Virtual Construction Simulator Research Articles

Problem-solving processes in an educational construction simulation game

The growing adoption of educational simulation games in construction pedagogy has significantly impacted student learning. One game, the Virtual Construction Simulator 4 (VCS4), has been found to support student learning of how to solve complex construction problems. However, further research is warranted to evaluate the thinking processes that students engage while playing the game. This study examines those thinking processes by analyzing verbal protocols collected as students thought aloud while playing VCS4 game modules and resulting verbal protocols were coded to capture both cognitive and metacognitive operations. Patterns of thought revealed by this coding were then compared to the patterns expected based on the intentions of game design. The results show that students do generally exhibit the expected patterns. These findings support the claim that students engaged in complex higher-order thinking processes and skills, which evolved based on the types of construction projects.

LVC Allocator: Aligning training value with scenario design for envisioned LVC training of fast-jet pilots

Live virtual constructive (LVC) flight simulations mix pilots flying actual aircraft, pilots flying in simulators, and computer-generated forces, in joint scenarios. Training resources invested in LVC scenarios must give a high return, and therefore pilots in both live aircraft and simulators need to experience training value for the extensive resources invested in both, an aspect not emphasized in current LVC research. Thus, there is a need for a function, in this article described as LVC Allocator, which assures that complex LVC training scenarios include aspects of training value for all participants, and, thus, purposefully align scenario design with training value. A series of workshops were carried out with 16 fast-jet pilots articulating the training challenges that LVC could contribute to solving, and allocating LVC entities in a training scenario design exercise. The training values for LVC included large scenarios, weapon delivery, flight safety, adversary performance, and weather dependence. These values guided the reasoning of how to allocate different entities to L, V, or C entities. Allocations were focused on adversaries as V, keeping entity types together, weather dependence, low-altitude and supersonic flying requirements, and to let L entities handle and lead complex tasks to keep the human in the loop.

Live–virtual–constructive simulation for testing and evaluation of air combat tactics, techniques, and procedures, Part 1: assessment framework

This paper advances live (L), virtual (V), and constructive (C) simulation methodologies by introducing a new LVC simulation framework for the development of air combat tactics, techniques, and procedures (TTP). In the framework, TTP is developed iteratively in separate C-, V-, and L-simulation stages. This allows the utilization of the strengths of each simulation class while avoiding the challenges of pure LVC simulations. The C-stage provides the optimal TTP with respect to the probabilities of survival ( Ps) and kill ( Pk) of aircraft without considering the human–machine interaction (HMI). In the V-stage, the optimal TTP is modified by assessing its applicability with Pk and Ps, as well as HMI measures regarding pilots’ situation awareness, mental workload, and TTP adherence. In the L-stage, real aircraft are used to evaluate whether the developed TTP leads to acceptable Pk, Ps, and HMI measures in a real-life environment. The iterative nature of the framework enables that V- or L-stages can reveal flaws of the TTP and an inadequate TTP can be returned to the C- or V-stage for revision. This paper is Part 1 of a two-part study. Part 2 demonstrates the use of the framework with operationally used C- and V-simulators as well as real F/A-18C aircraft and pilots.

Live–virtual–constructive simulation for testing and evaluation of air combat tactics, techniques, and procedures, Part 2: demonstration of the framework

In this paper, the use of the live (L), virtual (V), and constructive (C) simulation framework introduced in Part 1 of this two-part study is demonstrated in the testing and evaluation of air combat tactics, techniques, and procedures (TTP). Each TTP consists of rules that describe how aircraft pilots coordinate their actions to achieve goals in air combat. In the demonstration, the initial rules are defined by subject matter experts (SMEs). These rules are refined iteratively in separate C-, V-, and L-simulation stages. In the C-stage, an operationally used C-simulation model is used to provide optimal rules with respect to the probabilities of survival ( Ps) and kill ( Pk) of aircraft without considering human–machine interaction (HMI). In the V-stage, fighter squadrons’ V-simulators and SMEs’ assessment are used to modify these rules by evaluating their applicability with Pk and Ps, as well as HMI measures regarding pilots’ situation awareness, mental workload, and TTP rule adherence. In the L-stage, qualified fighter pilots fly F/A-18C aircraft in a real-life environment. Based on SMEs’ assessment, the TTP rules refined in the C- and L-stages result in acceptable Pk, Ps, and HMI measures in the L-stage. As such, the demonstration highlights the utility of the LVC framework.

