Assessing design buildability through virtual reality from the perspective of construction students

Abstract

Purpose

The purpose of this paper is to evaluate the impact of visual models on the ability of construction students to assess design buildability.

Design/methodology/approach

The study engaged 45 construction students from one selected tertiary education institute in New Zealand. The data collection process involved meeting the students face-to-face and demonstrating the VR model to them, after which the students completed an online questionnaire and assessed design buildability using both 2D drawing and virtual reality (VR) models. To make this assessment, the participants considered a residential earth building modelled to promote sustainable building features. The assessment process required the participants to evaluate the design buildability of the same building design using a 2D drawing and a 3D VR model.

Findings

The study found that VR models have significant advantages for assessing design buildability. Students measured 16.80% higher average buildability with the 3D VR model compared to the 2D drawing. The participants in the evaluation felt that the visual model significantly improved the comprehensibility of complex designs, which helped identify and manage design buildability (overall, 83% of participants strongly supported this).

Originality/value

The paper showed construction digitisation such as VR, augmented reality and building information modelling is highly cooperative as it can easily be made available for online learning. Thus, the findings support construction educators use online-based VR learning to promote efficient teaching of design buildability to students.

Citation

Samarasinghe, D.A.S. and Piri, I.S. (2022), "Assessing design buildability through virtual reality from the perspective of construction students", Built Environment Project and Asset Management, Vol. 12 No. 5, pp. 823-836. https://doi.org/10.1108/BEPAM-03-2021-0054