Browsing by Author "Feng Z"
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- ItemA sequence analysis of behaviors in immersive virtual reality for indoor earthquake and post-earthquake evacuation(2022-06-01) Feng Z; González VA; Spearpoint M; Thomas J; Trotter M; Cabrera-Guerrero G; Paes DBehavioral sequence analysis (BSA) gives insights to understand and model individual behaviors. The present study uses BSA for a virtual earthquake. The virtual earthquake drill was facilitated by a head-mounted display (HMD)-based immersive virtual reality (IVR) system. Eighty-three participants experienced a full earthquake and post-earthquake evacuation in a virtual hospital building. Concurrent verbal protocol analysis (VPA) and retrospective video analysis of the footage of participants’ in-IVR behaviors have been conducted to identify the behavioral sequence of participants. As a result, behavioral transition diagrams are generated, showing the progression of behaviors exhibited in the virtual earthquake drill. A variety of behavioral paths for each individual participant is presented using a visual analytics approach. The behavioral transition diagrams and behavioral paths expose the full picture of human behaviors in an earthquake emergency, which are vital to developing behavior-oriented strategies for earthquake emergencies.
- ItemBuilding Information Modeling Education for Quantity Surveyors in Hong Kong: Current States, Education Gaps, and Challenges(2023-01-01) Keung CCW; Yiu TW; Feng ZRapid developments in building information modeling (BIM) are escalating the architecture, engineering, and construction (AEC) industry toward digital transformation. However, the lack of skilled BIM professionals is a critical issue slowing this transformation. Currently, few educational institutions include BIM topics in their curricula, especially those developed for quantity surveying (QS) programs. Moreover, the learning outcomes of BIM curricula may not meet the current industrial requirements. Thus, this study investigated the current states, gaps, and challenges of BIM education for QS practices in Hong Kong. This study conducted surveys to determine industrial requirements and a case study to examine the BIM curricula currently offered at Hong Kong educational institutions. The results suggest that the current BIM education for QS practices is in line with the pace of BIM development in the AEC industry. However, some advanced topics are not covered in BIM education. Additionally, the non-standardized BIM competencies to be attained by students lead to uncertainty and challenges in BIM education for quantity surveyors.
- ItemExploring spiral narratives with immediate feedback in immersive virtual reality serious games for earthquake emergency training(2023-01-01) Feng Z; González VA; Mutch C; Amor R; Cabrera-Guerrero GVarious attempts and approaches have been made to teach individuals about the knowledge of best practice for earthquake emergencies. Among them, Immersive Virtual Reality Serious Games (IVR SGs) have been suggested as an effective tool for emergency training. The notion of IVR SGs is consistent with the concept of problem-based gaming (PBG), where trainees interact with games in a loop of forming a playing strategy, applying the strategy, observing consequences, and making reflection. PBG triggers reflection-on-action, enabling trainees to reform perceptions and establish knowledge after making a response to a scenario. However, in the literature of PBG, little effort has been made for trainees to reflect while they are making a response (i.e., reflection-in-action) in a scenario. In addition, trainees do not have the possibility to adjust their responses and reshape their behaviors according to their reflection-in-action. In order to overcome these limitations, this study proposes a game mechanism, which integrates spiral narratives with immediate feedback, to underpin reflection-in-action and reflective redo in PBG. An IVR SG training system suited to earthquake emergency training was developed, incorporating the proposed game mechanism. A controlled experiment with 99 university students and staff was conducted. Participants were divided into three groups, with three interventions tested: a spiral narrated IVR SG, a linear narrated IVR SG, and a leaflet. Both narrated IVR SGs were effective in terms of immediate knowledge gain and self-efficacy improvement. However, challenges and opportunities for future research have been suggested.
- ItemOptical see-through augmented reality fire safety training for building occupants(Elsevier B.V., 2024-03-15) Paes D; Feng Z; King M; Khorrami Shad H; Sasikumar P; Pujoni D; Lovreglio RFire safety training is crucial to increase building occupants' chances of surviving a fire emergency. Traditional training methods, such as lectures using video presentations, have limitations that can hinder learning performance. This article describes the development and testing of an alternative training solution using Augmented Reality (AR) technology. Through a controlled between-subject experiment, the AR-based fire safety training method was compared against a conventional video-based one based on participants' knowledge acquisition and retention, intrinsic motivation, and self-efficacy. Results suggest that the AR system was well-designed and as effective as the traditional method in terms of knowledge acquisition and retention and overall learning experience. However, it was found to be superior in terms of intrinsic motivation gain and self-efficacy retention. These findings demonstrate the potential of AR-based training methods to enhance building occupants' safety and provide directions for future developments and research in the field.
- ItemPrototyping and testing a virtual reality counterterrorism serious game for active shooting(Elsevier B.V., 2022-09-28) Lovreglio R; Daphney-Chloe N; Rahouti A; Paes D; Feng Z; Shipman AAn active shooting emergency requires an effective strategy to increase the chances of survival of the attacked population. Educational environments are one of the most common locations of such events. To reduce the impact of these disasters, several emergency plans have been developed and put in place. Traditionally, these emergency plans are taught to occupants using non-interactive videos, drills, etc. However, these conventional methods present many limitations regarding trainees' knowledge acquisition, engagement and self-efficacy. To overcome them, this paper presents the prototype of an immersive Virtual Reality (VR) Serious Game (SG) for counterterrorism training. A user-centred evaluation of the proposed training SG was conducted with 32 participants. The experiment aimed to investigate the impact of the proposed tool on participants' knowledge regarding the safest actions to take in case of an active shooter attack. Participants' intrinsic motivation and self-efficacy levels were also assessed before and after the VR-based training. Findings indicate that participants’ knowledge, intrinsic motivation, and self-efficacy significantly increased immediately after the training.