Integrating simulation games into construction curricula—the VCS3 case study
- Autores: Dragana Nikolic, Sunghoon Lee, Sarah E. Zappe, John I. Messner
- Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 31, no. 6 (Parte A), 2015, págs. 1661-1667
- Idioma: inglés
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Resumen
In recent years, in response to higher construction industry standards for project design and delivery under budget, time and safetyconstraints, technological advances have dramatically changed how design and construction information is represented andmanaged. To prepare students to respond to these new industry demands approaches to teaching dynamic construction planningand management practices are changing. As a result, simulation games are gaining interest as an approach to providing studentswith learning experiences better aligned with complex problems in the areas of construction bidding, planning and management.However, while the use of simulation games in teaching construction shows some promising results, it remains sporadic due to highdevelopment costs, implementation challenges, and uncertainty of their effectiveness as learning tools. To address this gap, wedeveloped and evaluated a free and open-source construction management game—the Virtual Construction Simulator (VCS)—thatinvolves teaching a more holistic decision making process to planning and managing construction projects. This paper discusses thelearning objectives that guided VCS3 development, implementation and assessment, and concludes with findings andrecommendations for its broader implementation and future research.
