| Abstrakt: |
Immersive virtual reality (IVR) simulates real-world construction scenarios in remote environments, providing construction management students with interactive hands-on learning experiences. However, in-depth exploration and synthesis of recent advancements in IVR technology tailored explicitly for construction management students' learning is lacking. To fill this gap, this study reviewed existing publications on IVR technology practices in the last decade (2014–2024) using a mixed quantitative-qualitative review method. Precisely, 287 related articles were identified through keyword searching on Scopus and then fed into VOSviewer bibliometric analysis and visualization software to map recent trends. Furthermore, a qualitative discussion highlights the cutting-edge IVR technologies for construction management students' learning across three dimensions: (1) biometric feedback integration, (2) multisensory system, and (3) IVR for soft skills development. Additionally, three areas that require further investigation beyond the current advancements in IVR for construction management education were proposed: (1) student data privacy and security, (2) student safety in multisensory systems, and (3) assessment of students' acquired soft skills. This study provides valuable insights into the evolving domain of educational technology, informing students, educators, researchers, and practitioners about the effectiveness of IVR in enhancing construction management learning experiences and outcomes. Furthermore, this study highlights innovative aspects of IVR technology for construction management education that require further research. Practical Applications: Immersive virtual reality (IVR) provides construction management students with near-real experiences with construction management practices without having to be present at construction sites. This study aims to provide a more in-depth review of the recent trends and advancements in IVR technologies that can enhance construction management education and enable students to solve real-world construction management challenges. A mixed method review was used to actualize the aim and objectives of this research. The quantitative review revealed a notable gap in research focusing on IVR advancements that can enhance interactive learning for construction management students. Thus, the qualitative review method identified the recent advancements in IVR technology in construction management student learning. Additionally, aspects of IVR technology for construction management students' learning that require further investigation were highlighted. This study's findings provide essential knowledge to educators, students, and researchers on how ground-breaking IVR technologies can be applied to create a more effective and engaging construction management learning experience. Furthermore, this study serves as a foundation for future researchers to empirically test and validate the potential of cutting-edge IVR technologies in enhancing construction management students' ability to navigate the complexities of industry practice. [ABSTRACT FROM AUTHOR] |
