Construction Management Event Simulation

CONSTRUCTION MANAGEMENT EVENTS – SIMULATION
1. INTRODUCTION
DEFINING CONSTRUCTION MANAGEMENT EVENTS IN
The authors are engaged in a multi-year project to develop and facilitate the use of situational simulations for
SITUATIONAL SIMULATIONS
student-centered problem-based learning, which will be shared across institutions. The main objective of situational
simulations is to help learners further develop their decision-making skills in an active-learning experience whereby
Carrie Sturts Dossick,
they investigate, Assistant
integrate and Professor,
apply concepts in a participatory, contextually rich educational environment.
University of Washington;
Furthermore, situational simulations bring the excitement, attractiveness, and impact of video game-like
cdossick@u.washington.edu and http://faculty.washington.edu/cdossick
environments to educational settings.
Eddy M. Rojas, Associate Professor,

Educators of
University and practitioners lament that we are not properly preparing students to solve the complex and
Washington;
multifaceted problems
er@u.washington.edu and they will face in the industry after graduation. Students experience fragmented and
http://faculty.washington.edu/er
specialized courses where concepts are presented as independent unrelated entities divorced from the complexities
of real-world
Susan Locsin, situations and problems
Graduate Research (Chinowsky and Vanegas 1996, Fruchter 1997). Such decontextualized
Assistant,
knowledge is intrinsically
University of Washington; tenuous in nature. For example, Brown et al (1989) describe students who recall
information on a test
slocsin@u.washington.edu not being able to apply the very same concepts in the problem-based environment even when
the situation clearly merits such an action. Course-centric, institution-dependent, and instructor-focused education
prevents learners from integrating concepts, taking advantage of expertise found at different institutions, and
Namhun Lee, Graduate Research Assistant,
expanding their educational experiences beyond traditional classroom settings. However, the increased availability
University of Washington;
of information technologies, the demand for more cost-effective education, and the emphasis on making students
namhun@u.washington.edu and http://students.washington.edu/namhun  
more responsible for their own learning, calls for alternative learning models.
  ABSTRACT: The challenge
The earliest approach andand
to games promise of educational
simulations computer
as a training tool in simulations
constructionare
wastothe
provide user experiences
“Construction that
Management
Game”for(Au
allow et al. 1969)
immersion into awhich simulates
dynamic systemthe bidding
in which process
users in the
discover theconstruction
ramificationsindustry. This model
of their decisions in ainspired
complexa
  environment.
variety of research efforts in atthethe
Researchers areaUniversity
of games of
andWashington,
simulations: inCONSTRUCTO
collaboration (Halpin and Woodhead
with Michigan 1970),
Technological
AROUSALare
University, (Ndekugri and situational
developing Lansley 1992), SuperBid
simulations (AbouRizk
to meet 1992),
the needs Parade of Trades
of construction (Choo education.
management and Tommelein
The
  simulation
1999), Simphony (Hajjarknown
environment, and AbouRizk 1999),
as the Virtual STRATEGY
Coach, (McCabe
helps users et develop
to further al. 2000), The
their Construction Marketing
decision-making skills in a
Game (Bichot 2001),
problem-based VIRCON
learning setting(Jaafari et al.they
whereby 2001), ER (Nassarintegrate
investigate, 2002), and the apply
and Virtualconcepts
Coach (Rojas
in aand Mukherjee
participatory,
  contextually
2005a). These efforts
rich, provideyet
educational, stepping-stones towards
fun video game-like creating
virtual  
interactive,
environment. participatory, and contextually rich
educational environments in construction engineering and management.
  This
Rojaspaper explores the
and Mukherjee development
(2006, of this contextually
2005a) demonstrated rich of
the potential andsituational
general-purpose environment
simulations to enhanceand the user’s
learning with
experience as they progress
integrated concepts fromcontext.
in an applied Project Achievement
Awareness totests
Project Monitoring
measured and intosignificant
a statistically Project Management.
improvement In the
in the
  Virtual Coach, users
decision-making skillsview
of project information
participants in both
after being ProjecttoAwareness
exposed and Project
the simulation Monitoring.
environment, As the Coach”
or “Virtual project
and Simulation
(Mukherjee et al.Events
2004). unfold, the user interacts
The desktop-based with the
Virtual Coach simulation,
requires making
students decisions
to integrate that learned
concepts impact in
thedifferent
project
  outcome.
courses in A Simulation
order to solveEvent includes
authentic the user’s
construction experience,problems
management variables(Rojas
alteredand
byMukherjee
the event, and variables
2005a, 2005b).changed
by the user. This paper defines the concept of Simulation Events within the context of the Virtual Coach, explains
The research
  how the usersintroduced here isof
become aware anan
enhancement
Event and and
howextension to the
Events are originalinVirtual
triggered Coach system.
the simulation, This multi-year
describes how users
research with
engage project
theincludes testing
simulation andwhat
(i.e., evaluation of Virtual
variables are in Coach
play), atand
fiveidentifies
universities throughout
types the country,
and formats and the
of information
creation of a Simulation Development Kit (SDK) allowing nonprogrammers
  available to a simulation developer to shape the learning outcomes. to create and share their own simulation
scenarios. Five participating universities will be the founding members of a Consortium dedicated to the
collaboration, Simulation
  KEYWORDS: dissemination, replication,
models; and management;
Construction sustainability Engineering
of this project. The web-based
education; Computer Virtual Coach will
aided instruction.
provide an easy to use platform for faculty to develop situational simulations and share them with other members of
  the academic community; allowing learners to integrate concepts, take advantage of expertise found at different
institutions, and expand their educational experiences beyond traditional classroom settings. This knowledge
  repository will be available free of charge to students interested on expanding their knowledge and understanding of
construction engineering and management concepts.
 
  2. VIRTUAL COACH DEVELOPMENT
  In this phase of development, researchers at the University of Washington (UW), in collaboration with Michigan
Technological University (MTU), are focused on single-player project manager simulations to meet the needs of
  construction management education. In the first phase of this multi-year project, we are (1) creating an easy to use
web-based system to run situational simulations in construction management, (2) developing innovative techniques
7th International Conference on Construction Applications of Virtual Reality: October 22-23, 2007   81
th
7 International Conference on Construction Applications of Virtual Reality: October 22-23, 2007
80
 
