International Journal of Education and Pedagogy (IJEAP) eISSN: 2682-8464 | Vol. 4 No. 3 [September 2022]
Journal website: http://myjms.mohe.gov.my/index.php/ijeap
EXPERIENCING THE INTEGRATION OF AUGMENTED REALITY (AR) IN TEACHING AND LEARNING OF
ARCHITECTURAL WORKS
Nadia Zaini1*, Nurfauza Jali2, Mustafa Payandenick3, Sitti Diana Tamjehi4, Siti Syariazulfa Kamaruddin5 and Afzan Mohd Zaini6
1 4 5 6 Faculty of Built Environment, Universiti Malaysia Sarawak, Kota Samarahan, MALAYSIA
2 3 Faculty Computer Science and Information Technology, Universiti Malaysia Sarawak, Kota Samarahan, MALAYSIA
*Corresponding author: [email protected]
Article Information:
Article history:
Received date : 4 September 2022 Revised date : 22 September 2022 Accepted date : 25 September 2022 Published date : 27 September 2022
To cite this document:
Zaini, N., Jali, N., Payandenick, M., Tamjehi, S. D., Kamaruddin, S., & Mohd Zaini, A. (2022).EXPERIENCING THE INTEGRATION OF AUGMENTED REALITY (AR) IN TEACHING AND LEARNING OF ARCHITECTURAL WORKS. International Journal of Education and Pedagogy, 4(3), 229-240.
Abstract: This research contributes to enhancing student’s learning experience and increasing their visualisation and uncerstanding of complex construction drawing by incorporating Augmented Reality (AR) mobile application into Construction Measurement of Architectural Works course in Quantity Surveying programme. By using conventional approach of teaching and learning, students need to put extra effort to stimulate their visualisation on the drawings before they start with the measurement process. The aim of this research is to initiate technology-based teaching and learning in the Construction Measurement of Architectural Works course by integrating AR. It is expected to overcome the difficulties to understand the construction drawings that they need to measure during hands-on activity. This initiative and innovation will help students to visualize what they want to measure off in the drawings and empower effectiveness of the T&L experience. The objective of this research is to develop a prototype of mobile application as an innovative and revolutionary tool for teaching and learning for Construction Measurement of Architectural Works course and to observe the performance of students in achieving course learning outcome (CLO) of the course.
Keywords: Quantity Surveying, Augmented Reality, 3D models, learning method.
1. Introduction
Nowadays, students participating in conventional methods become uninterested, left behind in this era and have limitations on their development. To align with the agenda of Industrial Revolution 4.0 (IR 4.0), the education industry needs to evolve together with other industries in order to produce future-ready graduates who are equipped with economic digital knowledge. In the Quantity Surveying programme, undergraduate students lack exposure and experience in the construction industry and this situation leads to difficulties in understanding construction drawings especially in the Construction Measurement of Architectural Works course. With the current practice of conventional teaching and learning in class, the students have to put extra effort to stimulate their imagination and understanding of the drawings given before they can start with the taking-off process. Furthermore, the current practice in class has limit critical thinking skills, decision making, and productivity in student performance. A few case studies found out that integration of Augmented Reality (AR) in education as part of Industrial Revolution 4.0 technology is necessary as AR has the potential to drastically change governance and the internal architecture of higher education.
The outcomes of this research will implement an innovative and revolutionary tool for teaching and learning for the Construction Measurement of Architectural Works course in AR application for the architectural elements such as finishes, flooring, wall, ceiling, and covering materials. The development of mobile AR application will help students to identify the details specification of architectural elements around them. This will help them to visualize what they want to measure off in the drawings.
2. Literature Review
Mohamed et al. (2017) stated that teaching defines reflection on what ‘teachers’ do and to set them apart from others, they have their own qualities or area that they are expert in. He also states that the teaching concept is a set of events whereas; to support the internal learning process which is outsides the learners need to be developed first. It means that outside of the learners is a teaching event itself. However, there is a problem in teaching where a variety of things or tasks are combined with responsibilities in teaching that are sometimes less relevant to be a good educator (Frith, 2018).
