| description abstract | As educators in Architecture, Engineering, and Construction (AEC) domains seek to better prepare graduates for industry, providing authentic, hands-on design and construction experiences has been found to be one of the most effective ways of achieving the goal of educators. However, providing access to these experiences is costly, time-consuming, and resource-intensive, which limit access for most students. To explore a cost-effective alternative to hands-on AEC learning, augmented reality (AR) is considered as a simulation of authentic learning in these domains. In this study, a full-scale building redesign and construction experience is presented, in which students virtually perform design analysis, planning, and construction of renovations to an existing structure in an AR environment. As students participate in the simulation, they reflect on their process and the realism of the experience. Student behaviors and perceptions are analyzed to determine where the experience showed evidence of authentic learning characteristics and where the experience differs from traditional authentic learning. Ultimately, the results indicate strong evidence that this AR-enabled design and construction experience promotes higher-level thinking, with mixed results on which components of the experience felt realistic or unrealistic. These findings suggest that, with informed and intentional use, AR has a high potential to simulate authentic learning and achieve high-value, evidence-based learning outcomes. Educators may find these results useful in adopting AR as a tool for simulating authentic learning in AEC or other fields in which true authentic environments are not readily available. | |
