Design of a construction simulation educational game through a cognitive lens

Research output: Contribution to journalConference article

1 Citation (Scopus)

Abstract

Recent advances in digital technology have expanded the adoption of computer modeling software in the Architecture, Engineering, and Construction (AEC) Industry. This adoption has also initiated changes to curricula and teaching dynamics. In particular, in the field of construction engineering and management, visualization software is being implemented to support students' learning and cognition. One example is simulation games, such as the Virtual Construction Simulator (VCS), developed and implemented to engage students in an active learning environment by simulating the planning and management of a construction project. The previous version of the VCS has shown great potential in enhancing students' motivation and basic learning of dynamic construction concepts, traditionally acquired through practical experience. A new version has been developed utilizing the ADDIE (analyze, design, develop, implement, evaluate) framework for the design of instructional material. Through the development of the VCS4, we aim to illustrate how a rigorous analysis of cognitive models and theories, instructional design guidelines for multimedia learning, fundamentals of human computer interaction theories, and 4D simulation guidelines, can support the design and development of an educational simulation game. The game is designed using several modules to target differing levels of experience from outreach efforts of high school students and underclassmen, to senior construction engineering students in technical courses. Three different learning modules, with scaled learning objectives, were developed to target undergraduate to graduate students learning about construction engineering and management. The design of the game was dictated from new game mechanics and features, which aim at supporting the engagement as well as the acquisition of higher order cognitive skills. Additionally, the development will illustrate the dynamic nature of the VCS4 by using Building Information Models for the development of additional learning modules. The presented work illustrates how the influence of instructional theories and design can support the generation of a new learning platform for construction engineering and management.

Original languageEnglish (US)
JournalASEE Annual Conference and Exposition, Conference Proceedings
Volume122nd ASEE Annual Conference and Exposition: Making Value for Society
Issue number122nd ASEE Annual Conference and Exposition: Making Value for...
StatePublished - Jan 1 2015
Event2015 122nd ASEE Annual Conference and Exposition - Seattle, United States
Duration: Jun 14 2015Jun 17 2015

Fingerprint

Lenses
Students
Simulators
Construction industry
Human computer interaction
Curricula
Mechanics
Teaching
Visualization
Planning
Computer simulation

All Science Journal Classification (ASJC) codes

  • Engineering(all)

Cite this

Castronovo, F., Zappe, S. E., Messner, J., & Leicht, R. M. (2015). Design of a construction simulation educational game through a cognitive lens. ASEE Annual Conference and Exposition, Conference Proceedings, 122nd ASEE Annual Conference and Exposition: Making Value for Society(122nd ASEE Annual Conference and Exposition: Making Value for...).
Castronovo, Fadi ; Zappe, Sarah Elizabeth ; Messner, John ; Leicht, Robert Michael. / Design of a construction simulation educational game through a cognitive lens. In: ASEE Annual Conference and Exposition, Conference Proceedings. 2015 ; Vol. 122nd ASEE Annual Conference and Exposition: Making Value for Society, No. 122nd ASEE Annual Conference and Exposition: Making Value for...
@article{d0a7397f0fa946259b4a6ed38892c0ef,
title = "Design of a construction simulation educational game through a cognitive lens",
abstract = "Recent advances in digital technology have expanded the adoption of computer modeling software in the Architecture, Engineering, and Construction (AEC) Industry. This adoption has also initiated changes to curricula and teaching dynamics. In particular, in the field of construction engineering and management, visualization software is being implemented to support students' learning and cognition. One example is simulation games, such as the Virtual Construction Simulator (VCS), developed and implemented to engage students in an active learning environment by simulating the planning and management of a construction project. The previous version of the VCS has shown great potential in enhancing students' motivation and basic learning of dynamic construction concepts, traditionally acquired through practical experience. A new version has been developed utilizing the ADDIE (analyze, design, develop, implement, evaluate) framework for the design of instructional material. Through the development of the VCS4, we aim to illustrate how a rigorous analysis of cognitive models and theories, instructional design guidelines for multimedia learning, fundamentals of human computer interaction theories, and 4D simulation guidelines, can support the design and development of an educational simulation game. The game is designed using several modules to target differing levels of experience from outreach efforts of high school students and underclassmen, to senior construction engineering students in technical courses. Three different learning modules, with scaled learning objectives, were developed to target undergraduate to graduate students learning about construction engineering and management. The design of the game was dictated from new game mechanics and features, which aim at supporting the engagement as well as the acquisition of higher order cognitive skills. Additionally, the development will illustrate the dynamic nature of the VCS4 by using Building Information Models for the development of additional learning modules. The presented work illustrates how the influence of instructional theories and design can support the generation of a new learning platform for construction engineering and management.",
author = "Fadi Castronovo and Zappe, {Sarah Elizabeth} and John Messner and Leicht, {Robert Michael}",
year = "2015",
month = "1",
day = "1",
language = "English (US)",
volume = "122nd ASEE Annual Conference and Exposition: Making Value for Society",
journal = "ASEE Annual Conference and Exposition, Conference Proceedings",
issn = "2153-5965",
number = "122nd ASEE Annual Conference and Exposition: Making Value for...",

}

Castronovo, F, Zappe, SE, Messner, J & Leicht, RM 2015, 'Design of a construction simulation educational game through a cognitive lens', ASEE Annual Conference and Exposition, Conference Proceedings, vol. 122nd ASEE Annual Conference and Exposition: Making Value for Society, no. 122nd ASEE Annual Conference and Exposition: Making Value for....

