Abstract Advancement in video technology has made it possible for instructors to provide students with applied knowledge of construction practice. While videos can stimulate students’ interest in the construction domain by providing opportunities to observe real-life construction work, videos can sometimes contain extraneous information that may distract learners from essential learning contents. Computer vision techniquesContinue reading “Design and Usability Evaluation of an Annotated Video–Based Learning Environment for Construction Engineering Education”
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Construction Practice Knowledge for Complementing Classroom Teaching during Site Visits
Abstract Purpose As video-based interventions are continuously utilized as alternatives to physical site visits, directing students’ attention to specific learning contents within videos could increase their comprehension and stimulate their interest. Students’ knowledge of construction practice can be reinforced, misconceptions and improper inferences can be reduced by calling out significant learning concepts. However, few studiesContinue reading “Construction Practice Knowledge for Complementing Classroom Teaching during Site Visits”
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