ‘Industry 4.0’ era [20]. The advantage of digital technology is that information is delivered more quickly and efficiently [21,22]. Additionally, digital information technology is not device specific but can instead be adapted and used on various devices. Numerous digital learning products have been developed, including video [23], augmented reality (AR) [24], and virtual reality (VR) [25]. Especially in education, this is also accelerated by changes and shifts from analog to digital. Both primary and secondary education (as well as higher education) have begun to incorporate digital technology into the learning process.
VR is beginning to gain traction in education as a tool for learning. This is because VR facilitates the learning process by providing students with a realistic image [26,27,28]. VR is a digital technology that uses computer technology to simulate an environment, place, or event. Technically, VR converts an analog environment to a digital format that can be viewed on various technology and communication devices. The most frequently used communication technology for displaying VR data is a smartphone running Android or iOS, in conjunction with both an accelerometer and gyroscope sensor.
Construction education prioritizes practical and actual learning above theoretical [29]. Students can apply classroom information to the real world by emphasizing practical and field experience. Field experience can be gained in the laboratory or building sites [30,31]. A building site visit allows students first-hand experience of the construction process. However, various impediments to field trips in the learning process include expensive costs, lengthy licensing processes, and limited project availability. Several European and American countries now employ VR to teach building construction [29]. VR is a central feature in structural and bridge skills courses. Using VR in the classroom can give students hands-on experience and an overview of how the theory they learn is applied [30,32]. VR can help students deepen their understanding and measure their classroom knowledge. Students can also use their knowledge in VR construction.
Based on this background, this study aimed to develop VR for earthquake-resistant construction. Novelty from this research is in the building of earthquake-resistant construction using VR to prevent earthquakes’ effects. Then, we evaluated the initial metrics of the VR’s performance in civil engineering students. In addition, user feedback was obtained to collect basic information related to the perceived usability of the technology. This evaluation is essential for further investigation into the usefulness and merit of VR as a learning tool.
2. Method
This study describes a VR-based development tool intended mainly for civil engineering education students to support learning purposes. The development contains three main stages: pre-development, development, and post-development. Figure 1 depicts the entire process of the development procedures.
In the first stage, a needs assessment is conducted to gain the required information for the development. Needs assessment is an essential component of every project’s pre-development phase since it ensures that the eventual product or service satisfies the needs and requirements of its intended consumers. There are many fundamental reasons why a needs assessment is crucial: understanding user needs, providing clear guidance, avoiding expensive errors, and enhancing user pleasure. In conclusion, needs assessments are a crucial aspect of the pre-development phase since they ensure that the eventual product or service fits the needs and requirements of its intended consumers. By conducting user research and analysis, a project team may thoroughly understand their clients’ needs and preferences, guiding the design and development process, reducing the likelihood of costly errors, and enhancing user satisfaction. This preliminary stage involves a literature study to discover the material that will be developed into media following a review. The materials are adjusted to the civil engineering syllabus to ensure that the VR is suitable for learning. In addition to this, the needs assessment is also used to determine technical needs, such as the required software, hardware, content, etc.
The planning section of the development stage was arranged based on the needs assessment. The planning stage is essential for the success of the project; by defining the project’s scope and objectives, generating a thorough plan, identifying risks and limits, establishing roles and duties, and defining success criteria, the project team may set the project up for success and reduce the probability of costly delays, errors, or failures. The next step in the process is ‘initial development’. The initial development stage, also known as the design phase, is the second phase of the development procedures. During this stage, the project team take the requirements and specifications from the previous stage and begins designing the system or software. The primary goal of the initial development stage is to create a design that meets the project’s requirements, is efficient, and is easy to maintain. At the initial development stage, the VR is built to produce the initial version of the media. Next, this initial VR version is then validated both from the media and material aspects. The validation phase, often known as the testing phase, is the third step in the development methods. During this phase, the project team evaluates the system built in earlier phases to ensure that it satisfies all the project criteria and is error-free. Before deploying the system to students, the primary objective of the validation phase is to discover and resolve any bugs.
