An integrated smart home system (ISHS) is an effective way to improve the quality of life of the elderly. The elderly’s willingness is essential to adopt an ISHS; to the best of our knowledge, no study has investigated the elderly’s perception of ISHS. Consequently, this study aims to investigate the elderly’s perception of the ISHS by comprehensively evaluating its possible benefits and negative responses. A set of sensors required for an ISHS was determined, and interviews were designed based on four factors: perceived comfort, perceived usability, perceived privacy, and perceived benefit. Subsequently, technological trials of the sensor-set followed by two focus group interviews were conducted on nine independently living elderly participants at a senior welfare center in South Korea. Consistent with previous studies, the results of this investigation indicate that elderly participants elicited negative responses regarding usability complexity, and discomfort to daily activities. Despite such negative responses, after acquiring enough awareness about the ISHS’s benefits, the elderly acknowledged its necessity and showed a high level of willingness. Furthermore, these results indicate that for a better adoption of an ISHS, sufficient awareness regarding its benefits and development of elderly-friendly smart home sensors that minimize negative responses are required.

The educational applications of extended reality (XR) modalities, including virtual reality (VR), augmented reality (AR), and mixed reality (MR), have increased significantly over the last ten years. Many educators within the Architecture, Engineering, and Construction (AEC) related degree programs see student benefits that could be derived from bringing these modalities into classrooms, which include but are not limited to: a better understanding of each of the subdisciplines and the coordination necessary between them, visualizing oneself as a professional in AEC, and visualization of difficult concepts to increase engagement, self-efficacy, and learning. These benefits, in turn, help recruitment and retention efforts for these degree programs. However, given the number of technologies available and the fact that they quickly become outdated, there is confusion about the definitions of the different XR modalities and their unique capabilities. This lack of knowledge, combined with limited faculty time and lack of financial resources, can make it overwhelming for educators to choose the right XR modality to accomplish particular educational objectives. There is a lack of guidance in the literature for AEC educators to consider various factors that affect the success of an XR intervention. Grounded in a comprehensive literature review and the educational framework of the Model of Domain Learning, this paper proposes a decision-making framework to help AEC educators select the appropriate technologies, platforms, and devices to use for various educational outcomes (e.g., learning, interest generation, engagement) considering factors such as budget, scalability, space/equipment needs, and the potential benefits and limitations of each XR modality. To this end, a comprehensive review of the literature was performed to decipher various definitions of XR modalities and how they have been previously utilized in AEC Education. The framework was then successfully validated at a summer camp in the School of Building Construction at Georgia Institute of Technology, highlighting the importance of using appropriate XR technologies depending on the educational context.