Leveraging metacognitive prompts in construction educational games for higher educational gains

ABSTRACT The inclusion of technology in the classroom environment has brought the adoption of a variety of pedagogical intervention such as educational simulation games, which have illustrated a growing potential of stimulating students’ learning. In particular, an educational simulation game, the virtual construction simulator (VCS), has been evaluated for its ability to instil in students’ construction skills. The goal of this study was to further evaluate the pedagogical potential of specific design features of the VCS, a prompt within the simulation to enhance learning. To evaluate the pedagogical value of the prompt, the research team recruited 65 engineering students to participate in a quasi-experiment. In the experiment, the participants were split into two groups, an experimental group that played with the prompt, and a control group that played without the prompt. Based on a statistical analysis, the research team found that both groups significantly gained problem-solving skills. The experimental group, significantly increased their problem-solving skills when compared to the control group. Based on the analysis of the results the research team provided an insight into the value of metacognitive prompts in educational simulation games. This conclusion can support game developers in considering such prompts in their future games.

Toward Live Virtual Constructive Simulations in Healthcare Learning

This article explores the combination of live, virtual, and constructive (LVC) simulations in healthcare. Live, virtual, and constructive simulations have long existed in the military, but their consideration (and deployment) in medical and healthcare domains is relatively new. We conducted a review on LVC- its current application in the military domain -and highlight an approach, challenges, and present suggestions for its implementation in healthcare learning. Furthermore, based on the state of the art in simulation in healthcare, we suggest that a combination of two simulation types (LV, VC, LC) at the time may be a simpler approach to the community at large.

Priming effects on safety decisions in a virtual construction simulator

PurposeThe purpose of this paper is to investigate the influence of priming on people’s risk perceptions and safety decisions in a virtual construction simulator.Design/methodology/approachCivil engineering students were recruited to interact with a virtual reality (VR) safety simulator. They were divided into four groups covering with and without sound and with and without priming factors. Data were collected on the risks that they perceived and the safety levels of their actions.FindingsIt was found that obvious stimuli in a virtual environment with sound help people to recognise more hazards near the location of the stimuli. Sound is helpful in training simulations to create high levels of presence. However, priming factors are not suitable to be added to VR simulators for training purposes. Priming of safe choice results in people taking fewer risks in the VR simulator, but this does not carry over into other situations. Compared to priming effects, being “injured” in a training simulator with sound improves trainees’ ability to make safe decisions.Originality/valueVR simulation is helpful in construction training because of its unique ability to give trainees exposure to dangerous situations without physical risk. However, the overloading the working memory of users is detrimental to the outcomes. Therefore, the optimum level of complexity in VR simulators should be further studied.

A Systems-Of-Systems Conceptual Model and Live Virtual Constructive Simulation Framework for Improved Nuclear Disaster Emergency Preparedness, Response, and Mitigation

Abstract Nuclear disasters have severe and far-reaching consequences. Emergency managers and first responders from utility owners to local, state, and federal civil authorities and the Department of Defense (DoD) must be well prepared in order to rapidly mitigate the disaster and protect the public and environment from spreading damage. Given the high risks, modeling and simulation (M&S) plays a significant role in planning and training for the spectrum of derivate scenarios. Existing reactor models are largely legacy, stove-piped designs lacking interoperability between themselves and other M&S tools for emergency preparedness system evaluation and training. Unmanned systems present a growing area of technology promising significant improvement in response and mitigation. To bridge the gap between current and future models, we propose a conceptual model (CM) for integrating live, virtual, and constructive (LVC) models with nuclear disaster and mitigation models utilizing a system-of-systems (SoS) approach. The CM offers to synergistically enhance current reactor and dispersion simulations with intervening avatar and agent simulations. The SoS approach advances life cycle stages including concept exploration, system design, engineering, training, and mission rehearsal. Component subsystems of the CM are described along with an explanation of input/output requirements. A notional implementation is described. Finally, applications to analysis and training, an evaluation of the CM based on recently proposed criteria found in the literature, and suggestions for future research are discussed.