Lastly, there are the post-development procedures. Based on the above validation, the developed VR will be analyzed and evaluated at the final stage. The ‘analysis and evaluation’ stage is the first of the post-development phases of the development process. During this phase, the project team conducts a comprehensive study and evaluation of the system deployed in earlier phases to evaluate whether it has accomplished the project’s objectives and to identify areas requiring improvement. This stage’s primary objective is to collect input from users, stakeholders, and other relevant parties to enhance the system and inform future development efforts. Following this, the ‘field testing’ stage is the last of the post-development stages and the final stage of the overall development procedure. It is then tested on the civil engineering students in their learning process. The primary objective of this phase is to verify that the system performs as intended in a real-world setting and to identify any flaws or enhancement opportunities that were not discovered during previous testing phases.
The framework setup of the VR environment and the Context-Aware architecture is depicted in Figure 2. Figure 2 shows information about the equipment of the VR environment utilizing the Unity 3D engine and the Oculus system. The cycle is building data by making an earthquake-resistant design using Unity. The kind of Google equipment for VR used was Google Cardboard. The type of Oculus equipment used was the Oculus Rift S. This application is built for educational media and not for commercial purposes.
After testing, evaluation metrics and the students’ perception of VR application were measured within two classes, with 15 civil engineering students in each class. The first class was presented with classical teaching methods, while the second class was presented with VR-based learning. Ultimately, the total participants comprised 30 civil engineering students. The demographics of civil engineering students can be seen in Table 1. Table 1 shows the demographics of the civil engineering students in the two classes. In the first class, there were nine male and six female students. For the second class, there were ten male and five female students.
The data were obtained from the students’ assessment score using a questionnaire. This survey research comprised several survey questions to acquire quantitative data from a pool of respondents. This study gathers, collects, and analyzes data to reveal new features or trends of using VR among civil engineering students. The results of the statistical analysis were used to determine the initial effectiveness of VR applications in civil engineering education. Moreover, the narrative feedback and perceived usefulness were also obtained from the students after using the VR in the learning process.
3. Results and Discussion
3.1. Product Specification Innovation
The video-based VR aims to assist students in comprehending their building construction courses, such as stone and rebar practice. The VR video integrates two separate instruction modes: the laboratory approach, and the on-site method. It demonstrates each approach, first taught in the laboratory, and then comparing it to its execution on-site at the project site. For example, one of the practice courses in stone and rebar teaches participants how to construct and install rebar in column and beam reinforcement. The VR first demonstrates the necessary tools and materials, their fabrication, and the Occupational Safety and Health (OSH) aspects required in the laboratory. Following that, VR explains how rebars are manufactured and installed on construction sites, including those for buildings and bridges. Since most VR is created for theoretical courses, other researchers do not create the latter output product. The following specifications are the minimum requirements of the Oculus Rift S (Table 2).
3.2. Applications and Features of Virtual Reality Engineering in the Field of Building Construction
In recent years, the application of VR in civil engineering has altered the building industry. While some civil engineering information is abstract and combines theory and practice, VR can expand basic theory, design, and construction expertise. The benefits of VR technology can improve classroom learning, assist students in their comprehension of foundations, building structures, roof construction, and field practice in Building Construction. Text and visuals can be turned into situations that allow students to learn from them actively. In short, it converts 2D teaching approaches into 3D. For example, in soil mechanics courses, students can shrink into particles and travel through muddy dirt pores accompanied by pore water, which can help them grasp the various types of water surrounding soil particles, as well as soil compression and deformation. Of course, VR engineering has applications in various fields. It improves students’ understanding and teaching approaches.
VR can place students in simulated target structures to better grasp bridge foundation design. Students can grasp the design workflow from calculating the foundation’s load and bearing capacity to establishing its size. Students can complete their course ideas in virtual scenes using VR engineering interaction. The computer can also review and revise student work, further refining VR techniques. Many universities lack experimental space and instruments, and the necessary consumption would be highly experimental and dangerous in any case. These issues can be reduced by using VR in the virtual laboratory. Accordingly, combining virtual simulation and real-world physics experiments will be an exciting new development direction for civil engineering experiments.
