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Learning Environment Using BIM and Smart Phone

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Learning Environment Using BIM and Smart Phone Learning Environment Using BIM and Smart Phone Pavan MEADATI Construction Management Department, Southern Polytechnic State University Marietta, Georgia 30060, USA Mahmoodha JAGABAR SATHICK Computer Science Department, Southern Polytechnic State University Marietta, Georgia 30060, USA Brandi WILLIAMS Construction Management Department, Southern Polytechnic State University Marietta, Georgia 30060, USA and Charner REGISTER Construction Management Department, Southern Polytechnic State University Marietta, Georgia 30060, USA ABSTRACT meeting the class needs, class schedule conflicts, and safety issues [2]. Through lecture mode teaching style, instructor faces This paper discusses about integration of Building Information a challenging task to engage smartphone savvy students and Model (BIM) and Quick Response (QR) code technology for involve them in active learning process. Some other challenges creating smart learning lab for students. Due to lack of include less interaction and personalized contact time between conducive learning environment currently construction students and instructors; and students who miss class or who management and engineering students are unable to gain the need extra review get left behind. Additionally, differences in required skills to solve the real world problems. A user friendly teaching and learning styles result in problems such as interactive knowledge repository that provides conducive disengagement of students and loss of learning aptitude. learning environment is needed to enhance students’ learning Therefore a learning environment which helps the instructor to capabilities. BIM serves as an excellent tool for data match the students learning styles and enhances their management. Accessing the information using BIM is a two- engagement and learning capabilities is required. Sometimes step process. The first step includes the identification and traditional lecture teaching style also falls short to serve as selection of the appropriate three dimensional (3D) element effective communication tool for transferring knowledge to from the digital model and second step includes the retrieval of students. Due to lack of conducive learning environment which the information. Currently, the first step is accomplished by provides hearing, seeing, and doing capabilities, currently CEM navigating the 3D model manually. This step becomes tedious students are unable to gain the required skills to solve the real depending upon the size and complexity of the model. This world problems. A user friendly interactive knowledge identification and selection process can be automated by repository that provides conducive learning environment is integrating QR code technology with BIM. The integrated BIM needed to enhance students’ learning capabilities. and QR code environment provides a seamless flow of information reducing manual errors and improves information Building Information Model (BIM) has the potential to foster retrieval efficiency. This environment fosters conducive auditory, visual and kinesthetic learning environments [6]. BIM learning environment and allow the students to discover serves as an excellent tool for data management. It facilities strengths and weaknesses of their learning practices and easy and fast access to the information stored in a single improve accordingly. centralized database or in different databases held at various locations through the three dimensional (3D) model. Some of Keywords: BIM, QR code, 3D, smart phone and learning the BIM characteristics such as easy access to the information, environment. visualization, and simulation capabilities provide auditory, visual, and kinesthetic learning environments. Accessing the information using BIM is a two-step process. The first step 1. INTRODUCTION includes the identification and selection of the appropriate 3D element from the digital model and second step includes the Students have different learning styles. Teaching by adapting to retrieval of the information. Currently, the first step is their individual styles is a challenging task. Traditional lecture accomplished by navigating the model manually. This step is one of the styles which is widely used for teaching becomes tedious depending upon the size and complexity of the construction engineering and management (CEM) courses. model. Additionally manual errors in element’s selection Sometimes, the lecture format style is complimented by negatively affect the information retrieval process. Due to this including construction site visits. This teaching style provides manual selection process, the effectiveness of BIM is an auditory and visual learning environment. However, compromised and is not being used as an effective learning tool. inclusion of site visits within the course schedule is not always This identification and selection process can be automated by feasible due reasons such as unavailability of construction sites integrating Quick Response (QR) code technology with BIM. The goal of the study is to develop BIM+QR learning associated with predefined parameters and these are categorized environment that promotes conducive learning environment. into type parameters and instance parameters. The type BIM+QR environment provides a seamless flow of information parameters control properties of elements of that type while the reduces manual errors and improves information retrieval instance parameters control the instances properties. The type efficiency. In this environment, when the user reads the QR and instance parameters are further categorized into different code through smart phone, the respective 3D element will be groups. The data format stored in each parameter is of type: highlighted in BIM automatically and provides access to text, integer, number, length, area, volume, angle, URL, retrieve the information. BIM+QR environment enhances material, and yes/no. In this project, since the predefined type or students’ engagement and allow them to discover strengths and instance parameters are inadequate, new parameters with URL weaknesses of their learning practices and improve accordingly. data format are added to the elements. The study will be conducted in two phases. The first phase focuses on the development of interactive knowledge repository Object Hyperlinking through BIM+QR environment. The second phase focuses on The process of extending the internet to real world objects is the use of the BIM+QR environment in teaching. This is a part called object hyperlinking [8]. This can be achieved by of a research project, which is in progress. The paper presents attaching tag with URL to the real world object. The QR code an overview of the steps involved in the first phase of the with URL can be used as a tag. QR code stands for Quick research. The second phase scope is not included in this paper. Response Code. It was invented by Denso Wave in 1994 [9]. It The following sections discuss about BIM+QR environment is a two dimensional bar code. It can be read by using components and automated information flow among them. smartphone or touch pad or computer camera. QR code is used to store text, URL, and contact information. When the user reads the QR code depending upon the type of information 2. BIM+QR LEARNING ENVIRONMENT stored, it may display text, opens URL, and saves the contact information to address book. QR codes are now used for wide A learning environment which promotes active learning is range of applications such as commercial tracking, product needed to enhance students’ learning capabilities. An interactive marketing, product labeling, and storing organizational and learning environment termed as Building Information Model personal information. QR code can be static or dynamic [5]. In and Quick Response (BIM+QR) environment which facilitates static QR code the initially created information cannot be students to use their smart phone for learning is developed by changed, whereas in dynamic QR code the information can be integrating Building Information Model (BIM) and Quick edited after creating the code. With the advent of smart phones Response (QR) code technology. This new teaching style QR codes became popular as each smartphone can read the QR which encourages usage of smart phones in the classroom code with appropriate QR reader app. An object hyperlinking increases the students’ engagement and also helps to focus on system involves four components shown in the Figure 1. QR learning. BIM+QR environment facilitates more interaction and code tagged Object: QR code with URL is tagged to the object; personalized contact time between students and instructors. It Smartphone: Smartphone which has means to read the QR code also forces students to take more responsibility for their own and display the information; learning. Since the entire course contents are posted on web, Open Wireless network: An open wireless network such as 3G students who miss class or who need extra review don't get left or 4G network for communication between the smartphone and behind. It provides dynamic learning environment by server containing the information linked to tagged object; synchronizing with the user input. The different components of Server: A server to store the information related to the real BIM+QR environment includes: BIM knowledge repository, world object. Object hyperlinking, and Interactive display unit. Object BIM Knowledge Repository tagged with Smartphone This section discusses the methodology adopted for the QR code development of a knowledge repository
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