implementation of a prototype of a web-based

Proceedings of TMCE 2016, May 9-13, 2016, Aix-en-Provence, France, edited by I. Horváth, J.-P. Pernot, Z. Rusák.

 Organizing Committee of TMCE 2016, ISBN 978-94-6186-635-6

IMPLEMENTATION OF A PROTOTYPE OF A WEB-BASED STIMULATING LEARNING SYSTEM FOR CONSTRUCTION ENGINEERING Garrett Keenaghan School of Surveying & Construction Management Dublin Institute of Technology [email protected]

Imre Horváth Faculty of Industrial Design Engineering Delft University of Technology [email protected]

Wilhelm Frederik van der Vegte Faculty of Industrial Design Engineering Delft University of Technology [email protected]

ABSTRACT

KEYWORDS

This paper describes the process and results of the implementation of a testable prototype of a webbased stimulating learning system (WB-SLS). The multi-enabler-based WB-SLS addresses the current pedagogical and technological challenges of selfmanaged socialised on-line learning of construction engineering and intends to reproduce an immersive environment and to offer a student-centred knowledge and skills acquisition approach. In their previous papers, the authors have reported on the conceptualisation of the system that considered not only the educational needs and opportunities, but also the affordances of a combination of selected technological, social and cognitive enablers. The prototype system realises all functions that are offered by its final implementation and features the same technological solutions. The system consists of (i) a basic website (serves as a log in and initiation interface for both learner and educator users), (ii) the databases module (including three units with various contents), (iii) the game engine module, (iv) the 3D environment module (for modelling and manipulation of objects), (v) a network manager module (for multiplexing users and tasks), and (vi) a 2D environment (for image and text editing). The system enables a higher level critical thinking and problem-solving model across a range of possible scenarios within the restrictions of a construction engineering academic programme. This paper also reports on the steps taken to implement the prototype, as well as on its testing, which mainly focused on testing the functionality and utility. Some improvement opportunities have been identified and considered in the refinement of the prototype system.

Web-based stimulated learning, critical thinking, problem solving, technological enablers, social enablers, cognitive enablers

1. INTRODUCTION 1.1. The domain of interest This paper summarises the latest results of the PhD research and development work of the first author with the support of the co-authors. The overall objective of this work is to develop a web based stimulated learning system (WB-SLS) which replicates and simulates a real world construction engineering problem based workshop currently used to enable co-located students develop higher order problem solving thinking. The purpose of our WBSLS is to provide an enabler based framework which affords the dislocated digital learners an opportunity to gain higher order thinking and problem solving skills for practical fundamentals of construction engineering. In their previous papers, the authors have reported on the conceptualisation of the proposed system that considered not only the educational needs and opportunities, but also the affordances of a combination of selected technological, social and cognitive enablers. The major assumption has been that the novel system should include more than just the latest technologies and system operation architectures. It is supposed to blend various technological and non-technological learning enablers, and to consider the personal characteristic and learning style of the individual and community

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learners of our digital era. That is the reason why the reported research addressed the issue of educational enablers in a broader perspective. Rather than focusing only on the technological ones, we identified complementing enablers, which can effectively engage digitally literate students in problem-driven learning processes, considering their individual needs, capabilities and circumstances.

1.2. Objectives of the research and development work The objective of this ongoing research is to create a novel web-based education system that: (i) reflects real world procedural actions, (ii) provides a mechanism to encourage the development of higher level problem solving knowledge gain, and (iii) enables learners dislocated in multiple locations to experience perceptive, immersive, and pervasive learning. The included development of advanced visualisation and virtual environment can enhance traditional training methods and learner experience [1]. Realistic and relevant virtual simulation requires careful consideration of numerous and complex behaviours that exist in the real world [2]. Architecture, Engineering and Construction (AEC) experts increasingly rely upon modern cyber-based technologies to meet the demands of today’s complex projects. Computer engineering researchers have developed intelligent virtual reality environments that animate AEC operations and processes [3]. At the same time, learning theories developed in the realm of social and cognitive research have become widely recognised and accepted as relevant to developing pedagogical support for learners. This research explores if a novel multi-enabler-based educational system can be developed to provide both co-located and dis-located digital learners with context rich knowledge gain. Obviously, this overall objective has been decomposed into multiple sub objectives, which have been addressed by different approaches. The integration of these theoretical and practice results respectively forms the framework and the bases of the whole system.