1. INTRODUCTION
1.
theyINTRODUCTION
investigate, integrate and apply concepts in a participatory, contextually rich educational environment.
The authors toare
environments engagedsettings.
educational in a multi-year project to develop and facilitate the use of situational simulations for
Educators and practitioners lament that we are not properly preparing students to solve the complex and
they investigate, integrate and apply concepts in a participatory, contextually rich educational environment.
multifaceted problems they will face in the industry after graduation. Students experience fragmented and
Furthermore, situational
specialized courses simulations
where concepts bringas independent
are presented the excitement,
unrelatedattractiveness,
entities divorcedand
from impact of video game-like
the complexities
environments to educational
of real-world situations settings.(Chinowsky and Vanegas 1996, Fruchter 1997). Such decontextualized
and problems
knowledge is intrinsically tenuous in nature. For example, Brown et al (1989) describe students who recall
information on a test not being able to apply the very same concepts in the problem-based environment even when
Educators
the situationand practitioners
clearly merits such anlament
action. that we are not
Course-centric, properly preparing
institution-dependent, students to solve
and instructor-focused the complex and
education
prevents learners they will
from integrating face in
concepts, the advantage
taking industry ofafter graduation.
expertise found at Students experienceand
different institutions, fragmented and
specialized courses
expanding their whereexperiences
educational concepts beyond
are presented as classroom
traditional independent unrelated
settings. entities
However, divorced
the increased from the complexities
availability
of real-world technologies,
of information situations and problems
the demand (Chinowsky
for more and education,
cost-effective Vanegas and1996, Fruchteron1997).
the emphasis makingSuch decontextualized
students
more responsible
knowledge for their own learning,
is intrinsically tenuouscalls
in for alternative
nature. For learning
example, models.
Brown et al (1989) describe students who recall
information on a test
The earliest approach to not
gamesbeing able to apply
and simulations as a the verytool
training same concepts in
in construction wasthe
theproblem-based environment even when
“Construction Management
the situation
Game” (Au et clearly
al. 1969)merits
which such an action.
simulates Course-centric,
the bidding process in theinstitution-dependent,
construction industry. This andmodel
instructor-focused
inspired a education
variety of learners
prevents research efforts
from in the area of concepts,
integrating games and taking
simulations: CONSTRUCTO
advantage (Halpin
of expertise and Woodhead
found 1970),
at different institutions, and
AROUSAL their
expanding (Ndekugri and Lansley
educational 1992), SuperBid
experiences beyond(AbouRizk
traditional1992), Parade settings.
classroom of TradesHowever,
(Choo and the
Tommelein
increased availability
1999), Simphony (Hajjar and AbouRizk 1999), STRATEGY (McCabe et al. 2000),
of information technologies, the demand for more cost-effective education, and the emphasis The Construction Marketing
on making students
Game (Bichot 2001), VIRCON (Jaafari et al. 2001), ER (Nassar 2002), and the Virtual Coach (Rojas and Mukherjee
more responsible for their own learning, calls for alternative learning models.
2005a). These efforts provide stepping-stones towards creating interactive, participatory, and contextually rich
educational
The earliestenvironments
approach toingamesconstruction engineering and
and simulations as amanagement.
training tool in construction was the “Construction Management
Game”
Rojas and(Au et al. 1969)
Mukherjee (2006,which
2005a) simulates
demonstratedthethebidding
potentialprocess in thesimulations
of situational construction industry.
to enhance Thiswith
learning model inspired a
variety ofconcepts
integrated research in efforts in context.
an applied the area of games tests
Achievement and measured
simulations: CONSTRUCTO
a statistically (Halpin andin Woodhead
significant improvement the 1970),
decision-making
AROUSAL skills of and
(Ndekugri participants
Lansleyafter beingSuperBid
1992), exposed to the simulation
(AbouRizk 1992),environment,
Parade oforTrades
“Virtual(Choo
Coach”and Tommelein
(Mukherjee
1999), et al. 2004).
Simphony The desktop-based
(Hajjar and AbouRizk Virtual Coach
1999), requires students
STRATEGY to integrate
(McCabe concepts
et al. 2000),learned
The inConstruction
different Marketing
courses in order to solve authentic construction management problems (Rojas and Mukherjee 2005a,
Game (Bichot 2001), VIRCON (Jaafari et al. 2001), ER (Nassar 2002), and the Virtual Coach (Rojas and Mukherjee 2005b).
2005a). These
The research effortshere
introduced provide stepping-stones
is an enhancement towards
and extension creating
to the original interactive,
Virtual Coachparticipatory, and contextually rich
system. This multi-year
research project
educational includes testing
environments and evaluationengineering
in construction of Virtual Coachandatmanagement.
five universities throughout the country, and the
creation of a Simulation Development Kit (SDK) allowing nonprogrammers to create and share their own simulation
Rojas and Five
scenarios. Mukherjee (2006,universities
participating 2005a) demonstrated the potential
will be the founding of situational
members simulations
of a Consortium to enhance
dedicated to the learning with
integrated concepts
collaboration, in an applied
dissemination, context.
replication, Achievementoftests
and sustainability this measured
project. Thea statistically significant
web-based Virtual Coachimprovement
will in the
provide an easy to use
decision-making platform
skills for faculty to develop
of participants situational
after being simulations
exposed to theand share them environment,
simulation with other members of
or “Virtual Coach”
the academicetcommunity;
(Mukherjee al. 2004). allowing learners to integrate
The desktop-based Virtual concepts, take advantage
Coach requires studentsoftoexpertise found
integrate at different
concepts learned in different
courses in order to solve authentic construction management problems (Rojas and Mukherjee 2005a, 2005b).
repository will be available free of charge to students interested on expanding their knowledge and understanding of
construction
The researchengineering
introduced andhere
management concepts. and extension to the original Virtual Coach system. This multi-year
is an enhancement
research project includes testing and evaluation of Virtual Coach at five universities throughout the country, and the
2. VIRTUAL
scenarios. Five COACH DEVELOPMENT
participating universities will be the founding members of a Consortium dedicated to the
collaboration,
In this phase of development, researchers at theand
dissemination, replication, sustainability
University of this
of Washington project.
(UW), The web-based
in collaboration Virtual Coach will
with Michigan
provide
Technological University (MTU), are focused on single-player project manager simulations to meet the needsother
an easy to use platform for faculty to develop situational simulations and share them with of members of
the academic
construction community;
management allowing
education. learners
In the to of
first phase integrate concepts,
this multi-year take
project, weadvantage of expertise
are (1) creating an easy to found
use at different
web-based system
institutions, and toexpand
run situational simulations in experiences
their educational construction management, (2) developing
beyond traditional innovative
classroom techniques
settings.   knowledge
This
  construction engineering and management concepts.
7th International Conference on Construction Applications of Virtual Reality: October 22-23, 2007
81
 
2. VIRTUAL COACH DEVELOPMENT
 
In this phase of development, researchers at the University of Washington (UW), in collaboration with Michigan
  Technological
  University (MTU), are focused on single-player project manager simulations to meet the needs of
construction management education. In the first phase of this multi-year project, we are (1) creating an easy to use
  web-based system to run situational simulations in construction management, (2) developing innovative techniques
 