How sounds influence user safety decisions in a virtual construction simulator

The construction industry is well known as generating a high level of noise. Research has been done on the harm that construction noise has on people’s health. However, apart from health issues, the effect that construction sounds have on safety issues such as workers’ safety decisions is unknown. In this study, a virtual construction simulator has been employed to investigate the effect sound has on people’s safety decisions. It is found that the addition of background sound to a high fidelity virtual reality simulator enhances people’s sense of presence by creating a high level of normality. More people make safe decisions when background sound is present in the virtual construction simulator, and salient sound is helpful in recognizing the related risks. Safe behaviors learnt in a virtual construction environment can effectively reduce unsafe behaviors in a corresponding physical environment.

Framework of the Virtual Construction Simulator 3 for Construction Planning and Management Education

AbstractTeaching construction planning and management is challenging, as construction projects are dynamic due to many varying and unforeseen factors. A growing number of construction-related simulations and games demonstrate the benefits of providing students with a realistic and interactive learning experience for knowledge applicable in real-world situations. Currently, the majority of construction simulation games focus on teaching managerial skills either at an organizational level, or very specific project-based activities. To encourage broader adoption of simulation games for construction planning and management education, this research effort outlines a framework for the development of the virtual construction simulator (VCS) game as an open-source, customizable, and expandable simulation for different learning scenarios. The VCS prototype uses a small pavilion case study to teach students the decisions involved in planning and subsequently managing the project construction affected by varying fac...

Closure to “Educational Simulation in Construction: Virtual Construction Simulator” by Dragana Nikolic, Shrimant Jaruhar, and John I. Messner

Closure to “Educational Simulation in Construction: Virtual Construction Simulator” by Dragana Nikolic, Shrimant Jaruhar, and John I. Messner

Discussion of “Educational Simulation in Construction: Virtual Construction Simulator” by Dragana Nikolic, Shrimant Jaruhar, and John I. Messner

Discussion of “Educational Simulation in Construction: Virtual Construction Simulator” by Dragana Nikolic, Shrimant Jaruhar, and John I. Messner

Educational Simulation in Construction: Virtual Construction Simulator

Students in the architecture, engineering, and construction disciplines are often challenged with visualizing and understanding the complex spatial and temporal relationships involved in designing and constructing three-dimensional (3D) structures. An evolving body of research traces the use of educational computer simulations to enhance student learning experiences through testing real-world scenarios and the development of student decision-making skills. Ongoing research at Pennsylvania State University aims to improve engineering education in construction through interactive construction project learning applications in an immersive virtual reality environment. This paper describes the first- and second-generation development of the Virtual Construction Simulator (VCS), a tool that enables students to simultaneously create and review construction schedules through 3D model interaction. The educational value and utility of VCS was assessed through surveys, focus group interviews, and a student exercise ...

Implementing Observational Research Methods to Study Team Performance in Construction Management

The evolution of research in the area of construction engineering and management has moved toward the use of quantitative metrics and research methods for identifying and evaluating the impact of events or procedures on the construction process. While quantitative research methods can be very important for answering certain research questions, there are important reasons for adopting qualitative or mixed methodology studies to gain a better understanding of complex phenomena. This paper explores the use of observational studies and their potential use within the field of construction research. Observational studies can provide answers to what phenomena occurred, particularly when people are involved in a process, along with gaining insights into the phenomena occurred. This paper discusses two types of observational studies, structured and unstructured, and provides a procedure for their implementation within construction research. To clearly demonstrate the methodology, a case study focused on the investigation of two different versions of an educational simulation application, the virtual construction simulator (VCS), is used to illustrate the benefits and challenges of implementing mixed methodology observational studies. The case study involved the video recording and analysis of interactions between student team members when using the VCS application for a construction sequencing task. The video recordings were analyzed, and important insights were identified, both qualitative and quantitative. Through content analysis, it was determined that the improvements made in a new version of the VCS application were beneficial, and the detailed observational studies identified insights into why the revisions in the application yielded improved results. This case study details the steps and considerations involved in planning an observational study, as well as the benefits and challenges that researchers may encounter when using observational research methodologies.