Giovanna Gallardo

Bio: Giovanna Gallardo is an academic researcher from Florida International University. The author has contributed to research in topics: Augmented reality & Immersive technology. The author has an hindex of 2, co-authored 2 publications receiving 18 citations.

Teaching Building Sciences in Immersive Environments: A Prototype Design, Implementation, and Assessment

Abstract: Immersive technologies are transforming all aspects of daily life. In educational context, augmented reality (AR) and virtual reality (VR) offer the promise of experiential learning, where the real...

Integrating Building Information Modeling with Augmented Reality for Interdisciplinary Learning

Abstract: Augmented Reality provides a way to enhance the classroom experience. In particular, student learning about building systems in the fields of Architecture, Civil, and Mechanical Engineering may improve, if visualization outside the classroom is provided. We propose that AR-SKOPE, an application that integrates Building Information Modelling and Augmented Reality may improve learning. This application allows students to visit specific buildings and investigate their various systems with supplementary information using a phone or tablet. We are currently testing our early prototype to conduct a semester-long study.

A systematic mapping review of augmented reality applications to support STEM learning in higher education

Abstract: While there is an increasing interest in Augmented Reality (AR) technologies in Primary and Secondary (K-12) Education, its application in Higher Education (HE) is still an emerging trend. This study reports findings from a systematic mapping review, based on a total of forty-five (n = 45) articles published in international peer-reviewed journals from 2010 to 2020, after evaluating the use of AR applications that support Science, Technology, Engineering and Mathematics (STEM) subjects’ learning in HE settings. This review’s results highlighted the lack of research across the STEM spectrum, especially in the Technology and Mathematics subfields, as well as the scarcity of location-based and markerless AR applications. Furthermore, three augmentation techniques, suitable for STEM learning, were identified and analysed: augmentation of laboratory specialised equipment, physical objects and course handbooks or sheets. The main contribution of this article is a taxonomy of instructional models and the discussion of applied instructional strategies and techniques in STEM fields focused on HE settings. In addition, we provide visualisations of the present state of the area, which aim at encouraging and scaffolding educators’ efforts based on specific classification criteria to develop AR experiences and conduct further research to enhance STEM learning.

Trends and Research Issues of Augmented Reality Studies in Architectural and Civil Engineering Education—A Review of Academic Journal Publications

Abstract: Architectural and civil engineering (ACE) education is inextricably connected to real-world practice. The application of augmented reality (AR) technology can help to establish a link between virtual and real-world information for students. Studies of applying AR in ACE education have increased annually, and numerous research have indicated that AR possesses immense application potential. To address and analyze pertinent research issues, published studies in the Scopus database were explored, and revealed that problems persist and are worthy of attention, such as the selection of system types and devices, the application of research methods, and appropriate learning strategies and teaching methods. Courses with objective grading standards should be given priority in AR experimental courses for a meticulous investigation of AR influence on students’ learning outcomes and ultimately improvement of classroom quality. Suitable types of AR systems should be selected based on course content, prior to the design and development of the system. It is recommended to develop markerless systems for a larger application range to benefit students with additional convenience. Systems can also be accompanied by functions, such as instant online assessments, synchronized assessments, and exchange capabilities to assist learning what has been taught and develop critical thinking abilities. The combination of AR and building information modeling (BIM) in architectural and civil practice, which has immense application potential, has become an emerging research trend. Collaboration between academics and practice should be enhanced with roles and knowledge of instructors, engineers, designers, and computer experts integrated for an optimal connection between general pedagogy and domain-specific learning. Teaching methods that emphasize “locations”, as well as “roles”, can be adopted in order to create a superior reality learning environment with diversified learning methods. The trends and research have become an integration and collaboration issue that should be performed interactively with pedagogical findings, and resources integrated across roles, fields, and university departments.

Tango vs. HoloLens: A Comparison of Collaborative Indoor AR Visualisations Using Hand-Held and Hands-Free Devices

Abstract: In this article, we compare a Google Tango tablet with the Microsoft HoloLens smartglasses in the context of the visualisation and interaction with Building Information Modeling data. A user test was conducted where 16 participants solved four tasks, two for each device, in small teams of two. Two aspects are analysed in the user test: the visualisation of interior designs and the visualisation of Building Information Modeling data. The results show that the Tango tablet is surprisingly preferred by most users when it comes to collaboration and discussion in our scenario. While the HoloLens offers hands-free operation and a stable tracking, users mentioned that the interaction with the Tango tablet felt more natural. In addition, users reported that it was easier to get an overall impression with the Tango tablet rather than with the HoloLens smartglasses.

Immersive construction detailing education: building information modeling (BIM)–based virtual reality (VR)

Abstract: PurposeThis research proposes a virtual reality (VR) platform for construction detailing that provides experiential learning in a zero-risk environment. It builds on integrating VR technology as a medium and building information modeling (BIM) as a repository of information and a learning tool.Design/methodology/approachThis work discusses the proposed environment curricular unit prototype design, implementation and validation. The validation of the VR environment was conducted in three phases, namely, piloting, testing (system usability and immersion) and learning gain validation, each of which has its aim and outcomes and has been assessed both qualitatively and quantitatively.FindingsAfter considering the feedback, the VR environment prototype is then validated on the level of learning outcomes, providing the evidence that it would enhance students' engagement, motivation and achievement accordingly. The results indicated 30% learning progress after experiencing the VR environment vs. 13.8% for paper-based studying.Originality/valueIn reference to building construction education, construction site visits provide students with real-life practical experience which are considered an extension for classroom. Nevertheless, it is challenging to integrate construction site visits regularly during the academic semester with respect to the class specific needs. The research at hand adopts integrating VR and BIM in AEC (Architecture, Engineering and Construction) education by proposing a system that can work as a mainstream complementary construction detailing learning method for architecture students. The proposed VR system facilitates a virtual construction site that meets the learning needs where students can explore and build in a real scale environment.

Improving Student’s Estimating Abilities through Experiential Learning

Abstract: Experiential learning is a cyclical process whereby individuals learn from and build on past experiences. Typical construction estimating courses follow Kolb’s experiential learning theory process ...