Mixed reality environment for learning sensing technology applications in Construction: A usability study

Abstract

Mixed reality is gradually becoming ubiquitous and significant in education owning to the inherent benefits of active participation and tacit knowledge development in a safe and engaging environment. However, limited studies have explored design features that facilitate its use as a pedagogical tool in construction education, particularly in equipping students with experiential skills that are otherwise challenging to obtain due to resource constraints and limited access to construction sites. By evaluating eye tracking, usability questions, and think-aloud protocol data and verbal feedback, this study investigated the usability of a mixed reality environment designed for equipping construction engineering students with competencies for deploying sensing technologies on construction projects. Results revealed features such as accuracy of represented construction activities, quality of animations, and easy access to information and resources as important for designing efficient mixed reality learning environments. While the usability data suggested that the user interface was usable, eye tracking provided profundity on encountered difficulties with the user interface. Through concise outline and sequential design of the user interface, this study revealed that knowledge scaffolding can improve task performance in a mixed reality learning environment. This study adds value to existing literature, in particular by providing insights into the affordances of mixed reality environments that address the technological gap between the construction industry and construction engineering education. The mixed reality learning environment contributes to the cognitive apprenticeship theory through the use of game objects to develop procedural knowledge for addressing construction industry challenges with sensing technologies.