Field experience is essential in civil engineering education since it combines theory and practice. However, field practice can produce bad results. As a result, a vast number of students have only a few teachers available to lead their field practice in short bursts across a project. Because time nodes are limited, students can only study a portion of the procedure and construction method. Environmental and safety constraints prevent students from researching construction conditions closely. The table below compares VR practice and fieldwork, indicating that adding VR techniques to fieldwork can alleviate the above issues by ensuring their complete observation of the process, and their comprehension of every step and detail of the construction. Of course, VR practice can be prepared for fieldwork, and the two together enhance the exercise. Figure 3 illustrates of double-story house model with base isolation by students.
Artificial Intelligence (AI), Big Data Analysis (BDA), and VR are three cutting-edge technologies affecting the course of technology for the future. With the aid of virtual and augmented reality, education will become more diverse, affecting all facets of higher education and learning methodologies. VR is a multidisciplinary technology that incorporates computer science, numerical computation, vision, and artificial intelligence. As one of the three technical innovations, its use will significantly impact traditional education and foster collaborative advancement among several professions, including civil engineering. Furthermore, VR in civil engineering education has an advantage compared to the on-site practice, as described in Table 3.
3.3. Evaluation Metrics and Students’ Perceive of VR Application
The student’s perception was obtained to discover the narrative feedback of the application. One of the evaluation methods for the product or service is “easy to use”. “Easy to use” is a subjective evaluation of a product or service’s usability and user experience. It refers to how intuitive and straightforward a product or service is to use and how well it meets the needs and expectations of the user. A 5-point score system that is used in this research is: (1) Minimal usability, i.e., difficult or impossible to use for many users; (2) Limited usability, i.e., some users may have difficulty using the product/service; (3) Some useable features are provided, but improvements are needed for some users; (4) Good usability of features, but some improvements are possible; (5) Excellent usability of features, accessible to all users.
Table 4 shows the students’ perceived ease of use for VR-based applications from 30 civil engineering students. The purpose is to create a learning aid in the form of a VR-based development tool primarily for the education of civil engineering students. It consists of essential information related to the application of VR in civil engineering education contexts. In order to create a good user experience, it is essential to consider the usability of each aspect of the system. The higher the proportion representing ease of use (%), the easier using the system was deemed to be by the user, and the higher the level of user satisfaction with the final product. Based on these results, it can be concluded that most students had a positive impression of the VR application’s content, animation, utilization, and so on, because their values are above 80%.
A product or service can be rated on each criterion using this 5-point score system. An overall “easy to use” score can be calculated by averaging the scores across all criteria. Details of the 5-point score system of the nine assessed VR components by the 30 participants can be seen in Figure 4. Figure 4 shows the different results obtained from the assessments given by each participant. It can be seen that most participants gave 5 points for each VR component tested. This means that the VR system built for earthquake-resistant construction learning media has outstanding features which can be used, provided, and made accessible to all existing civil engineering students.
3.4. Prospects of Virtual Reality Applications in Civil Engineering
VR is a computer technology that creates a virtual 3D environment that users may sense through hearing, sight, or touch [33,34]. With VR, people can see the constructed virtual environment and feel like they are there [35,36]. In addition, it has advantages over conventional learning media. VR learning is the most effective tool for accommodating varied student learning styles. Because VR can give simultaneous visual, audio, and video information, VR technology can excite students’ senses by giving them the illusion of being in a virtual environment, and create a virtual environment that accommodates visual and audio items. Furthermore, students can directly interact with things placed within the virtual environment.