For “Learning”, it is about the changing of attitudes, building new skills and understanding scientific laws (Sequeira, 2012). The change is not only incidental or natural in the way our appearance changes when age increases. It is relatively permanent and is done intentionally.
Sequeira (2012) also adds that what is inside a student is a learning process that calls for self- motivation. In this concept, motivating our self is necessary before motivating others. Behaviour can be seen, but motives will not be visible. Behaviour and motives are learning but learning is internal and external performance while motives and behaviours can be viewed roughly. The relationship between teaching and learning is a situation where there is a clear focus on both the content that will be taught and the learning experience. The "theoretical" aspect of the "knowledge"
of teaching is contained in the teaching and learning about teaching, content or matter (Laughran, 2016). To generate greater enhancement and learning fun, “Active Learning Classrooms” are needed to promote deep engagement activities, reinforcing interactions, enhanced group activity efficiencies and nurturing the development of creative ideas. It creates a synergistic effect on student learning and is very closely related (Xiaoshan et.al, 2018).
Through developing other wearable devices, AR can improve the perception and connection of a user with the real world and can complement reality by superimposing computer-generated knowledge in a real time over the physical context that can promote the analysis and interpretation of findings (Shahroom, A. A., & Hussin, N., 2018). In implementing Industry Revolution 4.0, lecturers need to be equipped with 21st-century science of knowledge and teaching skills that include psychology, pedagogy, and sociology without deserted the principles and characteristics of IR 4.0 higher education (Ajmain et al., 2019). Sarawak Digital Economy Strategies also states that IR 4.0’s success depends on education. Various sectors have encouraged the education sector to implement technology-based education especially the Ministry of International Trade and Industry (MITI) which has called on educational institutions to incorporate IR 4.0 elements into their current syllabus (Sarawak Digital Economy Strategies 2018-2020). This is to meet the growing industry demands of technology so that students and graduates are not surprised at the changes. It is supported by researcher, Raman, A., & Rathakrishnan, M. (2019) implementation of technology-based in teaching and learning method require experience with, understanding of, decision making process, development of reasoning and communication skills, in particular dialogue that is mediated through the synchronous and asynchronous use of technology.
Integrating technology-based tools and supported collaborative learning environment is a small step but gives students real experiences not available when computers are used only to encourage skills practice (Raman, A., & Rathakrishnan, M., 2019).
Beyond the 21st century skills, digital agility and innovation such as Artificial Intelligence (AI), big data and analytics, cloud computing and mobile solution, social media, the Internet of Things (IoT), Virtual Reality (VR) and Augmented Reality (AR) with digital games are fundamentally changing the dynamics of education and instructional technologies landscape into a new form of digital pedagogy and a smart classroom that definitely exploded exponentially that droned the future learning into wonderland (Morino C. et al., 2019; Mustapha R., 2018; Gretzel U. et al., 2015; Pramanik, 2018).
AR technology nowadays has enormous popularity among us because it can establish creativity in the learning method. AR separates individuals from objective truth by influencing thinking, evoking the sensation of fact. It also helps improved plugins to view the natural world (Son, N. D., 2021). AR is a real-time system that overlaps the physical world with simulated knowledge or artifacts such as in a text, audio, and video. In other terms, "growing usually relates to providing additional knowledge on the level of affecting the sensor system" (Desselle, M. R., 2020). AR provides a more dynamic and intuitive experience compared with virtual reality (VR) since real- time incorporation of visual knowledge from the physical work into the device. Therefore, the interactive e-learning system is recommended more for development. Erbas, C., & Demirer, V.
(2019) study indicates that AR has beneficial impacts on student motivation. Mainly, it provides varying degrees of immersion and engagement that can help engage students in learning. AR is seen as having educational value because of increased user perception and real-world interaction;
most AR researchers are encouraged to a AR technology in education (Son, N. D., 2021). AR has the potential to contribute to the Architecture / Engineering / Construction (AEC) environment on interaction and visualization. AR's visualization can potentially affect the practice of architecture and design by changing the way people experience and interact (Alizadehsalehi, S., et al., 2020).
AR's enabling technologies include media representations, interaction devices, feedback displays, trackers, and units of computation.
