Enabling discovery‐based learning in construction using telepresent augmented reality

a r t i c l e i n f o Construction engineering students often complain about the lack of engagement and interaction with the learning environment. Notwithstanding, many instructors still rely on traditional teaching methods which include the use of chalkboard, handouts, and computer presentations that are often filled with many words and few visual elements. Research shows that these teaching techniques are considered almost obsolete by a many students specially those who are visual learners or team workers. Also, the influence of visual and social media has changed student perceptions and how they expect the instructional materials to be presented in a classroom setting. This paper presents an innovative pedagogical tool that uses remote videotaping, augmented reality (AR), and ultra-wide band (UWB) locationing to bring live videos of remote construction jobsites to the classroom, create an intuitive interface for students to interact with the objects in the video scenes, and visually deliver location-aware instructional materials to them. In a recent report published by the Association for American Colleges and Universities (AAC&U), the National Leadership Council for Liberal Education and America's Promise identified " connecting knowledge with choices and action " as one of the seven principles of excellence [1]. Within engineering colleges and departments, this emphasis on creating a contextual link between knowledge and practice is even more prevalent. Although a large body of research has shown that specific teaching practices can improve student learning, engagement, and interest in engineering [2,3], and despite the fact that creativity and practicality are highly encouraged in academia, many engineering faculty have not been motivated to change their classroom practice and still rely on traditional methods to convey the theoretical knowledge to their students [4]. The curricula of these programs are heavily shaped around the concept of exposing students to basic science and engineering courses, and are often inadequate in preparing them for real life problem solving and critical thinking [5]. While engineering students need to pick up the social and technical skills (e.g. critical thinking, decision-making, collaboration, and leadership) they also need to be competent in the digital age [6]. Mills and Treagust [7] discussed that although most students are graduating with good knowledge of abstract engineering science and computer literacy, they do not know how to apply this knowledge in practice. In the area of construction education, students have historically lacked a comprehensive knowledge of onsite construction tasks and the …