Design of a construction simulation educational game through a cognitive lens. / Castronovo, Fadi; Zappe, Sarah Elizabeth; Messner, John; Leicht, Robert Michael.

In: ASEE Annual Conference and Exposition, Conference Proceedings, Vol. 122nd ASEE Annual Conference and Exposition: Making Value for Society, No. 122nd ASEE Annual Conference and Exposition: Making Value for..., 01.01.2015.

Research output: Contribution to journalConference article

TY - JOUR

T1 - Design of a construction simulation educational game through a cognitive lens

AU - Castronovo, Fadi

AU - Zappe, Sarah Elizabeth

AU - Messner, John

AU - Leicht, Robert Michael

PY - 2015/1/1

Y1 - 2015/1/1

N2 - Recent advances in digital technology have expanded the adoption of computer modeling software in the Architecture, Engineering, and Construction (AEC) Industry. This adoption has also initiated changes to curricula and teaching dynamics. In particular, in the field of construction engineering and management, visualization software is being implemented to support students' learning and cognition. One example is simulation games, such as the Virtual Construction Simulator (VCS), developed and implemented to engage students in an active learning environment by simulating the planning and management of a construction project. The previous version of the VCS has shown great potential in enhancing students' motivation and basic learning of dynamic construction concepts, traditionally acquired through practical experience. A new version has been developed utilizing the ADDIE (analyze, design, develop, implement, evaluate) framework for the design of instructional material. Through the development of the VCS4, we aim to illustrate how a rigorous analysis of cognitive models and theories, instructional design guidelines for multimedia learning, fundamentals of human computer interaction theories, and 4D simulation guidelines, can support the design and development of an educational simulation game. The game is designed using several modules to target differing levels of experience from outreach efforts of high school students and underclassmen, to senior construction engineering students in technical courses. Three different learning modules, with scaled learning objectives, were developed to target undergraduate to graduate students learning about construction engineering and management. The design of the game was dictated from new game mechanics and features, which aim at supporting the engagement as well as the acquisition of higher order cognitive skills. Additionally, the development will illustrate the dynamic nature of the VCS4 by using Building Information Models for the development of additional learning modules. The presented work illustrates how the influence of instructional theories and design can support the generation of a new learning platform for construction engineering and management.

AB - Recent advances in digital technology have expanded the adoption of computer modeling software in the Architecture, Engineering, and Construction (AEC) Industry. This adoption has also initiated changes to curricula and teaching dynamics. In particular, in the field of construction engineering and management, visualization software is being implemented to support students' learning and cognition. One example is simulation games, such as the Virtual Construction Simulator (VCS), developed and implemented to engage students in an active learning environment by simulating the planning and management of a construction project. The previous version of the VCS has shown great potential in enhancing students' motivation and basic learning of dynamic construction concepts, traditionally acquired through practical experience. A new version has been developed utilizing the ADDIE (analyze, design, develop, implement, evaluate) framework for the design of instructional material. Through the development of the VCS4, we aim to illustrate how a rigorous analysis of cognitive models and theories, instructional design guidelines for multimedia learning, fundamentals of human computer interaction theories, and 4D simulation guidelines, can support the design and development of an educational simulation game. The game is designed using several modules to target differing levels of experience from outreach efforts of high school students and underclassmen, to senior construction engineering students in technical courses. Three different learning modules, with scaled learning objectives, were developed to target undergraduate to graduate students learning about construction engineering and management. The design of the game was dictated from new game mechanics and features, which aim at supporting the engagement as well as the acquisition of higher order cognitive skills. Additionally, the development will illustrate the dynamic nature of the VCS4 by using Building Information Models for the development of additional learning modules. The presented work illustrates how the influence of instructional theories and design can support the generation of a new learning platform for construction engineering and management.

UR - http://www.scopus.com/inward/record.url?scp=84941997346&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84941997346&partnerID=8YFLogxK

M3 - Conference article

AN - SCOPUS:84941997346

VL - 122nd ASEE Annual Conference and Exposition: Making Value for Society

JO - ASEE Annual Conference and Exposition, Conference Proceedings

JF - ASEE Annual Conference and Exposition, Conference Proceedings

SN - 2153-5965

IS - 122nd ASEE Annual Conference and Exposition: Making Value for...

ER -

Castronovo F, Zappe SE, Messner J, Leicht RM. Design of a construction simulation educational game through a cognitive lens. ASEE Annual Conference and Exposition, Conference Proceedings. 2015 Jan 1;122nd ASEE Annual Conference and Exposition: Making Value for Society(122nd ASEE Annual Conference and Exposition: Making Value for...).