2.1 Problem Statement
The most common form of teaching is direct information transfer from lecturer to students. In Construction Measurement of Architecture Works, the current practice totally relies on the lecturer’s explanation in the class mainly on the principle and theories of measurement in construction. It is difficult for the leaners to applied the theories been thaught to the construction drawings that have been given during hand-on activity especially for those who don’t have prior knowledge on construction. The students also need to study and update their knowledge with the current market price of each elements in the drawings in order to produce a total cost project.
Conventional teaching and learning is refer to face-to-face interaction that usually focuses more on the content of teaching materials such as textbooks and notes rather that the hands on activity (Yip, J., et al., 2019). As a result, conventional approach leads to the limitation on the creative thinking and difficulties to visualise the construction drawing with the real building on site. Some initiatives should be developed to overcome the limitation of student’s development (Yip, J., et al., 2019).
Hence, innovation in teaching and learning is important in enhancing student’s attentiveness, facilitated motivation and aroused student’s interest in learning in this course.
2.2 Objective
The main aim of this project is to improve students’ engagement, enhance their specific skills, and optimise their learning. The objectives of this project are:
a. To develop prototype mobile applications as an innovative and revolutionary tool for teaching and learning for Construction Measurement of Architectural Works course
b. To compare conventional methods and technology-based methods for teaching and learning in the Construction Measurement of Architectural Works.
3. Methodology
3.1 Review of Construction Measurement of Architectural Works Course
In this phase, the course outline of this course is review to identify the educational materials and topics learners should know after completing this course. This course is a major course in quantity surveying programme with four (4) credit hour. This course focuses on the principle of construction measurement which the students will measure the quantity of Architectural Works such as Wall, Door and Window, Finishes, Sanitary Fittings and Loose & Built-in Furnitures. The measurement work will be produced based on drawings, Specification, preambles and measurement schedule in accordance to principle of measurement. This course consists of two (2) assignments, one (1) test and final exam. Table 1 shows the topics that learners should learn for fourteen (14) weeks per semester. Focus group discussion has also been conducted to review on the critical topic that need to be highlighted in this upcoming mobile application. As a result, the group has decided to focus only on topic Finishes for prototype development purpose as this topic involve deep understanding and visualisation of the drawing.
Next, identify the course evaluation form that has been fill in by the students at the end of every semester. Table 2 shows the student’s feedbacks and what need to be improved in next semester.
To investigate, it is necessary to set up a questionnaire about learning resources, objectives, instructional issues, material design, and learning technique. After that, the plan for this prototype of mobile application will be designed after completing the analysis of the entire questionnaire.
Table 1: Course Plan of Construction Measurement of Architectural Works (BEQ1054) Learning
Unit (LU)
Topic Week Teaching &
Learning Activities (Conventional) LU1 Preliminaries Item
- Initial Item - Recurring Item - Completion Item
1 -2 Lecture, Tutorial, Discussion
LU2 Roof Trusses and Covering
- Trusses - Roof Coverings - Roof Plumbings
3-5 Lecture, Tutorial, Discussion
LU3 Wall
- External and Internal Wall
6-8 Lecture, Tutorial, Discussion
LU4 Doors and Windows - Door - Windows - Ironmongeries
9-11 Lecture, Tutorial, Discussion
LU5 Finishes
- Floor, Wall &
Ceiling Finishes
12 Lecture, Tutorial, Discussion
LU6 Sanitary Appliances - Fittings
13 Lecture, Tutorial, Discussion
LU7 Loose and Built-in Furniture
14 Lecture, Tutorial, Discussion
Table 2: Student’s Feedbacks on Construction Measurement of Architectural Works Course Students Feedbacks
1 Need extra class to understand more on the topics.
2 Hard to understand the drawings given
3 Need exposure to the real world of construction
4 Class is boring, hard to focus & pay attention during class 5 Site visit please.
6 Have difficulties to visualise especially Roof topic 7 Hope to teach more on the principles
8 Class was fun and learn new things 9 Require more notes and drawings
10 Having difficulties to visualise the drawings given
3.2 Design
The team decided to improve the image qualities and use the Vuforia as the development tool, due to project constraints. We have to use Adobe Photoshop and unmask the feature of Adobe Photoshop. We have improved the quality of images for 9 of the finishes and got high augmentation rating for those finishes. Table 3 shows finishes that had successful image improvements.