1.3. What is presented in this paper This paper describes the process and results of the implementation of a testable prototype of a webbased stimulating learning system (WB-SLS). The multi-enabler-based WB-SLS addresses the current pedagogical and technological challenges of self-

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managed socialised on-line learning of construction engineering and intends to reproduce an immersive environment and to offer a student-centred knowledge and skills acquisition approach. In this paper we present a prototype web-based stimulating learning environment built on an enabler based framework that gives dislocated digital learners the opportunity to gain higher order thinking and problem solving skills for practical fundamentals of construction engineering. Attentions is given to the design and build details such as real-time content management, fluency of students’ interaction with the system, adaptation to the individual student needs, and the depths of engagement of the students in the highly socialised learning process. Future work will focus not only on the prototype-level implementation of the system, but also on the study of its impacts and the increase of efficiency in distributed construction engineering education.

2. DEVELOPMENT OF THE SYSTEM PROTOTYPE 2.1. Main considerations According to Cecil and Chandler, the essential components of a cyber-physical-based educational support system are: (i) cyber components for students to interact with, (ii) interface components, which enable cyber components to interact with the equivalent physical components, (iii) physical components to support the completion of learning activities, (iv) feedback and/or monitoring components, and (v) networking capabilities [6]. This proposal for the components has been considered in the conceptualization and prototyping of WB-SLS. The proposed system is sensitive to two types of user and offers a common web platform for educator and learner users. The website uses the database software WordPress to manage information requirements of the two types of user. The purpose of the WB-SLS is to enable educators to teach and the learners to learn effective behaviour in the context of simulated construction engineering conditions. Ross et al. have confirmed that the process of gamifying versus the process of developing a game is very different [7]. The intention for our prototype implementation is to enable the achievement of a compelling experience in the mind of the user through the balance of cognitive, social and technological enablers. Thereby, in accordance with Ross et al., our concept could be considered as

Garrett Keenaghan, Imre Horváth, and Wilhelm Frederik van der Vegte

the development of a serious game for education purposes, but the reality is that we are using game engine software development kits to produce a simulation that stimulates both cognitive and social activities for the dislocated user. The user’s hardware device and operating software determine the type of game file that must be downloaded to their local hard drive. Schroth and Christ maintain that web-based technological and social enablers play a key role in the provision of seamless application integration [8]. However due to the various reasons outlined by these authors, the reality of a fully meshed open access platform is yet to become the norm. Emerging novel design principles such as those applied in the conceptualization and development of this proposed WBS-LS prototype will enable users to customise, combine, and interconnect with web-based content and functions. Bundsgaard identified five main challenges for introducing innovative teaching and learning technics such as (i) organising collaborative learning among students, (ii) communicating the structure of the learning system to the student so they understand how the innovative teaching/learning technic is applied, (iii) provision of cognitive learning content to ensure the students gain knowledge through collaborative learning projects, (iv) ensuring students receive timely feedback and are facilitated in the sharing of content such as cognitive learning material and (v) how to pitch the learning content at the individual students level of ability while at the same time keeping pace with group learning needs [26].

2.2. Specific enablers used in the implementation of the prototype Figure 1 illustrates the linkage between technological, cognitive and social enablers. The