to integrate and visualize construction management information, and (3) partnering with the construction industry in
the development of situational simulations that accurately reflect authentic context. This section will discuss
research methods and management strategies used in a multi-faculty, multi-institutional, multi-year project, centered
on the development of a shared simulation system. We also present initial findings from the process of developing
content-rich scenarios.
1. INTRODUCTION
One challenge that we have found more prevalent than expected is that of a common vocabulary. We have found
The authors
the need are engaged
to discuss and define in a multi-year
specific user typesproject
and termstosuch
develop and facilitate
as “developer” the use
- sometimes of situational
we might discuss the simulations for
student-centered problem-based
development of a simulation, whereaslearning, which
other times we arewill be shared
discussing across institutions.
the development TheCoach
of the Virtual mainsoftware.
objective of situational
simulations is to helpwelearners
To mitigate confusion, further
have defined the develop
following their decision-making skills in an active-learning experience whereby
user roles:
they investigate, integrate
Developer: faculty and and apply
graduate concepts
students in ina designing
involved participatory, contextually
and programming the rich educational
computer systems environment.
Furthermore, situational
that create the Virtual simulations
Coach simulationbring the excitement, attractiveness, and impact of video game-like
system.
Author: individual or group of individuals that create a simulation for public distribution (available to
anyone) or private use (available to selected users only).
Educators and practitioners
Instructor: individual or lament
group of that we are
individuals thatnot properly
coordinate the preparing
application ofstudents to solve
simulations the complex and
with other
pedagogical they will face in the industry after graduation. Students experience fragmented and
activities.
Player: individual that plays the simulation.
of real-world situations and problems (Chinowsky and Vanegas 1996, Fruchter 1997). Such decontextualized
knowledge
2.1 Research is intrinsically
Methods tenuous in nature. For example, Brown et al (1989) describe students who recall
This project builds off or previous Emulation Engine development (Rojas and Mukherjee (2006, 2005a), such that
the situation
we are focusingclearly merits suchengine.
on the visualization an action. Course-centric,
The research institution-dependent,
questions here are how to best represent and
theinstructor-focused
complexity of education
prevents learners from
a realistic construction integrating
project concepts,
in an accelerated taking
simulation advantage
virtual environmentof to
expertise
support thefound at objectives
learning different ininstitutions, and
expanding their educational
a fun and exciting way. To thisexperiences
end, we havebeyond
focused traditional classroom
our initial efforts settings.
on defining However,
the user the and
experience increased
the availability
of information
simulation technologies,
scenarios. the demand
We have employed for more
schematic design cost-effective
meetings, industryeducation, and the emphasis
advisory meetings, and developedon amaking students
specification
more for the for
responsible single-player
their ownVirtual Coach.
learning, calls for alternative learning models.
Regarding pedagogical guidelines, the National Engineering Education Delivery System (NEEDS) provides useful
The earliest approach to games and simulations as a training tool in construction was the “Construction Management
criteria for education simulations, (http://www.needs.org/needs/public/premier/2007/2007-criteria-prelim.pdf). The
Game” (Au et al. 1969) which simulates the bidding process in the construction industry. This model inspired a
NEEDS criteria reflect the values associated with good teaching practices and pedagogy and are divided into three
variety of research efforts
categories: instructional design,insoftware
the area of games
design, and simulations:
and engineering CONSTRUCTO
content. Each (Halpin
category is described by and
a set Woodhead
of 1970),
AROUSAL
components and (Ndekugri and Lansley
sub-components. Using1992), SuperBid
our previous (AbouRizk
work 1992), simulations,
with educational Parade of Trades
and the (Choo
NEEDSand Tommelein
1999), Simphony
guidelines, (Hajjar
we developed and AbouRizk
the specifications for a 1999), STRATEGY
single-player web-based (McCabe et al. 2000), The Construction Marketing
Virtual Coach.
2.2 Virtual
2005a). TheseCoach
effortsSpecification
provide stepping-stones towards creating interactive, participatory, and contextually rich
educational
Using web-basedenvironments in construction
widget technology, engineering
a single player will view,and management.
monitor and manage simulated project information
displayed in a variety of charts, graphs, 3D models, 4D models, and spreadsheets. As described in more detail
Rojas
below, and Mukherjee
players (2006,
will monitor 2005a)
the project demonstrated
as time elapses. Then,thetopotential of situational
modify project variables, thesimulations
player stopstotheenhance
clock learning with
integrated concepts in an applied context. Achievement tests measured a statistically significant
by pulling up the project manager window. Each player’s time-out time is limited, and a higher score will be given improvement in the
decision-making skillsless
to those students to spend of project
participants
management aftertime.
being exposed
In this way, wetosimulate
the simulation environment,
the day to day pressures on aor “Virtual Coach”
(Mukherjee et al. 2004).
jobsite that managers The
face. As desktop-based
Events Virtual
occur, the Virtual Coach
Coach requires
system students
will interject andto integrate
guide playersconcepts
through learned in different
project management
courses in order tosteps.
solveAauthentic
single player is responsible
construction for all activities
management performed
problems by theand
(Rojas general contracting
Mukherjee 2005a, 2005b).
company for a project.
The research introduced here is an enhancement and extension to the original Virtual Coach system. This multi-year
Before weofgeta into
creation the gameDevelopment
Simulation play details, we Kit
address
(SDK) the Virtual
allowingCoach capabilities and requirements
nonprogrammers to create and forshare
the first
their own simulation
release:
collaboration,
! Players will be dissemination, replication,
able to play a variety and sustainability
of simulations of and
created by authors thiscustomized
project. by
The web-based Virtual Coach will
instructors.
provide an easy to use platform for faculty to develop situational
! Several players will be able to play the same simulation simultaneously. simulations and share them with other members of
the academic community; allowing learners to integrate concepts, take advantage of expertise found at different
! Each simulation
institutions, will be limited
and expand their toeducational
one player (project manager)beyond
experiences overseeing the construction
traditional of one project.
classroom settings. This knowledge
Other participants in the project (owner, architect, subs, etc.) will be simulated by the system.
construction engineering and management concepts.  
 7 th
International Conference on Construction Applications of Virtual Reality: October 22-23, 2007
82

  Technological University (MTU), are focused on single-player project manager simulations to meet the needs of
  web-based system to run  situational simulations in construction management, (2) developing innovative techniques
 
! Construction planning (schedule, budget, site layout, safety plan, etc) will be provided to the player. Therefore,
the player’s role is limited to managing the actual construction phase of the project.
! Simulated projects include both self-performed as well as sub-contracted activities.
! Simulated projects will be built following the traditional design-bid-build delivery system.
1. INTRODUCTION
! The Virtual Coach platform will run on typical desktop computers.
! Complete history
student-centered of all player actions,
problem-based simulated
learning, which events
willand
be results
sharedwill be recorded
across and stored
institutions. Theonmain
a server to be of situational
objective
used in the future for data mining.
! Players
they investigate, integrate
have a limited amount and apply
of time concepts
to make in improving
decisions a participatory, contextually
the construction process orrich educational
taking care of environment.
events as determined by the instructor. A countdown timer is always present on the screen letting
Furthermore, situational simulations bring the excitement, attractiveness, and impact of video game-like the player
know how much
environments time they have
to educational left to complete the game.
settings.
! Where there are images, video and other opportunities, simulated events will portray minorities and members of
underrepresented groups in positions of leadership.
The UW team problems
multifaceted has definedtheythe general requirements
will face for the current
in the industry after Virtual Coach project
graduation. Students andexperience
is focused on fragmented and
developing the Visualization Engine. Each simulation (game) running under the Virtual Coach will have the
following:
! Learning is
knowledge objectives will be clearly
intrinsically tenuous stated
in and presented
nature. For toexample,
the player at the beginning
Brown of each simulation.
et al (1989) They
describe students who recall
will be grouped into four main categories: awareness, competency, proficiency, mastery.
the
! situation
Instructors clearly merits
will be able suchtheanlevel
to select action. Course-centric,
of difficulty institution-dependent,
for each event before players begin the andsimulation.
instructor-focused education
Three different
prevents learnerslevels
fromwill be available:concepts,
integrating novice, intermediate, and expert.ofFor
taking advantage more information,
expertise found atseedifferent
the eventsinstitutions, and
section.
of
! information
Players will betechnologies,
able to reviewthe demandmaterials
pedagogical for more cost-effective
regarding education,
the learning objectivesand
at thethe
endemphasis
of the on making students
moresimulation
responsible for their
to reinforce own learning,
important conceptscalls for alternative learning models.
if needed.
! Each
The simulation
earliest approachwill to
have three and
games modes:
simulations as a training tool in construction was the “Construction Management
Game” (Au et al. This
Project Awareness: 1969) which
mode simulates
introduces the bidding
the player process
to the project theyinwill
themanage,
construction industry.
familiarizes Thisthe
them with model inspired a
variety of research
construction plan and efforts
issues ofin interest.
the area Theof games and simulations:
information is static (doesCONSTRUCTO (Halpin
not change over time), butand
can Woodhead
be 1970),
multimedia rich.
AROUSAL A web-page
(Ndekugri andwill show videos
Lansley 1992),describing
SuperBid the project,
(AbouRizk3D models
1992),willParade
be available for the(Choo
of Trades studentsand Tommelein
to navigate,
1999), as-planned
Simphony schedules
(Hajjar andand budgets will
AbouRizk be available
1999), for the player
STRATEGY to study.et al. 2000), The Construction Marketing
(McCabe
Game
Project (Bichot 2001),
Monitoring: VIRCON
Provides players(Jaafari
with theetability
al. 2001), ER (Nassar
to follow 2002), and
the construction the and
process Virtual Coach
monitor (Rojas
a variety of and Mukherjee
variables necessary provide
to evaluate stepping-stones
the progress of the project.towards
Project creating
monitoringinteractive, participatory,
is a “view only” mode, whereand contextually rich
players
can view but environments
educational not alter any variables. The provided
in construction information
engineering andreflects four different states of progress: baseline,
management.
history, current, and forecast. Baseline refers to the original plan plus any required changes. History refers to the
Rojas andfrom
actual data Mukherjee (2006,
day 1 to the 2005a)
current demonstrated
date and theproject
it changes as the potential of situational
advances. simulations
Current refers to enhance
to information about learning with
integrated concepts
an instantaneous point in
in an applied
time. context.
Finally, forecastAchievement tests measured
refers to the information a statistically
regarding significant
projected values improvement in the
of variables
from the current dateskills
decision-making to the calculated finish date.
of participants after being exposed to the simulation environment, or “Virtual Coach”
Project Management: The desktop-based
This mode allows players toVirtual Coach requires
make decisions students
and implement to integrate
changes concepts
to the project learned in different
by either
courses in the
optimizing order to solve
process authentictoconstruction
or responding events, and ismanagement problems
not necessarily keyed to (Rojas
an eventand
as Mukherjee
shown below,2005a,
but an2005b).
event occurrence would be the most likely time the player would modify project variables.
 
