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This book focuses on the core question of the necessary architectural support provided by hardware to efficiently run virtual machines, and of the corresponding design of the hypervisors that run them. Virtualization is still possible when the instruction set architecture lacks such support, but the hypervisor remains more complex and must rely on additional techniques. Despite the focus on architectural support in current architectures, some historical perspective is necessary to appropriately frame the problem. The first half of the book provides the historical perspective of the theoretical framework developed four decades ago by Popek and Goldberg. It also describes earlier systems that enabled virtualization despite the lack of architectural support in hardware. As is often the case, theory defines a necessary-but not sufficient-set of features, and modern architectures are the result of the combination of the theoretical framework with insights derived from practical systems. The second half of the book describes state-of-the-art support for virtualization in both x86-64 and ARM processors. This book includes an in-depth description of the CPU, memory, and I/O virtualization of these two processor architectures, as well as case studies on the Linux/KVM, VMware, and Xen hypervisors. It concludes with a performance comparison of virtualization on current-generation x86- and ARM-based systems across multiple hypervisors.

Introduction A successful project delivery based on building information modeling (BIM) methods is interdependent on an efficient collaboration. This relies mainly on the visualization of a BIM model, which can appear on different mediums. Visualization on mediums such as computer screens, lack some degrees of immersion which may prevent the full utilization of the model. Another problem with conventional collaboration methods such as BIM-Big room, is the need of physical presence of participants in a room. Virtual Reality as the most immersive medium for visualizing a model, has the promise to become a regular part of construction industry. The virtual presence of collaborators in a VR environment, eliminates the need of their physical presence. Simulation of on-site task can address a number of issues during construction, such as feasibility of operations. As consumer VR tools have recently been available in the market, little research has been done on their actual employment in architecture, engineering and construction (AEC) practices. Case description This paper investigates the application of a VR based workflow in a real project. The authors collaborated with a software company to evaluate some of their advanced VR software features, such as simulation of an on-site task. A case study of VR integrated collaboration workflow serves as an example of how firms can overcome the challenge of benefiting this new technology. A group of AEC professionals involved in a project were invited to take part in the experiment, utilizing their actual project BIM models. Discussion and evaluation The results of the feedbacks from the experiment confirmed the supposed benefits of a VR collaboration method. Although the participants of the study were from a wide range of disciplines, they could find benefits of the technology in their practice. It also resulted that an experimental method of clash detection via simulation, could actually be practical. Conclusion The simulation of on-site tasks and perception of architectural spaces in a 1:1 scale are assets unique to VR application in AEC practices. Nevertheless, the study shows the investment in new hardware and software, and resistant against adoption of new technologies are main obstacles of its wide adoption. Further works in computer industry is required to make these technologies more affordable.

With advances in Building Information Modeling (BIM), Virtual Reality (VR) and Augmented Reality (AR) technologies have many potential applications in the Architecture, Engineering, and Construction (AEC) industry. However, the AEC industry, relative to other industries, has been slow in adopting AR/VR technologies, partly due to lack of feasibility studies examining the actual cost of implementation versus an increase in profit. The main objectives of this paper are to understand the industry trends in adopting AR/VR technologies and identifying gaps within the industry. The identified gaps can lead to opportunities for developing new tools and finding new use cases. To achieve these goals, two rounds of a survey at two different time periods (a year apart) were conducted. Responses from 158 industry experts and researchers were analyzed to assess the current state, growth, and saving opportunities for AR/VR technologies for the AEC industry. The findings demonstrate that older generations are significantly more confident about the future of AR/VR technologies and they see more benefits in AR/VR utilization. Furthermore, the research results indicate that Residential and commercial sectors have adopted these tools the most, compared to other sectors and institutional and transportation sectors had the highest growth from 2017 to 2018. Industry experts anticipated a solid growth in the use of AR/VR technologies in 5 to 10 years, with the highest expectations towards healthcare. Ultimately, the findings show a significant increase in AR/VR utilization in the AEC industry from 2017 to 2018.

Purpose With the rapid development of digital information and modelling software applications for construction, questions have arisen about their impact on construction safety. Meanwhile, recognition that designers can help reduce risks involved in construction, operation and maintenance via a prevention through design (PtD) approach (also known as design for safety) highlights the significance of digital technologies and tools to PtD. Thus, this paper aims to provide a systematic review of a wide range of digital technologies for enhancing PtD. Design/methodology/approach A five-stage systematic literature review with coding and synthesis of findings is presented. The review covers journal articles published between 2000 and 2020 related to the applications of various digital technologies, such as building information modelling (BIM), 4D, databases, ontologies, serious games, virtual reality and augmented reality, for addressing safety issues during the design phase in construction. Findings Analysis of the articles yielded a categorisation of the digital applications for PtD into four main areas: knowledge-based systems; automatic rule checking; hazard visualization; and safety training for designers. The review also highlighted designers’ limited knowledge towards construction safety and the possibility to address this by using gaming environments for educating designers on safety management and using artificial intelligence for predicting hazards and risks during design stage in a BIM environment. Additionally, the review proposes other directions for future research to enhance the use of digital technologies for PtD. Originality/value This paper contextualises current digital technology applications for construction health and safety and enables future directions of research in the field to be identified and mapped out.

Today, a building is not just a “body” or a “machine” as defined by modern architecture, but rather an immaterial entity immersed in a digital world where not only its components but also the information associated with it are accounted for. In recent decades, building information modelling (BIM) has made it possible to move from 2D CAD drawings to 3D models capable of supporting different processes and interacting with different disciplines in the AEC industry for storing, documenting and sharing heterogeneous content. It has thus become possible to direct these techniques towards built heritage to investigate new forms of communication and share heritage building information modelling (HBIM) models. This research investigates this evolution in both generative terms (scan-to-BIM process) and cultural and historical terms in order to orient BIM uses towards novel forms of interactivity and immersion between users and models. The author proposes the use of a digital process and the development of VR and AR environments based on a visual programming language (VPL) to improve access to a deeper knowledge of HBIM models and the artefacts and information contained therein.

