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Mixed reality (MR) and mobile visualisation methods have been identified as important technologies that could reimagine spatial information delivery and enhance higher education practice. However, there is limited research on the impact of mobile MR (MMR) within construction education and improvement of the learners' experience. With new building information modelling (BIM) workflows being adopted within the architecture, engineering and construction industry, innovative MMR pedagogical delivery methods should be explored to enhance this information-rich spatial technology workflow. This paper outlines qualitative results derived through thematic analysis of learner reflections from two technology-enhanced lessons involving a lecture and a hands-on workshop focussed on MMR-BIM delivered within postgraduate construction education. Seventy participants across the two lessons recruited from an Australian university participated to answer the research question: 'Does applied mobile mixed reality create an enhanced learning environment for students?' The results of the analysis suggest that using MMR-BIM can result in an enhanced learning environment that facilitates unique learning experiences, engagement and motivation. However, the study outcome suggests that to understand the processes leading to these learning aspects, further empirical research on the topic is required. [Author abstract]

Building Information Modeling (BIM) and Virtual reality (VR) have attracted growing attention within the architecture, engineering, and construction (AEC) industry in recent years. Integration of BIM and VR technology can develop workflow efficiency through enhanced common understanding and prepare students in architecture and engineering programs to become leaders of the AEC industry. However, the current shortage of AEC professionals trained in BIM and VR is still a barrier to collaborative working practice in this industry. This paper reviews previous work on the BIM, VR, and BIM-into-VR in AEC education/training to bridge this gap. It also presents an advanced framework to clarify creating and using the BIM model into VR workflow in the AEC industry through the integrated definition function (IDEF0) model. The authors further evaluated the BIM-into-VR applications in literature and real-life by surveying students’ learning performance in terms of eight characteristics relevant to the VR environment and students’ performance within two projects, one involving the “NASA Mars Habitat Project” and the other involving the “Norris Center Project” at Northwestern University. The results confirmed that BIM-into-VR usability and efficiency in improving students’ main learning performance characteristics: Learnability, Interoperability, Visualization, Real-world, Interaction, Creativity, Motivation, and Comfort. This study addresses the advantages of using BIM-into-VR in AEC programs. It also offers suggestions to AEC educators and students in implementing BIM-into-VR in different courses and creating a roadmap for their future as professionals in the AEC industry.

The educational applications of extended reality (XR) modalities, including virtual reality (VR), augmented reality (AR), and mixed reality (MR), have increased significantly over the last ten years. Many educators within the Architecture, Engineering, and Construction (AEC) related degree programs see student benefits that could be derived from bringing these modalities into classrooms, which include but are not limited to: a better understanding of each of the subdisciplines and the coordination necessary between them, visualizing oneself as a professional in AEC, and visualization of difficult concepts to increase engagement, self-efficacy, and learning. These benefits, in turn, help recruitment and retention efforts for these degree programs. However, given the number of technologies available and the fact that they quickly become outdated, there is confusion about the definitions of the different XR modalities and their unique capabilities. This lack of knowledge, combined with limited faculty time and lack of financial resources, can make it overwhelming for educators to choose the right XR modality to accomplish particular educational objectives. There is a lack of guidance in the literature for AEC educators to consider various factors that affect the success of an XR intervention. Grounded in a comprehensive literature review and the educational framework of the Model of Domain Learning, this paper proposes a decision-making framework to help AEC educators select the appropriate technologies, platforms, and devices to use for various educational outcomes (e.g., learning, interest generation, engagement) considering factors such as budget, scalability, space/equipment needs, and the potential benefits and limitations of each XR modality. To this end, a comprehensive review of the literature was performed to decipher various definitions of XR modalities and how they have been previously utilized in AEC Education. The framework was then successfully validated at a summer camp in the School of Building Construction at Georgia Institute of Technology, highlighting the importance of using appropriate XR technologies depending on the educational context.

Building Information Modeling (BIM) is a transformative tool in Sustainable Design (SD), providing measurable benefits for efficiency, collaboration, and performance in architectural, engineering, and construction (AEC) practices. Despite its growing presence in academic curricula, a gap persists between students’ recognition of BIM’s sustainability potential and their confidence or ability to apply these concepts in real-world practice. This study examines students’ understanding and perceptions of BIM and Sustainable Design education, offering insights for enhancing curriculum integration and pedagogical strategies. The objectives are to: (1) assess students’ current understanding of BIM and Sustainable Design; (2) identify gaps and misconceptions in applying BIM to sustainability; (3) evaluate the effectiveness of existing teaching methods and curricula to inform future improvements; and (4) explore the alignment between students’ theoretical knowledge and practical abilities in using BIM for Sustainable Design. The research methodology includes a comprehensive literature review and a survey of 213 students from architecture and construction management programs. Results reveal that while most students recognize the value of BIM for early-stage sustainable design analysis, many lack confidence in their practical skills, highlighting a perception–practice gap. The paper examines current educational practices, identifies curriculum shortcomings, and proposes strategies, such as integrated, hands-on learning experiences, to better align academic instruction with industry needs. Distinct from previous studies that focused primarily on single-discipline or software-based training, this research provides an empirical, cross-program analysis of students’ perception–practice gaps and offers curriculum-level insights for sustainability-driven practice. These findings provide practical recommendations for enhancing BIM and sustainability education, thereby better preparing students to meet the demands of the evolving AEC sector.