  scenarios. Five participating universities will be the founding members of a Consortium dedicated to the
collaboration, dissemination, replication, and sustainability of this project. The web-based Virtual Coach will
  provide an easy to use platform for faculty to develop situational simulations and share them with other members of
  institutions, and expand their educational experiences beyond traditional classroom settings. This knowledge
 7 th
83
  2. VIRTUAL COACH
  DEVELOPMENT
 
1. INTRODUCTION

Figure 1. Virtual lament
Coach Simulation Map that we are not properly preparing students to solve the complex and
specialized courses
Project where concepts are Project
Awareness presented as independent unrelated
Monitoring Project entities divorced from the complexities
Management
Owner
knowledge is intrinsically tenuous! inSchedule
nature. information ! Change
For example, Brown labor
et al allocation
(1989) describe students who recall
! Business Plan (baseline, as-built) (number of
information on a test not being able to apply the very same concepts in the problem-basedworkers, crew) environment even when
! Motivation (mission, value, ! Cost (baseline, as-built) ! Change in work calendar
the situation clearly merits such an action. Course-centric, institution-dependent, and instructor-focused education
team, goals) ! Space usage (material (hours per day, days per
prevents learners
! Definition fromsuccess
of project integrating concepts,
storage) taking advantage ofweek) expertise found at different institutions, and
expanding their educational experiences
! Environment ! Cashbeyond
flow traditional classroom settings.
! Change However,orthe increased availability
of subcontractor
ofContractor
information technologies, the demand ! Profitfor more cost-effective education, and cost,
supplier (name, the emphasis on making students
more! responsible
Construction plan ! Earned
for their own learning, callsvalue variables
for alternative learningproductivity,
models. availability,
! Schedule (schedule performance quality)
The!earliest
Budget approach to games and simulations as a training tool in! construction
index, cost performance was the “Construction Management
Change technology
! Site(Au
Game” et al. 1969) which simulates
layout index,the
productivity
biddingindex)
process in the(equipment/construction
construction industry. This model inspired a
! Productivity methods)
! Procurement
variety of research planefforts in the area of gamesvalues and simulations: CONSTRUCTO (Halpin and Woodhead 1970),
! Safety plan ! Weather ! Issue a change order
AROUSAL (Ndekugri and Lansley 1992), SuperBid (AbouRizk 1992), proposalParade of Trades (Choo and Tommelein
! Quality plan ! Safety report (accidents,
1999), Simphony (Hajjar and AbouRizk 1999), STRATEGY
incidents, non-compliance) (McCabe
! Timing et
foral. 2000),
delivery of The Construction Marketing
! Cash flow
Game (Bichot 2001),
! Organization chart VIRCON (Jaafari
! et
Qualityal. 2001),
report ( ER
punch(Nassar
list, 2002), and
materials the
andVirtual Coach (Rojas and Mukherjee
equipment
2005a). These efforts provide stepping-stones
Designer/Consultants log) creating !interactive,
towards
rework, inspection Timing on payment to
participatory, and contextually rich
educational
! Drawings ! RFI engineering
environments in construction log and management. subcontractors and suppliers
! Submittal log ! Wage & incentives
! Specifications
Rojas and Mukherjee
! Geotechnical report(2006, Change order logthe potential of! situational
& design2005a)! demonstrated simulations
Start dates, durations, end to enhance learning with
integrated dates
Market concepts in an applied context. ! Market Achievement tests measured
information (wages a statistically significant improvement in the
decision-making skills of participantsfor after
craftsmen
beingand exposed ! Add
laborers to the rework activity
simulation environment, or “Virtual Coach”
! Location & conditions
! Codes &etregulations by trade, subs quotes, ! Weekly (quality, safety,
(Mukherjee al. 2004). The desktop-based Virtual Coach requires students to integrate concepts learned in different
other) tasks (toggle on and
! Labor, material, equipment, material costs, equipment
courses in order to solve authentic construction
costs) management problems (Rojas
off) and Mukherjee 2005a, 2005b).
trades
research
Table 1. project includes
Select List testing
of Possible Dataand evaluation
Types of Simulation
for the Three Virtual Coach
States at five universities throughout the country, and the
We will develop the user interface components as “widgets”, taking advantage of the Google Web Toolkit
(http://code.google.com/webtoolkit). A widget encapsulates 3rd party controls that will display the simulation
provide an easy
information to use platform
in graphical formats. for
Thisfaculty
allows tofordevelop
maximum situational
flexibilitysimulations and share
when configuring them allowing
interfaces, with other members of
theinstructors
academic community; allowing learners to integrate concepts, take advantage of expertise found at different
and/or players to customize their own interfaces while running a simulation. We will utilize third party
institutions, and expand their educational experiences beyond traditional classroom settings. This   knowledge
  7th International Conference on Construction Applications of Virtual Reality: October 22-23, 2007
84

  web-based system to run situational
  simulations in construction management, (2) developing innovative techniques
 