VR-based learning is becoming more prevalent in science subjects at all levels of education, including primary, secondary, and higher education [34,37,38]. VR can enhance comprehension, generate interest, and improve student learning outcomes [21,30]. VR can maximize the delivery of complex material in the classroom, as it is compatible with students’ current learning styles, which favor using technology in the learning process. Unfortunately, the use of VR in the learning process for the construction industry is still in its infancy [39,40,41]. Most of the learning in the field of building construction continues to be taught in the classroom and laboratory.
All VR applications entail interaction, which gives the user some control over what occurs. This is the distinguishing feature of VR as opposed to static 3D visuals or pre-calculated 3D animations. However, many VR systems are only walkthroughs or flythroughs; they display a static environment and allow the user to navigate through it (by changing their position and point of view). Using highly interactive VR systems, users can conduct additional value engineering tasks such as selection, manipulation, system control, and symbolic input.
Highly interactive VR systems enable users to execute tasks in value engineering which had previously only available in 2D desktop systems; for example, designing houses rather than using a Computer-Aided Design (CAD) tool. This elevates VR from a visualization tool to a tool for achieving tangible results. The primary issue for highly interactive VR is the development of intuitive and efficient interaction techniques and user interfaces.
The Virtual Reality Modelling Language (VRML) enables the storage of descriptions of the three-dimensional world on the web and the real-time transformation of graphical objects (i.e., scale, translate, rotate, etc.) [26]. VRML supports various features, including hierarchical transformations, light sources, views, geometry, animations, fog, material characteristics, and texture mapping. Unlike Hypertext Markup Language (HTML), VRML also provides technologies that combine 3D, 2D, text, and multimedia into a logical model. When combined with programming languages and Internet utilities, this media type creates a new generation of interactive applications.
Moreover, training is necessary for both accident and injury prevention. Safety in Construction Using Virtual Reality (SAVR) was previously created to instruct construction workers on how to avoid falling from metal-platform scaffolds. The user can interact with the Virtual Environment (VE) via the Head-mounted Displays (HMD) and seek to eliminate hazardous issues (e.g., missing guard rails; loose, weak, or insufficiently spaced boards; poor connections between scaffolding components; and damaged components). A scoring method was then used to assess the participants’ performance. SAVR consists of two primary modules: upright and inspection. The erection module demonstrates how to erect the scaffold properly. The inspection module is used to identify and resolve potential fall reasons. Sense8 WTK (WorldToolKit) was utilized on the Silicon Graphics Inc (SGI) and 3D Studio platforms to construct virtual machines and surroundings. Real-time rendering is enabled using SGI’s Onyx Reality Engine 2 (ORE2).
Another study also built a prototype VR model to instruct staff on avoiding falls during construction. Occupational Safety and Health Administration (OSHA) laws are incorporated into the model as 2D text and audio information. When a user approaches a work platform in VE where they may fall, a warning message (i.e., the specific safety requirements) is displayed or announced.
While current project management software facilitates the creation and review of project schedules, communicating 2D symbolic representations between parties is challenging and error-prone. Recent research has attempted to address this issue by employing a computer-based system for visual planning and monitoring the construction process [42]. The system enables the establishment of a schedule-based virtual construction project, and the subsequent visual monitoring and engagement with the simulated project’s progress.
The traditional classroom-based concept of learning is more theoretical than it is practical. By contrast, learning in the field of construction necessitates extensive practical experience in order to gain a thorough understanding of the field in real terms. Combined with the current COVID-19 outbreak, this limits students’ ability to visit development sites, as well as to observe and apply theory gained in a construction project environment. This provides an incentive for researchers to develop VR media for building construction education. While another study focuses on using VR for general construction, this study focused on the VR model for earthquake-resistant construction, specifically [42]. The use of VR in education in the construction industry may be a viable option for delivering material that cannot be presented in a classroom setting. Additionally, the use of VR can help students gain a better understanding when using distance learning processes.
4. Conclusions
Creating earthquake-resistant construction is complex and expensive, which not all students can afford. Using a VR environment can answer this problem. Students experience the virtual environment as they would the real world. They can make the virtual building anytime without worrying about spending too much money. The reported useability of VR as learning media shows that the proposed approach’s performance is excellent. However, it is far from perfect. In the future, the product must focus on constructing more complex buildings such as city capitals, skyscrapers, factories, and hospitals. For future research, these results can also be applied to teaching the methods of building earthquake-resistant using seismic dampers.