The role of technology in education is becoming increasingly important, and the introduction of advanced technology and AI is transforming the way we learn. Virtual reality (VR) is an effective technology that enhances student engagement and improves learning outcomes. However, the cost of implementing VR is a significant concern for educational institutions, making integrating VR technology into education challenging. To address this challenge, this study aims to explore the costs associated with integrating VR into architectural, engineering, and construction (AEC) education. The study had three objectives: to identify relevant case studies that utilized VR in AEC education, to perform keyword analysis, and to conduct a cost analysis of the selected case studies. The thematic analysis identified VR applications in various categories, including VR platforms, construction safety training, design review simulators, civil engineering labs, building information modeling (BIM) integration, architectural design, and surveying engineering. The results revealed that the cost of VR varies based on the application, indicating that it is possible to implement VR in education even on a limited budget. This research provides valuable insights and recommendations for researchers and practitioners who want to adopt VR technology in AEC education effectively.

Architecture, engineering, and construction (AEC) education requires a radical shift in pedagogical strategies to enhance knowledge retention, critical thinking, practical skills development, and student engagement. The integration of immersive tools such as virtual reality and augmented reality (VR/AR) into AEC curricula has shown enormous potential in enhancing learning outcomes. Despite the increasing popularity of these tools, their adoption for sustainable construction materials and systems such as mass timber building remains underexplored, especially for teaching and facilitating their curricula delivery. This study adopted a systematic review following PRISMA guidelines and a scientometric analysis across key AEC journals. The study synthesizes findings from 69 peer-reviewed articles across three databases. While the findings suggest that VR/AR significantly enhances learning outcomes, key gaps such as lack of standardized evaluation metrics, inadequate faculty training, and a lack of a robust integration framework persist, especially for mass timber and overall sustainability education. This study proposed a foundational framework for VR/AR integration in AEC curricula for mass timbers education and highlighted some pedagogical strategies for bridging the identified gaps. The insights establish the basis for future research that will develop and evaluate a VR-based instructional tool to teach mass timber and sustainable construction education.

In view of the growing number of people with a migration background, continuing education organizations are faced with strategic tasks of intercultural opening. These tasks require leaders to initiate and expand integration-promoting teaching work, to promote the intercultural sensitization of the members of the organization, and to develop an intercultural culture. This is a wide issue and concerns leadership action regarding funding, regular and special course programs, training for staff and lecturers, intercultural training, etc. In this qualitative study, the types of intercultural openness adopted by the management of adult education centers were categorized into proactive, reflexive, ambivalent, and symbolic types of openness. Using the procedure of exploratory sequential design, hypotheses were tested with the aim of gaining information that would facilitate broader statements about the field of adult education providers. The quantitative distribution was analyzed using a data set called 'wbmonitor' and a regional data set.

With updated equipment and maturing technology, the applications of augmented and virtual reality (AR/VR) technologies in the architecture, engineering, and construction (AEC) industry are receiving increasing attention rapidly. Especially in education and training, an increasing number of researchers have started to implement AR/VR technologies to provide students or trainees with a visual, immersive, and interactive environment. In this article, a systematic review of AR/VR technologies for education and training in the AEC industry is conducted. First of all, through comprehensive analysis, 82 related studies are identified from two databases, namely Scopus and Web of Science. Secondly, the VOSviewer is used to analyze the current status of AR/VR for education and training in the AEC industry. Thirdly, the identified studies are classified into different categories according to their application domains by qualitative analysis. Fourthly, after a further filtering, 17 out of the 82 studies are included in the meta-analysis to quantify the actual impact of AR/VR. The results indicate that there are some limitations in the applications of AR/VR for education and training in the AEC industry. Finally, to further explore the reasons for the existence of limitations, the 82 studies are summarized to analyze the current challenges of AR/VR for education and training in the AEC industry. This study also provides insights into future trends in AR/VR for education and training in the AEC industry.