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.

Unintentional striking of underground utilities from construction activities often results in high economic consequences. Advanced technology and sophisticated visualization techniques such as augmented reality (AR) has the potential to play a significant role in mitigating such devastating consequences. To better understand the state-of-the-art technology of AR applications in the underground construction industry, it is important to identify challenges and barriers. This paper provides a systematic literature review of applications in the construction industry in general in which journal articles were reviewed, analysed, and summarized. Through this method, the main challenges associated with AR were revealed and feasible solutions were suggested. Issues were found with 1) data collection; 2) modelling and alignment barriers; 3) hardware limitations; 4) tracking; and 5) managing data. This research examined an efficient solution to the problems of AR by proposing a framework for future implementation with main applications in the United States, Canada, and Australia.

The transformation of the construction industry from 2D drawings to 3D models was a big revolution enhanced by the advent of building information modeling (BIM). The next progression to achieving the full potential of 3D planning models is to apply BIM and associated augmented reality (AR) systems, specifically for the needs of the underground utility industry. An example is the use of BIM and AR to map, detect, and visualize objects that are not visible to construction personnel. This paper identifies and discusses the various challenges of applying AR in the underground utility construction industry through a review of over 500 publications from 2006 to present and a Meta-analysis of the data. The challenges and barriers are categorized into: (1) data collection issues; (2) modeling alignment barriers; (3) hardware limitations; and (4) data storing and managing challenges. The main associated issues are discussed and further recommendations to overcome these challenges are presented. This paper provides a contribution by showing underground project stakeholders the barriers to overcome in applying AR. The main motivation of this research is to make the construction industry aware of the benefits of leveraging AR to prevent utility strikes, while enhancing productivity.

While problem-based learning can enhance the critical skills for resolving common issues on building information modeling (BIM) projects, there is limited evidence suggesting educators are using the pedagogy to inject common BIM issues in classrooms. Therefore, this study develops a problem-based learning activity that inserts common issues on BIM-based construction projects to develop the critical skills for resolving them. Specifically, it answers the following questions: (1) How can a problem-based learning module be developed to incorporate real-world challenges that are common on BIM-based construction projects? and (2) How can this learning module be implemented to assess the impacts on students? The authors answer the first question by identifying guidelines for problem-based learning, gathering information on BIM issues, developing content using the information, and modifying the content with the help of industry professionals. To answer the second question, the authors select assessment strategies, gather assessments from prior studies, remove overlapping and unrelated assessments, and modify the assessments to fit the module. The findings suggest that the methodology can assist educators in developing content for learning modules from industry-generated data that is not intended for educational purposes. Additionally, educators should focus on adopting assessments from prior studies when evaluating a module’s impact.

Educating building design and construction students about sustainability is critical to the development of a future workforce that is capable of making a positive impact on future sustainable buildings. Prior research has leveraged emerging computing technologies to remove some of the educational hurdles that are common among new engineering students, related to visualization and design assessment. In this prior work, an augmented reality (AR) based simulation game, called ecoCampus, was developed to allow students to design an exterior wall for an existing building on their campus to improve sustainable performance. After users created designs in ecoCampus, they were able to view a virtual mock-up of their design at full-scale with AR and then assess the performance of that concept using the basic simulation game interface. Using this technological approach to design, students were able to resist the tendency toward design fixation as compared to students who were not provided with the computerized ecoCampus interface. This paper further explores the AR component of ecoCampus to understand how students’ learning is affected when the design activity is completed out of the context of the physical building. In this work, students who used ecoCampus to design a new exterior wall concept for an existing building did so in a lab space where they were not able to physically explore the existing building for which they were designing the concept. Instead, they could only view the existing building through a single photograph that was projected on a screen. Students completed the same assessments as prior student cohorts and were allotted the same amount of time. After analyzing the collected data it was observed that, while students still employed beneficial design behaviours as compared to prior cohorts using paper-based design strategies, the process that they employed to arrive at their final design concept included fewer considerations of different design alternatives than students who used ecoCampus in the existing building. This suggests that there may be additional value in using AR in the physical context of a space for building design and assessment learning tasks, especially when design creativity is advantageous.