Figure 1 The linkage between the enablers

concept of our WB-SLS is based on blending of technological, cognitive and social enablers. The level and format must vary because it is very much dependent on the human user’s perception. The principle design of our WB-SLS will functionally blend technological enablers with cognitive and social enablers based on the cyber psychology theories of (i) engagement, (ii) motivation and (iii) immersion. The left side of Figure 2 depicts from a theoretical perspective the architecture of an enabler based web services platform which encapsulates the complexities unique to the users and allows for coupling of multiple enabler platforms. Using the web’s open source software services to blend technological with cognitive and social enablers, ensures that the final system does not need to be in the control of any one specific owner(s) [7]. In fact it is considered as an advantage to utilise the collective intelligence of web (a technological enabler) users to maximise the impact of information sharing (a social and cognitive enabler) and knowledge creation (a cognitive enabler) [8]. Using game engine software development kits (SDK) that offer built in visual editors combined with compatible 3D modelling software is an effective way to develop a virtual webbased learning tool. The web-host online element of this module is a technological enabler which provides cloud based storage resources. Using cloud based technology ensures the dis-located multiple users can access the resources easily and quickly [12]. The cloud computing element provides ubiquitous network access and enables both educator and student users to access and share resources without the need to worry about the maintenance and updating of the systems main elements [13]. The sharing of resources is considered as a social enabled activity especially when carried out using a technological enabler such as a web site. The content of the resources shared and the way in which it is applied to enable knowledge construction determines how a social enabled activity through a technological enabler can have a dual function as a cognitive enabler also. Bonk and Reynolds [21] argue that it is the instructional strategy, such as setting challenging activities, that forces learners to develop their cognitive abilities and improves the quality of learning rather than the technology itself. On the other hand Kozma [22] brings forward the argument that the technology, when presented in 3D animated

IMPLEMENTATION OF A PROTOTYPE OF A WEB-BASED STIMULATING LEARNING SYSTEM

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Social Enablers

Website

Cognitive Enablers Technological Enablers

Game Engine Interface Components

Software Development Kit (SDK)

Allow video recording of interactions with virtual environment

Conference Call Software (Voice Chat)

Network Software (Unity Photon)

Website (WordPress)

Unity Client Software

Merge video, audio and PowerPoint presentation notes/material

Store educator user information Manage user access to: Store prepared content

User ID User progress

Game file Video Notes

Allow upload and management of prepared content

Game Engine Software (Unity)

Figure 2 Architecture of the prototype system

virtual reality has an influence on the quality of learning. The literature does not specifically address the issue of learning experience when different technologies are used, but it does emphasise the importance of usability evaluation to enhance the effectiveness of its applications.

2.3. Overall architecture Figure 2 shows the architecture of the prototype system. The architecture is based on game engine software with as its interface components (i) an SDK to support development of virtual learning environments, and (ii) client software providing the interactions with the environment to the learner-user (and the educator-user for demonstration purposes). On top of the client software, (iii) the website module is responsible for resource information storage and distribution and for the interface-component plug-ins to the client software, (iv) network software provides chatroom functionality, and (v) conference call software enables speech-based communication. All the five architecture modules contribute functional components that are to be considered technological enablers; the website and the two plugins contribute to the cognitive-enabler functionality, and the social-enabler functionality is principally provided by the two plugins, i.e., the network software and the conference call software.

2.4. Website The components of the website are information pages and materials combined with cloud technology to include typical features expected from web-based learning platforms [9]. In addition, the prototype has: (i) a 3D interactive learning application, (ii) webbased virtual reality (VR) learning scenario’s that mirror real world actions both in synchronous and

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Allow recording of audio narration

Store learner user information

Allow upload, management and download of game file

Figure 3 Functional specification and decomposition of the website

asynchronous mode, (iii) bi-lateral communication means, (iv) formative and summative assessment and (v) learning materials which directly relate to VR simulator objects/models [10]. Figure 3 depicts the functional specification and decomposition of the website.

2.5. Interface components module Figure 4 shows the functional specification and decomposition of the game engine interface module’s components. This interface module tracks the interface activities of individual users and sends the updated information to the web host for storage each time a user logs out of the website. When the user logs back on, using their unique username and password, the web host sends the most up to date user interface activity information to our WBS-LS website platform. Typical information stored for individual users include (i) number of questions/tasks attempted, (ii) last question/task attempted and (iii) the length of time spend on each question/task. The management of the user activity database is provided through an information stream processing service via a relational database management system (RDBMS). Put simply, the service takes structured query language (SQL), files held in the RDBMS and sends them as HTML files to the website. Figure 5 outlines the architecture of our prototype and highlights how the prototype (i) supplies, (ii) stores and (iii) manages the relevant files over the network to ensure the user commands are reflected accurately. The website provides for networking and plays an instrumental role for the network management of the system.