Conceptualization, T.K.; methodology, T.K.; software, M.A.I.; validation, T.K.; formal analysis, M.A.I.; writing—original draft preparation, T.K.; writing—review and editing, M.A.I. and D.F.M.; visualization, D.F.M.; supervision, T.K. All authors have read and agreed to the published version of the manuscript.
Not applicable.
Not applicable.
The data belongs to Universitas Negeri Malang.
The authors declare no conflict of interest.
Footnotes
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
Enlarge this image.Figure 3. Illustrate of double-story house model with base isolation by students.
Enlarge this image.Figure 4. Statistical Data for Students’ Perceived Ease of Use of VR-based applications is detailed.
Demographics of Civil Engineering Student.
| Class | Male | Female |
|---|---|---|
| First | 9 | 6 |
| Second | 10 | 5 |
Specifications of the Oculus Rift S.
| Component | Minimum Specification |
|---|---|
| Operating System | Windows 10 |
| Processor | Intel i3-6100/AMD Ryzen 3 1200, FX4350 |
| Graphics Card | NVIDIA GTX 1050 Ti/AMD Radeon RX 470 |
| Memory | 8GB + RAM |
| USB Ports | 1 × USB 3.0 port |
| Video Output | Compatible mini-DisplayPort video output |
Comparison of the VR application and on-site practice.
| Main Feature | VR-Based Practice | On-Site Practice |
|---|---|---|
| Realization | VR laboratory | Real action (Heavy vehicle, field) |
| Risk | None | Mid-high (depends on the project) |
| Cost | Low | High |
| Space and time | Anytime and Anywhere | Limited to the space and time |
| Convenience | High | low |
Students’ Perceived Ease of Use on VR-based application.
| No | VR Component | Students’ Perceived Ease of Use (%) |
|---|---|---|
| 1 | The VR-based application can convey material in the field of building construction | 91.67% |
| 2 | The contents of VR can explain the learning content correctly | 90.63% |
| 3 | Proper animation in VR | 86.46% |
| 4 | Proper text in VR | 89.58% |
| 5 | The design of VR can make it easier for students to learn | 87.50% |
| 6 | The visual design of VR can make it easier for students to study | 87.50% |
| 7 | Audio appeared designed to facilitate teaching understanding | 84.38% |
| 8 | Text design and text in teaching materials make it easier for students | 86.46% |
| 9 | Design combination, arrangement, and color selection in VR are convenient | 85.42% |
| Average | 87.62% | |
References
1. Song, D.; Che, A.; Chen, Z.; Ge, X. Seismic stability of a rock slope with discontinuities under rapid water drawdown and earthquakes in large-scale shaking table tests. Eng. Geol.; 2018; 245, pp. 153-168. [DOI: https://dx.doi.org/10.1016/j.enggeo.2018.08.011]
2. Ghobarah, A.; Saatcioglu, M.; Nistor, I. The impact of the 26 December 2004 earthquake and tsunami on structures and infrastructure. Eng. Struct.; 2006; 28, pp. 312-326. [DOI: https://dx.doi.org/10.1016/j.engstruct.2005.09.028]
3. Seike, T.; Isobe, T.; Hosaka, Y.; Kim, Y.; Watanabe, S.; Shimura, M. Design and supply system for emergency temporary housing by various construction methods from the perspective of environmental impact assessment: The case for the Great East Japan earthquake. Energy Build.; 2019; 203, 109425. [DOI: https://dx.doi.org/10.1016/j.enbuild.2019.109425]
4. Parisi, F.; Augenti, N. Earthquake damages to cultural heritage constructions and simplified assessment of artworks. Eng. Fail. Anal.; 2013; 34, pp. 735-760. [DOI: https://dx.doi.org/10.1016/j.engfailanal.2013.01.005]
5. Tang, W.; Lu, Y.; Xu, J. Post-traumatic stress disorder, anxiety and depression symptoms among adolescent earthquake victims: Comorbidity and associated sleep-disturbing factors. Soc. Psychiatry Psychiatr. Epidemiol.; 2018; 53, pp. 1241-1251. [DOI: https://dx.doi.org/10.1007/s00127-018-1576-0]
6. Coburn, A.W.; Spence, R.J.S.; Pomonis, A. Factors determining human casualty levels in earthquakes: Mortality prediction in building collapse. Proc. Tenth World Conf. Earthq. Eng.; 1992; 10, pp. 5989-5994.