controls for the graphical display portions of the interface for this release, which will save significant development
time. All simulation project data will be stored in a PostRegres database.
3. EVENTS
1. INTRODUCTION
Events are unexpected occurrences that change the course of a construction project. We have developed an initial
list of generic events that can be included in a simulation. This list currently has more than 20 different events
The authors
including are engaged
(1) strike in atruck
of concrete multi-year project
drivers, (2) to develop
concrete and facilitate
delivery re-schedule, (3) the
pooruse of situational
concrete quality, (4)simulations for
student-centered
incomplete design, problem-based learning,
(5) defective design, which site
(6) different willcondition,
be shared(7)across
designinstitutions. The main
change (no re-work objective
involved), (8) of situational
simulations
design changeis(re-work
to help involved),
learners further develop
(9) unforeseen their decision-making
(adverse) weather condition,skills in an active-learning
(10) accident, experience whereby
(11) low productivity,
(12) equipment
they shortage,
investigate, (13) material
integrate shortage,
and apply (14) price
concepts inescalation, (15) fire, (16)
a participatory, vandalism, rich
contextually (17) funding delay, environment.
educational
(18) estimating error, (19) decision-making error, (20) subcontractor default, and (21) equipment
Furthermore, situational simulations bring the excitement, attractiveness, and impact of video game-like malfunction
among others. We will select 3 to 5 of these events to be fully developed and implemented as part of our initial
sample simulation.
To make the generic events more realistic, the writers met with industry advisors to capture, discuss and brainstorm
Educators
narratives forand
thesepractitioners
types of eventslament
from actualthatfield
weexperiences.
are not Not properly
only didpreparing
the industrystudents to solve the complex and
advisors provide
interesting stories, but their they willfeedback
focus and face in the educational
on the industry significance
after graduation.
of specificStudents
issues wasexperience
invaluable. fragmented and
3.1real-world
of Event Simulation
situations and problems (Chinowsky and Vanegas 1996, Fruchter 1997). Such decontextualized
knowledge
For each event,is we
intrinsically
have analyzed tenuous in nature.
and defined For example,
how the player will become Brown
aware of etthe
alevent,
(1989)whatdescribe
kind of students who recall
information on a test might
guidance the simulation not being ablewhat
provide, to apply
types ofthe very same
variables concepts
will trigger in thechanges
automatic problem-based environment
to project data, and even when
the
whatsituation clearly the
types of variables merits such
player can an action.
modify Course-centric,
in response to an event.institution-dependent,
These can all vary accordingandtoinstructor-focused
the level of education
difficulty set
prevents for the simulation,
learners player andconcepts,
from integrating event. Events are defined
taking advantageby theof
following characteristics:
expertise found at different institutions, and
! Event Trigger: To reflect theexperiences
realistic naturebeyond traditional
of events, we have classroom settings.
designed a number However,
of ways that thethe increased
events can availability
of information
be triggered: technologies,
random, variable,theconcurrent,
demand for and more cost-effective
cascading. A random education, andstochastically,
trigger will run the emphasisandonwill making students
moretrigger
responsible
the event forattheir owntime
random learning,
during calls for alternative
that simulation. learningamodels.
For example, general labor strike shuts down the
project for a month. A variable trigger will cause the event when a particular variable meets or exceeds a
The specified
earliest approach
value. Fortoexample,
games when
and simulations
the structuralassteel
a training tool in construction
is 50% complete, trigger steel was the strike.
workers “Construction
We also Management
Game”
allow(Au et al. 1969)where
for concurrency, whichonesimulates the bidding
event happens at the sameprocess
time as in the construction
another industry.
event. For example, This model inspired a
an equipment
variety of researchhappening
malfunctioning efforts inat the area time
the same of games and insimulations:
as a delay CONSTRUCTO
material delivery. (Halpin
The fourth event and
trigger Woodhead
type is 1970),
cascading,(Ndekugri
AROUSAL where actions
andtaken by players
Lansley 1992),when dealing(AbouRizk
SuperBid with events can create
1992), other events.
Parade of TradesFor (Choo
example,
and Tommelein
when
1999), a player postpones
Simphony (Hajjar andan activity
AbouRizkbecause of unavailability
1999), STRATEGY of (McCabe
labor, he oretshe
al.may run out
2000), TheofConstruction
room for Marketing
laydown space in the future.
! EventThese
2005a). efforts
Awareness: howprovide stepping-stones
the player finds out about thetowards
event in creating interactive,
the simulation. participatory,
e.g. email, video, photos, and
voicecontextually rich
mail, textenvironments
educational message or highlighting the relevant
in construction data in theand
engineering project monitor.
management.
! Event
Rojas andGuidance:
Mukherjee type(2006,
of help 2005a)
(hints, tips and suggestions)
demonstrated the system will of
potential provide to the player.
situational The higher
simulations the
to enhance learning with
level of expertise, the less help will be provided.
integrated concepts in an applied context. Achievement tests measured a statistically significant improvement in the
! Event Variables:skills
decision-making the variables that the event
of participants willbeing
after alter inexposed
the simulation.
to the simulation environment, or “Virtual Coach”
(Mukherjee et al. 2004). The desktop-based Virtual Coach requires
! Event User Variables: the variables that the player can modify to keep the students to integrate
project under concepts
control given learned in different
the event
at hand.
The
As anresearch introduced
illustration, herethree
the following is anexamples
enhancement
show howandthese
extension to the original
characteristics Virtualevents:
define particular Coach system. This multi-year
research project includes testing and evaluation
Event 1: Concrete Delivery Truck Drivers Strike: of Virtual Coach at five universities throughout the country, and the
! Event Trigger: A concrete strike would likely be triggered by the variable concrete quantity reaching a
particular value different than zero as a concrete strike makes sense as an event only if there is still concrete to
collaboration,
be poured indissemination,
the project. replication, and sustainability of this project. The web-based Virtual Coach will
! academic
the Event Awareness: In the event
community; of a concrete
allowing learnersstrike, the player concepts,
to integrate might be notified via voicemail
take advantage ofwith a follow-up
expertise found at different
via email informing him or her that concrete delivery truck driver are on strike.
repository will be available free of charge to students interested on expanding their knowledge and understanding   of
 
  85
  construction management
  education. In the first phase of this multi-year project, we are (1) creating an easy to use
 