Game Engine Software Software Development kit

Client-User Software Network Software

Support modelling of simple shapes Provide modeller feedback

Connect users to chatrooms

Import shapes

Transfer stream data between users in chatroom

Bring shapes together

Manage Lead and Follower control

Allow definition of problem of relation & interactions Allow definitions of multiple choice questions

Conference Call Software

Allow real-time conference call Convert audio to stream data, convert stream data to audio

Detect virtual interactions Relate interactions to (conditional) script, animations & fault finding Execute script animation

Physical Display fault finding aids on demand

Output audio from shapes Questions

Store all content (static & Dynamic) in game file

Physical

Provide relevant hints at relevant time

Allow definitions of fault finding and display options for possible causes

Allow navigation through virtual space Render scene

Allow definitions of fault finding aids

Manage user rights in chatrooms

Allow definitions of hints

Convert dynamically rendered scene to data stream

Allow interaction with virtual objects Manage access to chat rooms Manage and allow instantiation of chatrooms

Figure 4 Prototype functional specification and decomposition game engine interface components module

Figure 5 shows the processing diagram, specifying the connections and data exchanged between all the modules that make up the architecture and the three typical types of users: developer user, educator user and learner user.

2.6. Network Manager Module In the context of construction engineering the functions of the network management system adopted for this prototype design are; (i) to enable users to exchange high bandwidth graphic rich data and (ii) connect with communities of practice [4]. The network management module enables users with limited hardware computing capabilities to not need large processors for access and interaction with the WB-SLS [13]. With more cost effective supply of bandwidth comes an increase in possible applications of computer networks and communication systems [14]. The prototype network management module uses cloud computing technologies to allow both educator and learner users to interact with real time tutorials within the virtual learning space.

A user can create a chat room profile for which all other user connected to the network can choose to join. Within this chatroom the master user (the user who initially sets up the chatroom) has visibility of a ‘CNTRL button’ on his/her GUI. Once this GUI button is clicked a remote procedure call (RPC) is sent by the network management module informing all other users logged on, that the control mode has been activated. Once in this mode, every action completed by the master controller is mirrored on the other user’s screens. The network manager module operation is provided by Unity Photon, a cloud based plug in software for the Unity game engine software.

For this prototype we used a GUI labelled ‘workshop button’ and when clicked instantiates the network manager input and output commands. When there is an activate chatroom in session, the network manager will enable multiple users to join. Figure 6 demonstrates some activities of the network manager module.

2.7. 3D Model Generation Module The main functions of the model generation module are as follows: • To provide a 3D editing tool and modelling programme • Enable the creation of organic curve type shapes • Apply non-restrictive rules for moving or editing meshes and 3d models. The components needed to develop the 3D models/objects are provided through the software development kit (SDK) of the game engine software (Unity). In addition, the modelling software Blender was used to create the more complex constituents of the virtual environment, as well as animations. The Blender software is considered to be outside the system boundary of the prototype system, and not an


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Educator developer user

Modelling data: - Imported complex geometry - Imported animation scripts - Textures - Primitive geometry definition - Camera scripting

Conference call software (VoiceChat)

Streaming data: digitised audio

Dynamic screen capture

-

End user game file

Login data Videos Notes Information queries

Website 2 login data

-

Student progress reports

3

Login feedback Game file Video Learning material

Client-user software (local copy)

- Login password - Dynamic scene rendering camera view and audio (if applied) - User interface elements - Multiple choice questions and feedback - Fault finding – feedback – solutions guidance - Progress feedback, hints, videos and learning/teaching notes

Figure 5 Processing diagram of the architecture modules

independent constituent of the architecture. Using Blender is merely a workaround to incorporate modelling functionality that could have been part of the SDK, and therefore we will elaborate on how it contributes to the 3D-modelled environment.