7. Parvathi, A.K. A Review of Construction Techniques in Earthquake Engineering. J. Adv. Civ. Eng.; 2016; 2, pp. 12-22. [DOI: https://dx.doi.org/10.18831/djcivil.org/2016021002]
8. Kasagi, M.; Fujita, K.; Tsuji, M.; Takewaki, I. Automatic generation of smart earthquake-resistant building system: Hybrid system of base-isolation and building-connection. Heliyon; 2016; 2, e00069. [DOI: https://dx.doi.org/10.1016/j.heliyon.2016.e00069]
9. Buitrago, M.; Sagaseta, J.; Adam, J.M. Effects of sudden failure of shoring elements in concrete building structures under construction. Eng. Struct.; 2018; 172, pp. 508-522. [DOI: https://dx.doi.org/10.1016/j.engstruct.2018.06.052]
10. Allen, E.; Iano, J. Fundamentals of Building Construction: Materials and Methods; John Wiley & Sons: Hoboken, NJ, USA, 2019.
11. Mezghani, F.; del Rincón, A.F.; Fernandez, G.; De-Juan, A.; Sanchez-Espiga, J.; Rueda, F.V. Effectiveness study of wire mesh vibration damper for sensitive equipment protection from seismic events. Mech. Syst. Signal Process.; 2022; 164, 108160. [DOI: https://dx.doi.org/10.1016/j.ymssp.2021.108160]
12. Gkournelos, D.; Triantafillou, T.C.; Bournas, D.A. Seismic upgrading of existing masonry structures: A state-of-the-art review. Soil Dyn. Earthq. Eng.; 2022; 161, 107428. [DOI: https://dx.doi.org/10.1016/j.soildyn.2022.107428]
13. De Domenico, D.; Ricciardi, G. An enhanced base isolation system equipped with optimal tuned mass damper inerter (TMDI). Earthq. Eng. Struct. Dyn.; 2018; 47, pp. 1169-1192. [DOI: https://dx.doi.org/10.1002/eqe.3011]
14. Zhang, C.; Ali, A.; Sun, L. Investigation on low-cost friction-based isolation systems for masonry building structures: Experimental and numerical studies. Eng. Struct.; 2021; 243, 112645. [DOI: https://dx.doi.org/10.1016/j.engstruct.2021.112645]
15. Kuhail, M.A.; ElSayary, A.; Farooq, S.; Alghamdi, A. Exploring Immersive Learning Experiences: A Survey. Informatics; 2022; 9, 75. [DOI: https://dx.doi.org/10.3390/informatics9040075]
16. Lai, J.W.; Cheong, K.H. Adoption of Virtual and Augmented Reality for Mathematics Education: A Scoping Review. IEEE Access; 2022; 10, pp. 13693-13703. [DOI: https://dx.doi.org/10.1109/ACCESS.2022.3145991]
17. Iatsyshyn, A.V.; Kovach, V.O.; Romanenko, Y.O.; Deinega, I.I.; Iatsyshyn, A.V.; Popov, O.O.; Kutsan, Y.G.; Artemchuk, V.O.; Burov, O.Y.; Lytvynova, S.H. Application of augmented reality technologies for preparation of specialists of new technological era. CEUR Workshop Proc.; 2020; 2547, pp. 181-200.