! Event Guidance: At the novice level, the simulation will provide guidance on how to identify activities
impacted, how to find alternative vendors for concrete, and how to evaluate the impact of changing the vendor.
The simulation will also guide the player in issuing a change order request asking for more time and money. At
the intermediate level, the system may propose changing the concrete vendor and issuing a change order
proposal. At the expert level, no specific direction would be given.
1. INTRODUCTION
! Event Variables: The activity variables related to concrete availability and the quantity of available concrete
The would
authors are engaged
be changed to zero. in a multi-year project to develop and facilitate the use of situational simulations for
! Event User Variables: The user might control variables such as concrete vendor, schedule of activities, and
change orders (including time and cost).
Event 2: Concretesituational
Furthermore, Delivery Re-schedule:
simulations bring the excitement, attractiveness, and impact of video game-like
environments
! Event Trigger:to educational settings.re-schedule would likely be triggered by the variable concrete quantity
A concrete delivery
reaching a particular value different than zero following the same reasoning used in event 1.
! Event Awareness:
Educators The player might
and practitioners lament be notified
that weof aareconcrete
not delivery
properlyre-schedule
preparing via email, where
students tothesolve
concrete
the complex and
multifaceted problems they will face in the industry after graduation. Students experienceforfragmented and
supplier explains that the demand for concrete is of such magnitude that they need to schedule delivery
clients at specific dates of the week. Therefore, from this point forward the project will receive a specified
maximum quantity of concrete delivered on Tuesdays only.
! Event Guidance:
knowledge At the novice
is intrinsically tenuouslevel,inguidance
nature.couldFor be provided Brown
example, via a video-mail where describe
et al (1989) a senior project
students who recall
manager gives some advice to the junior project manager in charge of the project. This advise would include
instructions for identifying pouring activities, setting hard dates for those activities in the construction schedule,
the situation
evaluating clearly
the impactmerits
of thesuch an action.
hard dates Course-centric,
(negative float), modify theinstitution-dependent, and instructor-focused
schedule to eliminate negative float by either education
prevents learners
delaying from integrating
or accelerating concepts,
activities (increasing taking
number advantage
of workers, of of
number expertise
days/hours found
worked,at etc.),
different
At theinstitutions, and
expanding theirlevel,
intermediate educational
the seniorexperiences
project managerbeyondmay traditional classroom
propose evaluating settings.
the scope However,
of work, the overall
evaluating increased availability
of information
project delay,technologies, the demand
and the consequences for more cost-effective
of the re-scheduling education,
of concrete deliveries. and
At the the level,
expert emphasis on making students
no specific
moredirection wouldfor
responsible be given.
their own learning, calls for alternative learning models.
! Event
The Variables:
earliest approach Thetoactivity
gamesvariables related to as
and simulations concrete availability
a training tool inand the quantitywas
construction of available concrete Management
the “Construction
would be changed to zero, except for the days where concrete is available (Tuesdays).
! Event
variety ofUser Variables:
research Theinuser
efforts themight
area control
of games variables such as start date
and simulations: of activities, number
CONSTRUCTO of workers
(Halpin and Woodhead 1970),
AROUSAL (Ndekugri and Lansley 1992), SuperBid (AbouRizk 1992), Parade of Trades (Chooonand Tommelein
assigned to an activity, number of days a week working on an activity, and number of hours a day working
an activity.
1999), Simphony (Hajjar and AbouRizk 1999), STRATEGY (McCabe et al. 2000), The Construction Marketing
Game3:(Bichot
Event Change2001),
Fireproofing
VIRCONColumns from Drywall
(Jaafari to Paint
et al. 2001), ER– No Rework
(Nassar Required:
2002), and the Virtual Coach (Rojas and Mukherjee
2005a).
! EventThese
Trigger:efforts provide
This event would stepping-stones
likely be triggered towards
by the creating interactive,
variable concrete columnsparticipatory, and contextually rich
completion reaching
educational
100%. The environments in construction
event may happen a few days engineering and management.
after this milestone is achieve, but before the beginning of the
fireproofing activity (in order to avoid rework).
Rojas and Mukherjee (2006, 2005a) demonstrated the potential of situational simulations to enhance learning with
! Event Awareness:
integrated concepts The
in anplayer mightcontext.
applied be notified via voicemailtests
Achievement with measured
a follow-up avia email.
statistically significant improvement in the
decision-making
! Event Guidance:skills
At theofnovice
participants
level, onceafter
again,being exposed
guidance to provided
could be the simulation environment,
via a video-mail or “Virtual Coach”
where a senior
project manager The desktop-based
gives some Virtual
advice to the junior Coach
project requires
manager students
in charge of the to integrate
project. Thisconcepts learned in different
advice would
include
courses instructions
in order for authentic
to solve identifyingconstruction
the activities management
impacting, identifying
problems the(Rojas
contractors involved, requesting
and Mukherjee 2005a, 2005b).
RFQ (cost and duration) to each contractor (deduction for the drywall contractor and addition for the painting
The contractor),
research introduced
substitutinghere is an enhancement
contractors, and issuing a and extension
change to the At
order request. original Virtual Coach
the intermediate system.
level, the senior This multi-year
research project
project managerincludes testing
may propose and evaluation
substituting of Virtual
contractors Coach
and issuing at five
a change universities
order request. Atthroughout the country, and the
the expert level,
no specific
creation direction would
of a Simulation be given. Kit (SDK) allowing nonprogrammers to create and share their own simulation
Development
scenarios. Five participating
! Event Variables: universities
A follow up inspection will bewill beto the
trigger founding
verify the changemembers
in scope.. of a Consortium dedicated to the
! Event User Variables: The user might control variables such as quantity of drywall, quantity of painting,
provide
fireproofing activity duration and cost, subcontractor associated to the activity, andand
an easy to use platform for faculty to develop situational simulations share
change them
orders with other members of
(including
the academic community;
time and cost). allowing learners to integrate concepts, take advantage of expertise found at different
institutions, and expand their educational experiences beyond traditional classroom settings. This   knowledge
 7 th
86

  Technological University
  (MTU), are focused on single-player project manager simulations to meet the needs of
 
In addition, we will include the ability for instructors to set the level of difficulty specific to an event. There may be
pedagogical reasons to have some events at the novice level, while other events are at the expert level. For instance,
if an instructor is using a simulation throughout a course, he or she may want to add events at the novice level, but as
the course progresses the older events become expert level events, while new events are introduced as novice events.
Consequently, we have included the level of difficulty as a variable of the event. The instructor can select the event
1. INTRODUCTION
level that will override the simulation level. When starting the simulation, the player selects a level of difficulty.
Let’s authors
The assume theareplayer selectsinthea novice
engaged level asproject
multi-year the simulation level. and
to develop As the player plays
facilitate the through
use of the simulation,simulations for
situational
student-centered problem-based learning, which will be shared across institutions. The mainlevel,
when they encounter an event the instructor set as intermediate, this event will play at the intermediate even of situational
objective
though the player will experience novice level support for other events.
3.2 Challenges
environments
Implementing a to educational
realistic settings.
situational simulation, however, is a complex problem. Rojas and Mukherjee (2003,
2005b) have published the mathematical theory that supports the Virtual Coach simulation as part of the Emulation
Engine. For example, productivity can be defined as a function of the number of workers, quantity of activity as
originally planned, and the originallament
duration,that
with we arefornot
factors properly
overtime preparing
and efficiency. students to
Theoretically, oncesolve
the the complex and
multifaceted problemscreating
equations are developed, they events
will face in the industry
is characterized after
by a change graduation.
in variables; Students
whereas, experience
the player can change fragmented and
specialized courses
other variables to react where concepts
to the issues are presented as independent unrelated entities divorced from the complexities
at hand.
Construction management
knowledge is a social
is intrinsically endeavor,
tenuous and many
in nature. Foractivities a player
example, may encounter
Brown includedescribe
et al (1989) social students who recall
components. For example, in reaction to an event, a project manager might write a letter to notify the owner of the
information on a test not being able to apply the very same concepts in the problem-based
issues. In a real world setting, the owner, designers, and contractor might have a project coordination meeting to
environment even when
the situation
discuss clearly
alternatives and merits such an As
make decisions. action. Course-centric,
we continue institution-dependent,
to develop scenarios, and instructor-focused
we seek to incorporate some social education
prevents
interactionslearners from audio,
through video, integrating concepts,
and written materialstaking advantage
that support of expertise
the events. found
The challenge at simulation
for our different institutions, and
team is to determine if and how weexperiences beyond
can have players traditional
create documentsclassroom settings.
such as letters, memosHowever,
and changethe increased
orders that availability
trigger a change in the simulation variables. In the concrete strike event example discussed above, one
of information technologies, the demand for more cost-effective education, and the emphasis on making students of the player
variables
more is change order
responsible where
for their the learning,
own contractor calls
predicts
forthe impact on learning
alternative the schedule and budget. To simulate
models.
interpersonal interactions, we would need a multiplayer game as discussed below. In the single player version, we
mightearliest
The have theapproach
player submit a template
to games and type document,
simulations aswhere cost and
a training time
tool in are entered in specific
construction was theboxes that are
“Construction Management
linked to simulation variables.
variety of research efforts in the area of games and simulations: CONSTRUCTO (Halpin and Woodhead 1970),
Since computers are numerical machines, they deal very well with variables such as productivity, cost and time.
AROUSAL
However, issues (Ndekugri and Lansley
related to safety and quality1992),
are moreSuperBid (AbouRizk
challenging 1992), Parade The
to model mathematically. of Trades (Choo and Tommelein
development
1999), Simphony
team’s challenge is to(Hajjar andsafety
incorporate AbouRizk 1999),
and quality STRATEGY
related events. Some(McCabe etstrategies
preliminary al. 2000), The
focus on Construction
quality Marketing
Game
reviews,(Bichot 2001),and
safety walks, VIRCON (Jaafari
other activities thateta project
al. 2001), ER (Nassar
manager might do.2002), and safety
The more the Virtual Coach (Rojas and Mukherjee
and quality
management
2005a). activities
These the player
efforts providedefines, the higher GCtowards
stepping-stones cost and time become.
creating But, if safety
interactive, and quality and contextually rich
participatory,
management activities are not performed in the simulation, accident and rework rates will increase. These types of
educational environments in construction engineering and management.
simulation challenges will be addressed over the project development.
Rojas and Mukherjee (2006, 2005a) demonstrated the potential of situational simulations to enhance learning with
4. MANAGEMENT
integrated concepts in anSTRATEGIES
applied context.AND FUTURE
Achievement WORK
tests measured a statistically significant improvement in the
decision-making skills ofof participants
The project team, consisting 5 faculty and 5after being
graduate exposed
students to the
from two simulation
universities, environment,
required or “Virtual
the development of Coach”
(Mukherjee
some structureet al.
and2004). The desktop-based
communication Virtual
protocol. Some of Coach requires
the initial students
logistical to integrate
activities include concepts
the setuplearned
and in different
configuration
courses of thetotechnological
in order platform,
solve authentic as well asmanagement
construction a project web site (http://depts.washington.edu/vcoach).
problems (Rojas and Mukherjee 2005a, Two2005b).
groups, an Industry Advisory Panel and an Academic Advisory Board both support the project. Industry support
The research
provides introduced
real world projectshere
and is an enhancement
events to create contentandrichextension to the
scenarios. original
Academic Virtualprovide
advisors Coachfeedback
system.onThis multi-year
research
pedagogicalproject
issues includes testing
and in later phasesand evaluation
support testing ofoftheVirtual
VirtualCoach
Coach. at five universities throughout the country, and the
creation
Regardingofthe
a Simulation
UW and MTU Development
partnership,Kitwe(SDK)
found allowing nonprogrammers
it to be very to create
helpful to establish and share
a faculty their own simulation
collaboration
scenarios. Five participating universities will be the founding members of a
agreement. Above and beyond the standard subcontract that is developed and managed by the offices of research, Consortium dedicated to the
collaboration,
this collaboration dissemination, replication,
agreement outlines and sustainability
responsibilities, of this
authorship, project. credit,
ownership, The web-based
contingencyVirtual
and Coach will
provide an easyDiscussing
communication. to use platform for at
these issues faculty to develop
the beginning of thesituational simulations
project forced the faculty and share
to come them with
to terms withtheir
other members of
expectations,
the academic andcommunity;
fostered dialog between learners
allowing team players.
to integrate concepts, take advantage of expertise found at different
institutions,
In working with andindustry,
expandwetheirhaveeducational experiencesof beyond
found the establishment traditional
partnership agreements classroom
to be verysettings. This knowledge
worthwhile.
repository will be available
Strategic Partnership agreements free of charge
allow to students
both parties interested
to establish on expanding
expectations theirvery
and outline knowledge and the
clearly what understanding of
construction engineering and management concepts.  
 