1

4 1-2-3-4: Learner and education users as players for demonstration purposes

Educator user

Talk

Chatroom user interface commands

Network software (Photon)

Client-user software (local copy)

Learner user

Game engine SDK

Dynamic screen capture

- Login data - User interface commands - Cursor movement for navigation - Multiple choice answers - Fault finding solutions / options - Multi user talk

Modelling feedback: - Virtual images - Animation test runs

Being a game engine, Unity has some modelling capabilities, which make it suitable for creating primitive 3D shapes and objects. For example, the Unity SDK interface provides the option of a cube which is re-shaped and edited until it begins to look like a VR version of the four walls of a real world physical space (static shapes). The collider and texture functions are standard, i.e.: (i) transform, (ii) mesh renderer (which has material information and shape), (iii) the collider component (which has the physics material e.g. friction and bounce), and (iv) the psychics (bounding box or hit box).

The components that the author (educator user) needs to replicate from the real world workshop are more complex 3D (dynamic) objects that require a genuine 3D editing tool/modelling programme such as Blender, which is compatible with Unity. Blender easily enables the creation of organic-curve type

Workshop command Offer selection for offline/online mode

Activate offline mode

offline

Receive mode selection online Offer selection join/create room

join room

Receive selection create room connect control learner user screen

Decision Network Manager Activity user input

Figure 6 Example of Network Management Module activities

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Figure 7 Camera switch code


shapes and it does not apply restrictive rules for moving or editing meshes and 3D models. Once imported into Unity the model is saved as a ‘prefab library object’. A saved ‘prefab object’ includes the mesh object, the material, the transform and the collider. The models are initially developed by using the 3D modelling SDK. When a Blender 3D model is being developed the modeller uses a real world reference image obtained through digital photography. The generated Blender models are exported to the Unity game engine software. The Unity SDK also provides a camera object menu which allow the educator user to create a preferred field of view for each of the objects/models, either the room (newly created Unity VR space) or the model (newly imported Blender 3D model).

2.8. Operationalization of the prototype as an Advanced Learning system As stated earlier the intention for our prototype implementation is to enable the achievement of a compelling experience in the mind of the user through the balance of cognitive, social and technological enablers. In order to stimulate the cognitive responses for the user the operationalization of the field of view had to be considered in the context of blending cognitive and technological enablers. The Unity SDK provides the means to create first-person perspective (inside the users head) through the use of camera script and camera switching script as depicted in Figure 7. The generated code enables the users to switch between first person mode and peering over (viewing from above) mode. The intention of switching between fields of view mode is to mirror real world 3rd axis’s view in a VR space that can only provide 2nd axis view. In other words providing the user with a control option to switch camera mode gives the perception of real world 3rd axis’s view. Interaction between the VR scene (game engine objects) with models (3D modeller objects) and users is also a requirement for the operationalization of the WBS-LS as an advanced learning system. This form of interaction is created in Unity using a technique known as ‘raycast’. In simple terms, ‘raycast’ refers to a straight line that exists between 2 different objects (you cast a ray). The first object to cast a ray is the user screen and the field of view (camera object). The prototype is designed to project a 3D image onto a flat screen. When a user clicks with a mouse cursor on any given point of the flat screen a

‘raycast’ straight line is projected from the cursor click point straight out to infinity or until it hits a collider such as a 3D model or VR game engine object. Put simply; the tags in the Unity SDK apply an identifier to all in-game objects/models and the conditions are based upon this object/model tag. The ‘raycast’ script is essential to the operationalization of the WBS-LS as a an advanced learning system because it provides the developer-users with the means to manipulate the environment input by varying ‘raycast’ scripts, such as: (i) information script, to provide the user with specific feedback information, (ii) thermometer script, to provide temperature reading, (iii) ratchet script, to open and close valves, (iv) x-ray script, as a teaching aid for the tutor, (v) procedural task scripts such as recovery, recharge, vacuum, purge and pump-down, which are sets of procedural tasks, (vi) control script, to take over the networked user’s screen) and (vii) online and offline procedural fault-finding scripts. The blending of social with technological enablers to operationalise ubiquitous bi-lateral communication is achieved through the networking module of the WBS-LS. As was described in 2.4, the user is provided with access to a website host. Operationalization of the network to act as a social enabler is achieved with the use of a ‘code compiler’. The ‘code compiler’ essentially converts all forms of script being sent to the web-host browser into html script, a web script that controls the browser window height width style. The ‘code compiler’ ensures users can share files across the network inclusive of game engine and model objects. In addition to the ‘code compiler’, the Unity Photon plugin is applied to enable networked users socially interact and complete tasks through synchronous means. Essentially Unity photon provides the necessary network manager connection scripts to allow two or more users access to a common server. It also provides the means to write a script, which enables one user to take control of the devices of multiple users and use visual communication to reinforce the existing verbal communication (‘voice-chat’).

