Successful education for AEC professionals: case study of applying immersive game-like virtual reality interfaces

Rahimian, Farzad Pour, Arciszewski, Tomasz and Goulding, Jack (2014) Successful education for AEC professionals: case study of applying immersive game-like virtual reality interfaces. Visualization in Engineering, 2 (1). p. 4. ISSN 2213-7459

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Official URL: https://doi.org/10.1186/2213-7459-2-4

Abstract

Background:
Global competition and the transdisciplinary nature of evolving Architecture-Engineering-Construction (AEC) activities makes it progressively important to educate new AEC professionals with appropriate skill sets. These skills include the ability and capability of not only developing routine projects, but also delivering novel design solutions and construction processes (some of which may be unknown), to feasible, surprising, or potentially patentable solutions. For example, despite recent innovations in immersive visualisation technologies and tele-presence decision-support toolkits, the AEC sector as a whole has not yet fully understood these technologies, nor embraced them as an enabler.

Methods:
Given this, this paper proposes a new approach for delivering education and training to address this shortcoming. This approach focuses on doing traditional (routine) work with creative thinking in order to address these challenges. This rationale is based on the principles of Successful Education as a new paradigm for engineering education, which is inspired by the Theory of Successful Intelligence, by the Medici Effect and Leonardo da Vinci’s Seven Principles. The paper presents the educating AEC professionals is presented the AEC sector. The Theory of Successful Intelligence and its three forms of intelligence (Practical, Analytical, and Creative), are supported by lessons learned from the Renaissance, including the Medici Effect and da Vinci’s Seven Principles.

Results:
Based on these theoretical pillars, a new approach to educating AEC professionals is presented with a proof-of-concept prototype that uses a game-like virtual reality (VR) visualisation interface supported by Mind Mapping is introduced as an exemplar.

Conclusion:
The developed interface in this study applies Game Theory to non-collocated design teams in accordance with Social Sciences Theory (social rules) and Behavioural Science Theory (decision making). It contributes by supporting new insights into AEC actor involvement, pedagogy, organisational behaviour, and the social constructs that support decision making.

Item Type: Article
Uncontrolled Keywords: Training, Successful education, Pedagogy, Medici effect, da Vinci Principles, Visualisation
Subjects: K900 Others in Architecture, Building and Planning
N100 Business studies
X300 Academic studies in Education
Department: Faculties > Engineering and Environment > Architecture and Built Environment
Depositing User: Paul Burns
Date Deposited: 10 Nov 2017 11:06
Last Modified: 10 Nov 2017 11:55
URI: http://nrl.northumbria.ac.uk/id/eprint/32508

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