87
   
academic researchers will do with the data collected. Once the agreements were in place, we received 3D models,
geotechnical reports, schedules, budgets and change order documents for two exemplary projects. These projects
will provide the context for initial simulations. Our industry advisors have also supported the development of
scenario narratives.
1. INTRODUCTION
To support the tightly collaborative development and communication for all 10 research participants, we conduct bi-
weekly conference call meetings during the academic year where the entire team gets together to discuss project
The
scope,authors are engaged
accomplishments, in a multi-year
and future projectsince
work. Furthermore, to develop and facilitate
many individual emails arethesent
use of situational
between simulations for
participants
student-centered problem-based
outside of these all-hands meetings,learning,
we have which willabesystem
established sharedto across
archiveinstitutions. The main objective
all e-mail communications among of situational
simulations is to help
project participants learners
that are relatedfurther develop
to the Virtual theirproject.
Coach decision-making
This record ofskills in an active-learning
communication experience whereby
allows us to review
they investigate,
discussions integrate
and agreements made,and
andapply concepts
bring others up to in a participatory,
speed on a discussion ifcontextually
they were notrich educational
originally included environment.
in the email distribution.
4.1 Virtual Coach Master Plan
This paper describes our initial development of the interface (the Visualization Engine) for the Virtual Coach
system. In the long run, we seek to create a multi-player system where players take rolls as Project Executive
multifaceted problemslevel
(Construction Company they– multiple
will face in theProject
projects), industry after(single
Manager graduation.
project),Students experience
and Subcontractor fragmented and
Project
specialized courses
Manager (specific tradewhere concepts
on single project).are presented
Future versionsasofindependent
the Virtual Coachunrelated
may haveentities divorced
the following from the complexities
capabilities:
of
(1) real-world situations
Multiple players and toproblems
may be able (Chinowsky
play the same simulation and
takingVanegas 1996,
on different roles Fruchter
(owner, GC1997).
projectSuch decontextualized
manager,
knowledge is project
trade contractor intrinsically
manager,tenuous in isnature.
etc.). This downward Forvertical
example, Brown
expansion et al
(Figure 2). (1989) describe
(2) A player may bestudents
able to who recall
oversee the construction
information on a test not of being
severalable
projects by taking
to apply on the
the very roleconcepts
same of a construction company executive.
in the problem-based The even when
environment
executive will interact with other players who are managing projects (project managers),
the situation clearly merits such an action. Course-centric, institution-dependent, and instructor-focused will be in charge of education
monitoring all projects and will allocate resources among projects as needed within the boundaries
prevents learners from integrating concepts, taking advantage of expertise found at different institutions, and of company
constraints. This is upward vertical expansion (Figure 1). (3) A player may be able to perform the planning of the
construction process in addition to the management of the process. This is up-stream horizontal expansion. (4)
of information
Facilities technologies,
Management simulations themay
demand for more
be supported cost-effective
by the system. This iseducation,
down-stream and the emphasis
horizontal expansion.on (5)
making students
more responsible
The Virtual for theirmay
Coach platform ownrunlearning,
on virtualcalls for environments
reality alternative learning models.
(immersive or semi-immersive) in addition to
desktop computers. (6) Several alternative delivery methods (design-build, build-operate-maintain, etc) may be
The earliest approach to games and simulations as a training tool in construction was the “Construction Management
supported.
variety of research efforts in the area of games and simulations: CONSTRUCTO (Halpin and Woodhead 1970),
Construction
AROUSAL (Ndekugri and Lansley Company 1992), SuperBid (AbouRizk 1992), Parade of Trades (Choo and Tommelein
Upward Project Executive
1999), Simphony (Hajjar and
Vertical AbouRizk
Multiple Projects 1999), STRATEGY (McCabe et al. 2000), The Construction Marketing
Expansion
2005a). These efforts provide stepping-stones towards creating interactive, participatory, and contextually rich
educational environments
Project in construction
Project engineering
Project and management.
Current Management Management Management
Version Single Project
Rojas and Mukherjee (2006,Single
2005a)Project
demonstrated
Single Project
the potential of situational simulations to enhance learning with
decision-making
Downward skills of participants
Subcontractors
after being exposed to the simulation environment, or “Virtual Coach”
Subcontractors Subcontractors
(Mukherjee
Vertical
Expansion et al. 2004).
(multi-player) The desktop-based
(multi-player) Virtual Coach requires students to integrate concepts learned in different
(multi-player)
The research
Figure introduced
2. Virtual here Plan
Coach Master is an enhancement and extension to the original Virtual Coach system. This multi-year
4.2 Acknowledgments
The contents of this
collaboration, paper were developed
dissemination, under aand
replication, grant from the Fund of
sustainability for this
the Improvement of Postsecondary
project. The web-based Virtual Coach will
Education (FIPSE), U.S. Department of Education. However, these contents do not necessarily represent the policy
of the Department of Education, and you should not assume endorsement by the Federal Government.
the academic community; allowing learners to integrate concepts, take advantage of expertise found  at different
  repository will be available free of charge to students interested on expanding their knowledge and understanding of
 
