Design and Assessment of a Mobile Augmented Reality-Based Information Delivery Tool for Construction and Civil Engineering Curriculum
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 141, Issue 3
Abstract
The goal of the research reported in this paper is to design and systematically assess the effectiveness of a collaborative context-aware mobile augmented reality tool (CAM-ART) in construction and civil engineering curriculum. To achieve this goal, an augmented reality (AR)-based information delivery tool, CAM-ART, was implemented in classroom-scale experiments to enhance traditional lecture-based instruction and information delivery methods. In the research reported in this paper, the contents of an ordinary textbook were enhanced using computer-generated three-dimensional (3D) objects and other virtual multimedia (e.g., sound, video, and graphs), and delivered to students through an AR application running on their smartphones or tablet computers. The sample consisted of construction and civil engineering students, who were randomly assigned to Group A (control group) and Group B (test group). The designed learning tool was tested in a collaborative and interactive environment, preperformance and postperformance data was collected, and student perception of using the AR-based tool was elicited through a feedback questionnaire. Data analysis showed that CAM-ART had a measurable and positive impact on students’ learning both in short-term and long-term. Moreover, results of the feedback questionnaire indicated that students found CAM-ART to be an interesting, helpful, and motivational approach in the classroom that helped them gain more in-depth and long-lasting knowledge beyond what is normally expected from traditional lecture-based teaching methods.
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Acknowledgments
The research reported in this paper has been supported in part by the Engineering Information Foundation (EiF) through Grant 13.02. The authors gratefully acknowledge the support from the EiF. Any opinions, findings, conclusions, and recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the EiF.
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Journal of Professional Issues in Engineering Education and Practice
Volume 141 • Issue 3 • July 2015
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© 2014 American Society of Civil Engineers.
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Received: Dec 19, 2013
Accepted: Sep 10, 2014
Published online: Oct 15, 2014
Discussion open until: Mar 15, 2015
Published in print: Jul 1, 2015
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