Blending technological, cognitive and social enablers to develop an immersive virtual learning environment for construction engineering education

Keenaghan, G.N.

doi:10.4233/a56fedf2-4bc0-495e-8d31-95cdd4de213e

Blending technological, cognitive and social enablers to develop an immersive virtual learning environment for construction engineering education

Doctoral thesis (2018)

Authors

G.N. Keenaghan Cyber-Physical Systems

Research Group

Cyber-Physical Systems

DOI: https://doi.org/10.4233/uuid:a56fedf2-4bc0-495e-8d31-95cdd4de213e

Web-based learning system Technological enablers Cognitive enablers Social enablers Dis-located learners Co-located learners 3D modelling software Game engine software Virtual environments Augmented environments Virtual learning environments

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Published Date

2018

Language

English

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Research Group

Cyber-Physical Systems

Abstract

The conceptual framework of the proposed novel system was to provide a stimulating learning experience for dislocated digital learners, who are seen as individuals with different perceptions and expectations. In addition to functionally integrate technological, cognitive and social enablers, the system was required to encapsulate what can be called the principles of cyber psychology. This research was not specifically about using game theories as a means of providing motivation and engagement. It was more about using technological enablers such as game engine software development kits and compatible 3D modelling software to blend with cognitive and social enablers as a conceptual design framework to develop web-based stimulated-learning systems.

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