  7 International Conference on Construction Applications of Virtual Reality: October 22-23, 2007

th
88
  management education. In the first phase of this multi-year project, we are (1) creating an easy to use
construction
 
References
AbouRizk, S. (1992). “A Stochastic Bidding Game for Construction Management.” Second Canadian Conference
on Computing in Civil Engineering, CSCE, Ottawa, Ontario, 576-587.
Au, T., Bostleman, R. L., and Parti, E. (1969). “Construction Management Game -Deterministic Model.” ASCE
1. INTRODUCTION
Journal of Construction Division, 95, 25-38.
The authors areT.engaged
Bichot, (2001). Thein Construction
a multi-year projectGame.
Marketing to develop
Mastersand facilitate
Thesis, Bradley the use ofPeoria,
University, situational
Illinois.simulations for
Brown,
simulations is toJ.help
S., Collins, A.,further
learners and Duguid, P. 1989.
develop their“Situated cognition and
decision-making the culture
skills of learning.” Educ.experience
in an active-learning Res., 18/1, whereby
32–42.
Chinowsky,
Furthermore, P., and Vanegas,
situational J. 1996.
simulations “Combining
bring practice and theory
the excitement, in construction
attractiveness, andeducation
impactcurricula.”
of video Proc.,
game-like
1996 ASEE Annual
environments to educational settings. Conf., Washington, D.C., American Society for Engineering Education.
Choo, H.J. and Tommelein, I.D. (1999). “Parade of Trades: A Computer Game for Understanding Variability and
Dependence.” Technical Report 99-1, Construction Engineering and Management Program, Civil and
Educators and Environmental
practitionersEngineering
lament that we are not properly preparing students to solve the complex and
Department, University of California, Berkeley, CA, September.
Fruchter,
specialized courses R. 1997.
where“The A/E/C virtual
concepts atelier: Experience
are presented and future
as independent directions.”
unrelated Proc., divorced
entities 4th Congress
fromof Computing
the complexities
in Civil Engineering, ASCE, Reston, Va., 395–402.
knowledge is intrinsically
Hajjar, tenuous
D. and AbouRizk, in nature.
S. (1999). “Simphony:ForAnexample, Brown
Environment et al (1989)
for Building describe
Special Purpose students who recall
Construction
Simulation Tools.” Proceedings of the 1999 Winter Simulation Conference, December,
information on a test not being able to apply the very same concepts in the problem-based environment even when998-1006.
the situation clearly
Halpin, D.W. merits such anR.W.
and Woodhead, action. Course-centric,
(1970). “CONSTRUCTO institution-dependent, and instructor-focused
- A Computerized Construction Management Game.” education
prevents learners from integrating
Construction concepts,
Research Series, No.14,taking advantage
Department of expertiseUniversity
of Civil Engineering, found atof different institutions,
Illinois, Urbana, IL, and
expanding theirDecember.
educational experiences beyond traditional classroom settings. However, the increased availability
of information
Jaafari, technologies, theand
A., Manivong, K., demand
Chaaya,for
M. more
(2001).cost-effective education,
“VIRCON: Interactive Systemand forthe emphasis
Teaching on making students
Construction
more responsible for their own
Management.” learning,
Journal calls for alternative
of Construction Engineeringlearning models. 127(1), 66–75.
and Management,
The earliest approach
McCabe, B.Y.,to games
Ching, andand
K.S., simulations as a training
Savio, R. (2000). “STRATEGY:tool inAconstruction was the “Construction
Construction Simulation Environment.” Management
Game” (Au et Proceedings of the ASCE
al. 1969) which Construction
simulates Congress
the bidding VI, Orlando,
process in theFL, February, 115-120.
construction industry. This model inspired a
variety ofMukherjee,
research A. Rojas,in
efforts E.,the
and area
Winn,ofW.games
(2004).and
“Implementing
simulations:A General Purpose Framework
CONSTRUCTO (HalpinUsing
andMulti-Agents
Woodhead 1970),
for Construction Management Education.” Proceedings of the 2004 Winter Simulation Conference.
AROUSAL (Ndekugri and Lansley 1992), SuperBid (AbouRizk 1992), Parade of Trades (Choo and Tommelein
Nassar, K. (Hajjar
1999), Simphony (2002). “Simulation
and AbouRizk Gaming in Construction:
1999), STRATEGY ER, the EquipmentetReplacement
(McCabe al. 2000), Game.” Journal of Marketing
The Construction
Construction Education. 7(1), 16-30.
Ndekugri, I. and provide
Lansley, P.stepping-stones towards creating
(1992). “Role of Simulation interactive,
in Construction participatory,
Management.” and contextually
Building Research and rich
Information. in
educational environments 20 construction
(2), 109-115. engineering and management.
Rojas andRojas, E. and Mukherjee,

Mukherjee A. (2006).
(2006, 2005a) “A Multi-Agent
demonstrated the Framework
potential offorsituational
General-Purpose Situational
simulations to Simulations in the with
enhance learning
Construction Management Domain.” Journal of Computing in Civil Engineering, ASCE, 20 (3), 165-176.
decision-making skills
Rojas, E. and of participants
Mukherjee, A. (2005a).after being Purpose
“A General exposed to the simulation
Situational environment,
Simulations Environment or “Virtual Coach”
for Construction
(Mukherjee et al.Education.” Journal
2004). The of Construction
desktop-based Engineering
Virtual Coach and Management,
requires studentsASCE, 131 (3),concepts
to integrate 319-329. learned in different
courses inRojas,
orderE.toand
solve authentic
Mukherjee, construction
A. (2005b). management
“Interval problems
Temporal Logic (Rojas and Mukherjee
in General-Purpose Situational 2005a, 2005b).
Simulations.” Journal of Computing in Civil Engineering, ASCE, 19 (1), 83-93.
Rojas, E.includes
research project and Mukherjee,
testingA.and
(2003). "Modeling
evaluation of the Construction
Virtual Coach at Management Process to
five universities Support Situational
throughout the country, and the
Simulations."
creation of a Simulation Journal of Computing
Development Kit (SDK)in Civil Engineering,
allowing ASCE, 17 (4),
nonprogrammers to 273-280.
create and share their own simulation
 
89

Construction Management Event Simulation

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Construction Management Event Simulation

Uploaded by

Copyright:

Available Formats

CONSTRUCTION MANAGEMENT EVENTS – SIMULATION

Eddy M. Rojas, Associate Professor,

2. VIRTUAL COACH DEVELOPMENT

Educators and practitioners

2. VIRTUAL COACH DEVELOPMENT

2. VIRTUAL COACH DEVELOPMENT

7 International Conference on Construction Applications of Virtual Reality: October 22-23, 2007

Rojas andRojas, E. and Mukherjee,

You might also like