3. VALIDATION OF THE PROTOTYPE The finished prototype provides a website where users can download (i) the simulator game file, (ii) video files and (iii) learning material. It is the structure of this website that allows users to engage synchronously with each other in the chat room


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facility and asynchronously with the prototype files, environment and learning materials. The interface design, look and operation of WBS-LS, has the potential to ensure the dislocated learner can demonstrate through practice how they advance their learning of problem solving knowledge. The overarching features of this prototype are: (i) visuals, (ii) interpersonal networking, (iii) design framework and (iv) ability to adapt to other areas of expertise that can benefit from the WBS-LS design. In general the visual graphics are good requiring little need for improvement. The interpersonal networking seems overly complicated and may require a set of help tools. The graphic user interface (GUI) design to stimulate the human sensory system just enough to create a state of perceptual immersion, is a measure of the extent to which it may become possible for an individual to enter into a state of flow. This actual test to confirm if this is a feature can only be confirmed when the SBS-LS is implemented in the field and even then it may not be possible to measure, because of the individual nature of humans. The prototype will be tested in the field and the experiments will focus on specific aspects such as; (i) accessibility/usability, (ii) the task scenarios presented in the WBS-LS (iii) the provided guidance and prompts to enhance user interaction.

4.

CONCLUSIONS AND FUTURE WORK

The main objective for implementing a prototype system was to validate the working design before implementing it in a field experiment with construction engineering students. The objective for the validation was as follows: • To implement the prototype for its potential as an advanced learning and teaching tool. • To implement the prototype accessibility and usability. • To implement the task scenarios in relation to real world construction practice. • To implement user interaction and consider how this may or may not be further enhanced. Research literature that linked engagement and motivation to effective learning has led us to explore the use of technological enablers in the form of game engine and 3D modelling software as a potential means for blending with social and cognitive enablers. This is not to be confused with using game theories as a means of providing motivation and

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engagement but rather it is about using the technological enablers (game engine and 3D modelling software) as a means to provide digital savvy dislocated and co-located construction engineering students the ability to practice and achieve (i) goal setting tasks, (ii) interpersonal relationships and (iii) problem solving when blended with social and cognitive enablers. This paper provides a context on how the WBS-LS prototype was developed using open source software and internet mashup technics to present a concept idea to a construction engineering expert peer group familiar with the use of technological, social and cognitive enablers for providing learning. The next step requires the implementation of the WBS-LS using students currently enrolled on a construction engineering undergraduate programme. For the purpose of triangulation there will be 3 groups inclusive of a control group and a reference group based on stratified systematic sampling calculations. The plan is to test a learning scenario with volunteer students and to measure the learning performance and user experience of the students while interacting with the WBS-LS. After the learning scenario is validated end user testing will be employed to replicate typical end user usage of the WBS-LS. This type of scenario testing evaluates the entire workflow of a construction engineering learning session and will be used to find defects and return valuable feedback to validate and evaluate the WBS-LS on key areas such as usefulness, usability and efficiency. Scenario-based testing is a conventional method used in software testing to identify problems and potential for improvement [27]. Because of the diversity and complexity of measuring the learning performance of individual humans when interacting with WBS-LS, the simulated learning scenarios will represent an example of the diversity enabling the evaluation of the system operational efficiency and its capability as learning and teaching tool. The WBS-LS animates real world procedural actions required for refrigeration engineering equipment maintenance. The educator user integrates the context of these animations into the construction of a set of classroom instructions and assessment for the student users. The student learning is documented and tested using a set of experiment protocols based on (i) teaching specification for carrying out the test, (ii) profile test of the participants, (iii) the main efficiency and


operating requirements of the WBS-LS, (iv) the content of the procedural animations and (v) the assessment criteria for the testing learner user knowledge acquired, skills acquired and attitudinal change.

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