Project-Oriented Pedagogical Model for Construction Engineering Education Using Cyberinfrastructure Tools
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 139, Issue 4
Abstract
Virtual interactive construction education (VICE) is a project-based pedagogical model that uses cyberinfrastructure tools to transform traditional subject-based lectures into project-based virtual interactive simulations. This research measured level of engagement and perceived construction content knowledge gained when exposed to VICE. A case study evaluation design utilized a mixed methodology of both quantitative and qualitative methods. Content knowledge was measured with a retrospective presurvey and postsurvey using 40 high school juniors and seniors with no construction education and 12 college-level construction students. The self-reported level of engagement showed participants to be mildly to very engaged. The perceived increase in construction content knowledge was significant for the high school students for all six subject areas and was significant in four subject areas for the college students. While significantly more research is needed to measure the actual gain in construction knowledge compared to traditional instruction, the results show that contextually rich project-based interactive simulations show much promise for construction education and potentially other project-oriented domains.
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Acknowledgments
This material is based upon work supported by the National Science Foundation under Grant No. 1044627. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
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Information & Authors
Information
Published In
Journal of Professional Issues in Engineering Education and Practice
Volume 139 • Issue 4 • October 2013
Pages: 301 - 309
Copyright
© 2013 American Society of Civil Engineers.
History
Received: Sep 17, 2012
Accepted: Apr 9, 2013
Published online: Apr 12, 2013
Discussion open until: Sep 12, 2013
Published in print: Oct 1, 2013
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