Global collaboration is the major trend in the architecture, engineering, and construction industry; training in global engineering collaboration thus is highly demanded in existing engineering education. One approach to this training is to expose students to sufficient experiences, such as having them participating in a global project-based course. To do this, the authors participated in and co-designed a global project-based course, called Sky Classroom, from 2014 to 2016. That course, which aimed to teach global engineering collaboration skills, required international students to collaborate in the design of buildings. During the course, we identified three issues in the existing communication platform: low communicability, passive problem finding, and poor spatial cognition. Since the communication platform is the key factor in successful collaboration, we designed and implemented an appropriate platform, the virtual building information modeling (BIM) reviewer (VBR), for addressing these issues. VBR is an avatar-based communication platform that allows users to enter the BIM model and find problems from their individual perspectives. It was developed and continuously improved based on observations of students’ global collaboration behaviors and feedback in Sky Classroom. VBR has undergone two development phases with two virtual reality types, desktop-based and immersive. While the desktop-based VBR solves the issues of low communicability and passive problem finding, the immersive VBR solves the issue of poor spatial cognition, and the application of the VBR in Sky Classroom will solve the issues in the existing communication platform and assist students in collaboration, respectively.

Immersive learning technologies such as virtual reality (VR), augmented reality (AR) and educational digital games offer many benefits to teaching and learning. With their potential to immerse learners in realistic environments and facilitate higher-order cognitive learning, these technologies could be used to complement current classroom pedagogical practices. However, given that these learning environments differ from conventional classroom learning activities, current assessment practices may be insufficient for assessing learning in immersive environments. This paper develops the concept of a game-based assessment framework (GBAF) for educators interested in the assessment of learning in digital games, VR or AR. Importantly, this paper also presents the application of the framework to the design and implementation of assessments for a VR game during the game design phase. Grounded in the principles of Constructive Alignment and the Evidence-Centred Design (ECD) framework, this assessment framework describes the steps to consider for assessments and outlines the components that must be aligned for the design of assessments. To illustrate the application of the GBAF to the design of assessments for immersive learning environments, a stepwise design of assessments for a VR game is presented. The results of the outcome of the assessment of laboratory health and safety competencies of six engineering students is also presented. The GBAF offers simple and useful guidelines for the design of assessments around game tasks. It could serve as a structured basis for educators and researchers to design assessments to measure lower and higher-order cognitive learning in complex immersive environments.

Over the past decade, the architecture and construction (AC) industries have been evolving from traditional practices into more current, interdisciplinary and technology integrated methods. Complex and intricate digital technologies and mobile computing such as simulation, computational design and immersive technologies, have been exploited for different purposes such as reducing cost and time, improving design and enhancing overall project efficiency. Immersive technologies and augmented reality (AR), in particular, have proven to be extremely beneficial in this field. However, the application and usage of these technologies and devices in higher education teaching and learning environments are yet to be fully explored and still scarce. More importantly, there is still a significant gap in developing pedagogies and teaching methods that embrace the usage of such technologies in the AC curricula. This study, therefore, aims to critically analyse the current state-of-the-art and present the developed and improved AR approaches in teaching and learning methods of AC, addressing the identified gap in the extant literature, while developing transformational frameworks to link the gaps to their future research agenda. The conducted analysis incorporates the critical role of the AR implications on the AC students’ skillsets, pedagogical philosophies in AC curricula, techno-educational aspects and content domains in the design and implementation of AR environments for AC learning. The outcomes of this comprehensive study prepare trainers, instructors, and the future generation of AC workers for the rapid advancements in this industry.

PurposeBuilding construction is considered a complex, dynamic and highly hazardous process, which embraces many factors that are potentially dangerous to workers. Many studies proved that the improvement of preventive and proactive measures – dynamically included in the building design, planning and construction – could reduce site accidents as well as increase the site productivity. In this context, process management models and information visualization techniques such as building information modeling (BIM) and virtual reality (VR) seem to be devoted to strongly contribute to the advancement of the current safety management practices. For these reasons, the presented contribution is based on the assumption that a more nuanced approach for construction worker's safety training is warranted and the authors propose a safety training protocol based on BIM-enabled VR activity simulations.Design/methodology/approachThe methodology comprised a safety training protocol based on BIM-enabled VR activity simulations. The protocol addresses three methodological issues: (1) Planning in terms of training typologies and related health and safety contents to be implemented in the VR construction site scenarios; (2) Management regarding the solution to integrate BIM and game technologies to deliver VR training experiences; (3) Administration in terms of definition of standardized rules to define a safety training schedule in a given construction project.FindingsThis work contributes to provide a standardized protocol for a viable integration of BIM and VR technologies for construction safety training in real projects.Practical implicationsThe VR training protocol was applied to a construction project based in Italy that served as case study for the development of the training sessions' contents and their implementation. This case demonstrated the feasibility of the protocol's implementation and pointed out the drawbacks and limitations on which further efforts need to be spent in order to take the proposed protocol from a prototypical stage to a maturity for its larger-scale adoption from the practitioners involved in construction safety training.Originality/valueThe research gives a contribution to reduce the currently existing knowledge gap regarding how BIM and VR can be simultaneously integrated in real projects for construction safety training by using standardized rules to be extensively reproduced in different construction projects. It uses a customized toolkit with a mobile smartphone solution to administer Safety Training Scenarios which increases its portability in construction site compared to PC-based VR solutions.