18. Firu, A.C.; Tapîrdea, A.I.; Feier, A.I.; Drăghici, G. Virtual reality in the automotive field in industry 4.0. Mater. Today Proc.; 2021; 45, pp. 4177-4182. [DOI: https://dx.doi.org/10.1016/j.matpr.2020.12.037]
19. Eswaran, M.; Bahubalendruni, M.V.A.R. Challenges and opportunities on AR/VR technologies for manufacturing systems in the context of industry 4.0: A state of the art review. J. Manuf. Syst.; 2022; 65, pp. 260-278. [DOI: https://dx.doi.org/10.1016/j.jmsy.2022.09.016]
20. Ghosh, A.; Nafalski, A.; Nedic, Z.; Wibawa, A. Learning management systems with emphasis on the Moodle at UniSA. Bull. Soc. Inform. Theory Appl.; 2019; 3, pp. 13-21. [DOI: https://dx.doi.org/10.31763/businta.v3i1.160]
21. Fonseca, L.M. Industry 4.0 and the digital society: Concepts, dimensions and envisioned benefits. Proc. Int. Conf. Bus. Excell.; 2018; 12, pp. 386-397. [DOI: https://dx.doi.org/10.2478/picbe-2018-0034]
22. Ivanov, D.; Dolgui, A.; Sokolov, B. The impact of digital technology and Industry 4.0 on the ripple effect and supply chain risk analytics. Int. J. Prod. Res.; 2019; 57, pp. 829-846. [DOI: https://dx.doi.org/10.1080/00207543.2018.1488086]
23. Moghavvemi, S.; Sulaiman, A.; Jaafar, N.I.; Kasem, N. Social media as a complementary learning tool for teaching and learning: The case of youtube. Int. J. Manag. Educ.; 2018; 16, pp. 37-42. [DOI: https://dx.doi.org/10.1016/j.ijme.2017.12.001]
24. Acosta, J.L.B.; Navarro, S.M.B.; Gesa, R.F.; Graf, S. Augmented reality trends in education: A systematic review of research and applications. J. Educ. Technol. Soc.; 2014; 17, pp. 133-149.
25. Feng, Z.; González, V.A.; Amor, R.; Spearpoint, M.; Thomas, J.; Sacks, R.; Lovreglio, R.; Cabrera-Guerrero, G. An immersive virtual reality serious game to enhance earthquake behavioral responses and post-earthquake evacuation preparedness in buildings. Adv. Eng. Inform.; 2020; 45, 101118. [DOI: https://dx.doi.org/10.1016/j.aei.2020.101118]
26. Makransky, G.; Lilleholt, L. A structural equation modeling investigation of the emotional value of immersive virtual reality in education. Educ. Technol. Res. Dev.; 2018; 66, pp. 1141-1164. [DOI: https://dx.doi.org/10.1007/s11423-018-9581-2]
27. Bower, M.; Howe, C.; McCredie, N.; Robinson, A.; Grover, D. Augmented Reality in education–cases, places and potentials. EMI. Educ. Media Int.; 2014; 51, pp. 1-15. [DOI: https://dx.doi.org/10.1080/09523987.2014.889400]
28. Beck, D. Special Issue: Augmented and Virtual Reality in Education: Immersive Learning Research. J. Educ. Comput. Res.; 2019; 57, pp. 1619-1625. [DOI: https://dx.doi.org/10.1177/0735633119854035]
29. Xavier,; Holmes, M.; Evans, R.; Clancy, J. Can Virtual Reality assist the recoupling of theory and practice in Civil Engineering education?. IM Publ. Open LLP; 2019; pp. 33-42. [DOI: https://dx.doi.org/10.1255/vrar2018.ch4]
30. Allcoat, D.; von Mühlenen, A. Learning in virtual reality: Effects on performance, emotion and engagement. Res. Learn. Technol.; 2018; 27, 26. [DOI: https://dx.doi.org/10.25304/rlt.v26.2140]
