Task complexity and learning styles in situated virtual learning environments for construction higher education

Wang, R; Lowe, R; Newton, S; Kocaturk, T

Task complexity and learning styles in situated virtual learning environments for construction higher education

Wang, R Lowe, R Newton, S

Kocaturk, T

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Publisher:: Elsevier BV
Publication Type:: Journal Article
Citation:: Automation in Construction, 2020, 113, pp. 103148-103148
Issue Date:: 2020-05-01

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Field	Value	Language
dc.contributor.author	Wang, R
dc.contributor.author	Lowe, R
dc.contributor.author	Newton, S https://orcid.org/0000-0001-8334-1916
dc.contributor.author	Kocaturk, T
dc.date.accessioned	2020-10-09T23:00:50Z
dc.date.available	2020-10-09T23:00:50Z
dc.date.issued	2020-05-01
dc.identifier.citation	Automation in Construction, 2020, 113, pp. 103148-103148
dc.identifier.issn	0926-5805
dc.identifier.uri	http://hdl.handle.net/10453/143204
dc.description.abstract	© 2020 Elsevier B.V. This paper contributes to the ongoing discussion and research on the role of 3D virtual learning environments in teaching and learning. It specifically focuses on the use of video games as an enabling technology in construction higher education. As such, it investigates whether task complexity has any influence on an individual's preferred learning style while learning through virtual reality (VR) technology. To answer this question and address relevant issues, an educational experiment has been designed and conducted. An experimental virtual learning environment, the Situation Engine, was set up as a virtual construction site for undergraduate construction students to experience construction work in progress. The design and development of the Situation Engine has drawn on powerful pedagogical theories such as situated and experiential learning. 253 undergraduate students participated in the educational experiment. Three tasks of different complexity levels were designed as the experimental environments; with level of complexity being the independent variable. The hypothesis that students would adopt different learning styles when engaged in learning tasks of different complexities was rejected. No significant difference in the preferred learning styles was identified among the three experimental groups. It was concluded, therefore, that when using virtual reality technology for construction education there is no evidence to suggest the level of task complexity has significant influence on how people learn. The study presented in this paper is the first empirical study in the construction higher education field that reveals the relationship between the task complexity and students learning styles when Virtual Learning Environments are engaged.
dc.language	en
dc.publisher	Elsevier BV
dc.relation.ispartof	Automation in Construction
dc.relation.isbasedon	10.1016/j.autcon.2020.103148
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.subject	09 Engineering, 12 Built Environment and Design
dc.subject.classification	Building & Construction
dc.title	Task complexity and learning styles in situated virtual learning environments for construction higher education
dc.type	Journal Article
utslib.citation.volume	113
utslib.for	09 Engineering
utslib.for	12 Built Environment and Design
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Built Environment
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	open_access	*
utslib.copyright.embargo	2022-05-01T00:00:00+1000Z
dc.date.updated	2020-10-09T23:00:44Z
pubs.publication-status	Published
pubs.volume	113

Abstract:

© 2020 Elsevier B.V. This paper contributes to the ongoing discussion and research on the role of 3D virtual learning environments in teaching and learning. It specifically focuses on the use of video games as an enabling technology in construction higher education. As such, it investigates whether task complexity has any influence on an individual's preferred learning style while learning through virtual reality (VR) technology. To answer this question and address relevant issues, an educational experiment has been designed and conducted. An experimental virtual learning environment, the Situation Engine, was set up as a virtual construction site for undergraduate construction students to experience construction work in progress. The design and development of the Situation Engine has drawn on powerful pedagogical theories such as situated and experiential learning. 253 undergraduate students participated in the educational experiment. Three tasks of different complexity levels were designed as the experimental environments; with level of complexity being the independent variable. The hypothesis that students would adopt different learning styles when engaged in learning tasks of different complexities was rejected. No significant difference in the preferred learning styles was identified among the three experimental groups. It was concluded, therefore, that when using virtual reality technology for construction education there is no evidence to suggest the level of task complexity has significant influence on how people learn. The study presented in this paper is the first empirical study in the construction higher education field that reveals the relationship between the task complexity and students learning styles when Virtual Learning Environments are engaged.

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http://hdl.handle.net/10453/143204