Effective use of Building Information Modeling (BIM) during operation typically requires modeled content to accurately match the built spaces, which necessitates effective field verification techniques to ensure that BIM content matches the actual built conditions. Some contractors leverage laser scanning and other reality-capture technologies to verify modeled content prior to turnover, but these approaches can be time- and resource-intensive. Augmented reality (AR) enables users to view BIM content overlaid on their field of view of the built space. Research suggests potential for using AR for tasks related to field verification, but a study that systematically explores the specific types of deviations that can be detected with this technology is missing from the current literature. This paper tasks participants with using immersive AR to identify deviations from BIM in a ceiling plenum space that includes installed Mechanical, Electrical and Plumbing (MEP) components, which would typically be included in a coordinated BIM. The results suggest that AR can enable users to effectively identify large deviations and missing building elements. However, the results do not indicate that AR effectively enables users to identify small deviations and can potentially lead to identifying false positive observations, where accurately constructed elements are perceived as deviating from BIM. These results suggest that immersive AR can effectively be used to check whether recently built elements conform to the intended BIM in instances where speed of verification is more important than adhering to strict tolerances. For instances where accuracy (less than two inches) is critical, the results of this work suggest that AR can be used to help determine where in the building more accurate, but more resource-intensive, reality-capture technologies should be used.

Decarbonization is essential to meeting urgent climate goals. With the building sector in the United States accounting for 35% of total U.S. carbon emissions, reducing environmental impacts within the built environment is critical. Whole-building life cycle analysis (WBLCA) quantifies the impacts of a building throughout its life cycle. Despite being a powerful tool, WBLCA is not standard practice in the integrated design process. When WBLCA is used, it is typically either speculative and based on early design information or conducted only after design completion as an accounting measure, with virtually no opportunity to impact the actual design. This work proposes a workflow for fully incorporating WBLCA into the building design process in an iterative, recursive manner, where design decisions impact the WBLCA, which in turn informs future design decisions. We use the example of a negative-operational carbon modular building seeking negative upfront embodied carbon using bio-based materials for carbon sequestration as a case study for demonstrating the utility of the framework. Key contributions of this work include a framework of computational processes for conducting iterative WBLCA, using a combination of an existing building WBLCA tool (Tally) within the building information modeling superstructure (Revit) and a custom script (in R) for materials, life cycle stages, and workflows not available in the WBLCA tool. Additionally, we provide strategies for harmonizing the environmental impacts of novel materials or processes from various life cycle inventory sources with materials or processes in existing building WBLCA tool repositories. These strategies are useful for those involved in building design with an interest in reducing their environmental impact. For example, this framework would be useful for researchers who are conducting WBLCAs on projects that include new or unusual materials and for design teams who want to integrate WBLCA more fully into their design process in order to ensure the building materials are consciously chosen to advance climate goals, while still ensuring best performance by traditional measures.

In civil and construction engineering education research, a focus has been on using 3D models to support students’ design comprehension. Despite this trend, the predominant mode of design communication in the industry relies on 2D plans and specifications, which typically supersede other modes of communication. Rather than focusing on the presentation of less common 3D content as an input to support students’ understanding of a design, this paper explores more common 2D inputs, but compares different visualization formats of student output in two educational interventions. In the first intervention, students document a construction sequence for wood-framed elements in a 2D worksheet format. In the second, students work with the same wood-framed design, but document their sequence through an augmented reality (AR) format where their physical interactions move full-scale virtual elements as if they were physically constructing the wood frame. Student approaches and performance were analyzed using qualitative attribute coding of video, audio, and written documentation of the student experience. Overall, results showed that the 2D worksheet format was simple to implement and was not mentally demanding to complete, but often corresponded with a lack of critical checks and a lack of mistake recognition from the students. The AR approach challenged students more in terms of cognitive load and completion rates but showed the potential for facilitating mistake recognition and self-remediation through visualization. These results suggest that when students are tasked with conceptualizing construction sequences from 2D documentation, the cognitive challenges associated with documenting a sequence in AR may support their recognition of their own mistakes in ways that may not be effectively supported through 2D documentation as an output for documenting and planning a construction sequence. The results presented in this paper provide insights on student tendencies, behaviors, and perceptions related to defining construction sequences from 2D documentation in order for educators to make informed decisions regarding the use of similar learning activities to prepare their students for understanding the 2D design documents used in industry.

In recent years, the American Council for Construction Education (ACCE) has shifted to outcomes-based accreditation standards for higher education construction programs, allowing greater customization of educational strategies. Past research efforts have analyzed the demands of industry and strategies used in academia, but these studies occurred before the shift to outcomes-based accreditation. This paper presents an updated analysis of construction industry needs and academic priorities and aims to provide insight into the status of industry and academia in the context of this outcomes-based focus. Thematic analysis of five years of direct evaluations of student performance during industry internships provides insight into industry demands. Parallel analysis of construction education research publications from a corresponding time period is leveraged to understand developments within the academic research community. Results suggest that both sectors recognize the need for experiential learning and software competencies among construction graduates. However, differences in trends were observed with a greater industry focus on personal attributes and a greater academic emphasis on sustainability learning competencies. The contribution of this paper is in providing an up-to-date evaluation of industry and academic trends in order to guide subsequent developments in construction education while addressing the needs of industry.