31. Chou, C.-C. An Analysis of the 3D Video and Interactive Response Approach Effects on the Science Remedial Teaching for Fourth Grade Underachieving Students. EURASIA J. Math. Sci. Technol. Educ.; 2017; 13, 58. [DOI: https://dx.doi.org/10.12973/eurasia.2017.00658a]
32. France, D.; Powell, V.; Mauchline, A.L.; Welsh, K.; Park, J.; Whalley, W.B.; Rewhorn, S. Ability of students to recognize the relationship between using mobile apps for learning during fieldwork and the development of graduate attributes. J. Geogr. High. Educ.; 2016; 40, pp. 182-192. [DOI: https://dx.doi.org/10.1080/03098265.2016.1154931]
33. Xiong, J.; Hsiang, E.-L.; He, Z.; Zhan, T.; Wu, S.-T. Augmented reality and virtual reality displays: Emerging technologies and future perspectives. Light Sci. Appl.; 2021; 10, 216. [DOI: https://dx.doi.org/10.1038/s41377-021-00658-8] [PubMed: https://www.ncbi.nlm.nih.gov/pubmed/34697292]
34. Radianti, J.; Majchrzak, T.A.; Fromm, J.; Wohlgenannt, I. A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Comput. Educ.; 2020; 147, 103778. [DOI: https://dx.doi.org/10.1016/j.compedu.2019.103778]
35. Wang, P.; Wu, P.; Wang, J.; Chi, H.-L.; Wang, X. A Critical Review of the Use of Virtual Reality in Construction Engineering Education and Training. Int. J. Environ. Res. Public Health; 2018; 15, 1204. [DOI: https://dx.doi.org/10.3390/ijerph15061204]
36. Lanzo, J.A.; Valentine, A.; Sohel, F.; Yapp, A.Y.T.; Muparadzi, K.C.; Abdelmalek, M. A review of the uses of virtual reality in engineering education. Comput. Appl. Eng. Educ.; 2020; 28, pp. 748-763. [DOI: https://dx.doi.org/10.1002/cae.22243]
37. Degli Innocenti, E.; Geronazzo, M.; Vescovi, D.; Nordahl, R.; Serafin, S.; Ludovico, L.A.; Avanzini, F. Mobile virtual reality for musical genre learning in primary education. Comput. Educ.; 2019; 139, pp. 102-117. [DOI: https://dx.doi.org/10.1016/j.compedu.2019.04.010]
38. Concannon, B.J.; Esmail, S.; Roberts, M.R. Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training. Front. Educ.; 2019; 4, 80. [DOI: https://dx.doi.org/10.3389/feduc.2019.00080]
39. Zhou, Y.; Ji, S.; Xu, T.; Wang, Z. Promoting Knowledge Construction: A Model for Using Virtual Reality Interaction to Enhance Learning. Procedia Comput. Sci.; 2018; 130, pp. 239-246. [DOI: https://dx.doi.org/10.1016/j.procs.2018.04.035]
40. González, M.A.; Santos, B.S.N.; Vargas, A.R.; Martín-Gutiérrez, J.; Orihuela, A.R. Virtual Worlds. Opportunities and Challenges in the 21st Century. Procedia Comput. Sci.; 2013; 25, pp. 330-337. [DOI: https://dx.doi.org/10.1016/j.procs.2013.11.039]
41. Slavova, Y.; Mu, M. A Comparative Study of the Learning Outcomes and Experience of VR in Education. Proceedings of the 2018 IEEE Conference on Virtual Reality and 3D User Interfaces (VR); Tuebingen/Reutlingen, Germany, 18–22 March 2018; 2018; pp. 685-686. [DOI: https://dx.doi.org/10.1109/VR.2018.8446486]
42. Bashabsheh, A.K.; Alzoubi, H.H.; Ali, M.Z. The application of virtual reality technology in architectural pedagogy for building constructions. Alex. Eng. J.; 2019; 58, pp. 713-723. [DOI: https://dx.doi.org/10.1016/j.aej.2019.06.002]
© 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.