It appears you don't have support to open PDFs in this web browser. To view this file, Open with your PDF reader
Abstract
Applying building information modeling (BIM) and virtual reality (VR) in construction education is an effective way to achieve better study motivation, learnability, creativity, and observation of the real world. However, whether different levels of BIM prior knowledge affect students’ VR experimental learning, if at all, has not been examined. Therefore, this study employs a teaching intervention experiment to access the VR learning process based on the BIM prior knowledge. A total of 47 students, from the Department of Architecture and Civil Engineering, City University of Hong Kong, participated in the experiment. They were grouped according to whether they had taken the prior BIM tutorial section, with 23 participants in the group having completed the tutorial and 24 participants in the group that had not. Experiment materials were created and rendered via Autodesk Revit and Iris VR; the materials supported three tasks related to the underground design review scenarios and three other tasks about site planning review scenarios. After the experiment, a comparison study was done to discuss their differences based on VR task performances and satisfaction. The results revealed that the BIM prior knowledge mediated both the two-dimensional and three-dimensional navigations when students performed the tasks. Moreover, the relationship differences within the satisfactions showed that BIM prior knowledge effectively affected the learning outcomes. In conclusion, the comparison study implies that students’ BIM prior knowledge is efficacious in the students’ VR task performance and their VR satisfaction from cognitive and memory perspectives.
You have requested "on-the-fly" machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Show full disclaimer
Neither ProQuest nor its licensors make any representations or warranties with respect to the translations. The translations are automatically generated "AS IS" and "AS AVAILABLE" and are not retained in our systems. PROQUEST AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY, ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. Your use of the translations is subject to all use restrictions contained in your Electronic Products License Agreement and by using the translation functionality you agree to forgo any and all claims against ProQuest or its licensors for your use of the translation functionality and any output derived there from. Hide full disclaimer
Details

1 College of Water Conservancy and Civil Engineering, South China Agricultural University , Tianhe District, Guangzhou, Guangdong 510642 , China
2 Department of Architecture and Civil Engineering, City University of Hong Kong , Tat Chee Avenue, Kowloon 999077, Hong Kong SAR , China
3 School of Public Policy and Administration, Chongqing University , No. 174, Shazheng Street, Shapingba District, Chongqing 400044 , China
4 School of Civil and Transportation Engineering, Guang Dong University of Technology , Guangzhou, Guangdong 510006 , China
5 Department of Building and Real Estate, The Hong Kong Polytechnic University , 11 Yuk Choi Rd, Kowloon 999077, Hong Kong SAR , China
6 Department of Architecture, Kyung Hee University , Gyeonggi-do 17104 , South Korea