Table 3: Finishes with Successful Enhanced Finishes
No Type of Finishes
1 Carpet (500mm x 500mm ‘GOODRICH AVON SQ Series’) 2 Carpet (GOODRICH SCHOLARSHIP 26/28 Series) 3 Cement Render
4 Ceramic Tile 5 Wallpaper 6 Plaster 7 Rustic Tile 8 Plywood
9 Asbestos ceiling board
Figure 1 displays the enhanced finishes with their ratings in Vuforia Database. As the figure displays, these finishes ratings improve to 3 stars and above for augmentation.
Figure 1: Enhanced Finishes in Vuforia database
The proposed system workflow is suitable for education purposes and the course. The proposed system uses a poster-based display for augmentation. The user scans the poster which is displayed in the figure below and then the system will show the details of the finish. The user only can scan the images and poster which displays in the figure below. (This is just a sample prototype of the poster. The real poster can have better design and colors).
3.3 Development and Implementation
Firstly, users are required to log in to their registered account before entered to the home page.
The registration form will be given to make an account if the user does not have an account. Once the registration is successful, the user will be redirected to the login interface of Look Around. In the login interface, the user can enter their registered email address and password to access the home interface of Look Around. After that, the user can access all functions and features of the Look Around application. To achieve the objectives of this research, the tools of AR camera has been integrated in the mobile application. Table 4 shows the symbol and type of finishes that need to be augmented.
Table 4: Symbol and Type of Finishes
Now, we have the symbols and there are no symbols issues for developing the real application.
The team decided to show the details of the finish and some sample images from the finishes once the image was detected by the system. As an example, if the system detects a paver, the details of the paver finish alongside some images of the paver display to the users as shown in the Figure 2.
Figure 2: Sample Information Displays to Users Symbol Type of Finishes
Paver - Cinle Grasscrete Blocks Or Equivalent To Arch's Approval
EXISTING H.W.
TIMBER STRIP FLOORING C/W H.W.
TIMBER FLOOR JOIST
@ 450mm C/C (TO BE DETERMINED ON SITE)
"Allure" Locking Resilient Plank Flooring Finish Or Equivalent To Architect's Approval
300 X 300mm HOMOGENEOUS TILES OR
EQUIVALENT TO ARCHITECT'S APPROVAL
Cement Screed 200 X 200mm
HOMOGENEOUS TILES OR
EQUIVALENT TO ARCHITECT'S APPROVAL
Once the paver is detected the Figure 2 displays to the user. Also, the system allows the user to resize the information displayed based on the user device screen and the user can change the position of the information displayed. The Figure 3, Figure 4 and Fugue 5 display scaling and moving the displayed information on the screen.
Figure 3: The Information Displays to User
Figure 4: User can Change the Position of the Displayed Information
Figure 5: User can Resize the Information Displayed
Moreover, once symbol detected, a robot voice speaks the details of finish. This voice read the description, price and other details of each finishes.
4. Conclusion and Future Works
In conclusion, this project aims to create a mobile app that can help enhance their specific skills and optimise their learning. Besides that, augmented reality in teaching and learning can allow students to learn something in a relaxed way, and it is easier to absorb knowledge. In addition, incorporating the Augmented Reality (AR) technique into the learning process can help students better understand and will help students to visualised what they want to measure off in the drawings.
Some future works are suggested to improve the overall usability and performance of the proposed application. The suggestions are listed as shown below:
a. Able to develop in other mobile platforms such as IOS and Windows operating systems.
b. Able to produce various types of finishes and other elements of architectural works such as roof, door and window.
5. Acknowledgement
This project is sponsored by Universiti Malaysia Sarawak (UNIMAS) under the Scholarship of Teaching and Learning Grants, SoTL/FAB/2020(1)/008. The authors fully acknowledged UNIMAS for the approved fund, which makes this important research viable and effective.
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