FIELD KNOWLEDGE TRANSFER VIA IMMERSIVE VIRTUAL FIELD TRIPS IN ARCHITECTURE, ENGINEERING, AND CONSTRUCTION EDUCATION

Abstract

Field trips to actual project sites offer students in architecture, engineering, and construction (AEC) disciplines valuable exposure to real-world experience. However, traditional field trips often face logistical challenges and geographical limitations. This paper presents the findings of the research team’s follow-up study on immersive virtual field trips (VFTs). The proposed VFTs are distributed via an online virtual reality (VR) platform. Learning assessments were conducted in multiple engineering and construction classes. Results indicate the proposed VFT helped students develop a critical understanding of professional practices and gain insights into workplace-specific knowledge and skills.