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Abstract

Details

Drawing
Type: Book
ISBN: 978-1-83867-325-3

Abstract

Details

Drawing
Type: Book
ISBN: 978-1-83867-325-3

Abstract

Details

Drawing
Type: Book
ISBN: 978-1-83867-325-3

Article
Publication date: 7 October 2022

Tara Brooks, Ryan Zantinge and Faris Elghaish

Although data rich building information models have been widely adopted in the Architecture Engineering and Construction (AEC) industry in the United Kingdom (UK), use of…

Abstract

Purpose

Although data rich building information models have been widely adopted in the Architecture Engineering and Construction (AEC) industry in the United Kingdom (UK), use of 2D drawings on site for construction is still the norm. The ability of 2-dimensional (2D) drawings to convey complex 3-dimensional information is limited and requires interpretation from operatives, and 2D drawings can be quickly superseded by model updates. Although constructing directly from a model has been adopted in the aerospace and automotive industries, its use in construction is in its infancy. This research therefore aims to investigate the potential for, and barriers to, model-based construction in the UK.

Design/methodology/approach

This research uses a qualitative approach, thematically analysing 13 semi-structured interviews with UK-based construction professionals who have experience of paperless or model-based construction.

Findings

Although model -based construction has been implemented to a limited extent on some civil engineering projects; research and investment in software, network capacity, legal and contractual issues, and cultural and human factors will need to be considered before model-based construction can be implemented more widely.

Originality/value

The research contributes to an understudied, emergent area of construction practice and outlines hurdles that need to be understood and overcome before more widespread adoption of model-based construction can take place.

Details

Smart and Sustainable Built Environment, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-6099

Keywords

Book part
Publication date: 18 November 2004

Judith A. Chafel and Carin Neitzel

What are children’s responses to storybook characters portrayed as socioeconomically disadvantaged? Do these responses vary by gender, race, socioeconomic status, and…

Abstract

What are children’s responses to storybook characters portrayed as socioeconomically disadvantaged? Do these responses vary by gender, race, socioeconomic status, and setting? Sixty-two 8-year-old-children individually listened and responded to a story about a soup kitchen using two different communication systems: drawings and words. Categories generated from the data were analyzed using chi-square analyses, yielding statistically significant findings for each of the variables of interest. Results offer a unique, detailed picture of the conceptual schemas of 8-year-old children about poverty.

Details

Social Contexts of Early Education, and Reconceptualizing Play (II)
Type: Book
ISBN: 978-0-76231-146-0

Abstract

Details

Drawing
Type: Book
ISBN: 978-1-83867-325-3

Abstract

Details

Drawing
Type: Book
ISBN: 978-1-83867-325-3

Abstract

Details

Drawing
Type: Book
ISBN: 978-1-83867-325-3

Article
Publication date: 25 October 2022

Yi Tan, Wenyu Xu, Keyu Chen, Chunyan Deng and Peng Wang

At present, teaching methods based on 2D drawings are still commonly used for educating students on the location of steel reinforcement bars in concrete. However…

Abstract

Purpose

At present, teaching methods based on 2D drawings are still commonly used for educating students on the location of steel reinforcement bars in concrete. However, traditional teaching methods have limitations as students can find it difficult to understand 2D drawings. This study aims to develop an interactive and collaborative augmented reality environment (ICARE) using augmented reality (AR) technology to improve students' engagement in learning.

Design/methodology/approach

This study develops an ICARE prototype, which is organized into two stages: (1) The augmented teaching environment comprising of models and interactive components; (2) The AR collaborative application which uses Photon Unity Networking (PUN) plugin and Azure spatial anchors cloud service. The AR-based teaching environment runs with Universal Windows Platform (UWP) to enable development in the HoloLens 2 through Microsoft Visual Studio.

Findings

An experimental study was conducted, where 60 students were divided into three groups employing Drawings-based, building information modeling (BIM)-based and AR-based methods for teaching. After the test, the three groups of students were requested to complete a questionnaire. According to the analysis of the experimental results, the ICARE can improve students' comprehension, memory of learned materials and their ability to read and understand steel reinforcement drawings improving the quality of teaching, especially interactivity and engagement.

Originality/value

As illustrated in the experiments, the developed ICARE has outstanding performance over conventional approaches in civil engineering courses that can improve students' comprehension and memory of knowledge and their ability to read and understand steel bar drawings. This study provides empirical evidence that AR is a promising technology that can be integrated with traditional classroom instruction and can improve students' comprehension and memory of knowledge and their ability to read and understand steel bar drawings.

Details

Engineering, Construction and Architectural Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0969-9988

Keywords

Article
Publication date: 25 October 2021

Yun-Fang Tu, Gwo-Jen Hwang, Shu-Yen Chen, Chiulin Lai and Chuan-Miao Chen

This study aims to compare similarities and differences in library and information science (LIS) and non-LIS undergraduates’ conceptions and perceptions of smart libraries…

Abstract

Purpose

This study aims to compare similarities and differences in library and information science (LIS) and non-LIS undergraduates’ conceptions and perceptions of smart libraries via drawing analysis.

Design/methodology/approach

In this study, a total of 156 undergraduate students described their perceptions of smart libraries as drawings and textual descriptions. A modified coding scheme with 8 categories and 51 subcategories was used to analyse the undergraduate students’ drawings.

Findings

Most of the undergraduate students’ conceptions of smart libraries still involve self-checkout and learning/reading, focusing on information appliances, technical services, activities and objects. The differences are that the LIS undergraduates’ drawings showed smart libraries with robots, interactive book borrowing with technology tools, intelligent services, location-aware services or mobile applications, whereas non-LIS undergraduates presented smart libraries as readers (learners), other activities and no smart technology services. LIS undergraduates focused on providing patron services with technologies. Non-LIS undergraduates were more likely to draw a complex space with immediate access to books or digital resources, quiet reading and the freedom to engage in library activities.

Originality/value

The results provide a baseline for future research on the topic and provide preliminary evidence of using the methods to discern LIS and non-LIS undergraduates’ conceptions of smart libraries.

Details

The Electronic Library , vol. 39 no. 6
Type: Research Article
ISSN: 0264-0473

Keywords

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