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Automation in Construction 19 (2010) 819–828

Contents lists available at ScienceDirect

Automation in Construction
j o u r n a l h o m e p a g e : w w w. e l s ev i e r. c o m / l o c a t e / a u t c o n

Review

3D and VR models in Civil Engineering education: Construction, rehabilitation

and maintenance
Alcínia Z. Sampaio ⁎, Miguel M. Ferreira, Daniel P. Rosário, Octávio P. Martins
Dep. Civil Engineering and Architecture, Technical University of Lisbon, Lisbon, Portugal

a r t i c l e i n f o a b s t r a c t

Article history: Where educational validity is concerned, a school of engineering can reasonably be expected to constantly
Accepted 14 May 2010 update computational resources in frequent use in the professions. Virtual reality (VR) technology could be
applied as a complement to three-dimensional (3D) modelling, leading to better communication whether in
Keywords: vocational training, in education or in professional practice. Techniques of 3D modelling and VR were applied
Engineering education to the development of models related to the construction process. The 3D models created to support
3D models
rehabilitation design emerge as an important tool for the monitoring of anomalies in structures and to assist
Virtual reality
Construction
decisions based on the visual analyses of alternative solutions. The VR model created to help the
Maintenance management of lighting systems in buildings allows the visual and interactive transmission of information
related to the physical behaviour of the elements, defined as a function of the time variable. Didactic
interactive models showing construction works were also developed. These applications allow the visual
simulation of the physical progression of each type of work and also assist in the study of the necessary
equipment needed and how it functions on site. The introduction of CAD and VR techniques in school is
helpful to students in order to prepare them to consider these technologies as important supports, later in
their professional practice.
© 2010 Elsevier B.V. All rights reserved.

Contents

1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 819
2. 3D models in engineering/architecture activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 820
2.1. Architecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 820
2.2. Construction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 820
2.3. Rehabilitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 821
2.4. VR maintenance model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 821
2.5. Learning CAD and VR in school. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 823
2.6. VR didactic models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 824
2.7. VR model of the cantilever method of bridge construction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 825
2.8. VR model of the incremental launching method of bridge construction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 825
2.9. Learning aspects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 826
3. Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 827
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 827
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 827

1. Introduction

⁎ Corresponding author. Technical University of Lisbon, IST, Dep. of Civil Engineering
and Architecture, Av. Rovisco Pais 1049-001 Lisbon, Portugal. Tel.: + 351 21 841 83 28;
fax: + 351 21 841 97 65.
E-mail addresses: zita@civil.ist.utl.pt (A.Z. Sampaio), m_mferreira@hotmail.com
(M.M. Ferreira), derosario@gmail.com (D.P. Rosário), omartins@civil.ist.utl.pt
(O.P. Martins).
Since its initiation and development, educational sector has
recognized information and communication technologies as an
important tool for enhancement and upgrade of learning process.
Today, the educational process includes many communication
technology based methods for teaching and learning. In particular,

0926-5805/$ – see front matter © 2010 Elsevier B.V. All rights reserved.
doi:10.1016/j.autcon.2010.05.006
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in teacher training has been considerably analyzed, especially in
relation to learn how to use this technology as a teaching tool.
Exposing teachers in training to the technologies and experiences that
will be important to their professional future can contribute to the
development of a range of indispensable abilities for their teaching
activities which are not available in a model of traditional training [1].
Concerning educational tasks, the interaction allowed by three-
dimensional (3D) geometric models could bring an end to passive
learner attitudes which are often found in traditional academic
teaching situations. In addition, virtual reality technology (VR)
could be applied as a complement to 3D modelling, leading to
better communication between the various stakeholders in the
process, whether in training, in education or in professional
practice. This role is particularly relevant to the presentation of
processes which are defined through sequential stages as generally
is the case in the learning of new curricular subjects. Besides this
constant updating of training in the new graphic resources
available to and in widespread and frequent use in professions in
the fields of engineering or architecture, the school should also
adapt its teaching activities to the new tools of visual communi-
cation. In fact, today, in practical subjects a variety of engineering
software is used, but this requires skills and knowledge to develop
economical and feasible solutions [2].
Educational institutions can use communication technology to
access information, as a form of collaboration and communication
with teachers, or as a tool for conveying educational contents, as well
as a means of online teaching. A communication platform allows
participants to exchange information about specific domains and
interact and learn cooperatively, therefore, an aspect that must be
improved is the preparation of didactic materials to support teaching
[3].
Today, 3D models and VR technology are used in engineering
schools to aid both the lecturers and students. They offer students the
opportunity to visualize the engineering concepts they learn in the
classroom. Gibbon, in Electrical Engineering, uses laboratories con-
taining operational amplifiers and a resonant circuit, based in 3D
modelling tools in order to achieve a better understanding of circuit
issues presented in formal lectures [4]. Other examples of computer
animation and VR projects supporting the teaching of engineering
students are remote physics experiments [5], simulation control
testing [6] and virtual laboratories [7]. The application of VR in
training, both surgical [8] and laboratory [9], are references for models
used in professional instruction.
This text intends essentially to highlight the new possibilities that
VR and 3D modelling could bring to engineering education and later
in their professional activity. 3D modelling and VR technologies were
applied to the development of models in Civil Engineering domain:
■ The main objective of the practical application of the didactic
models concerning construction processes is to support class-
based learning. The models present the construction of bridge
decks using two different methods. The involvement of virtual
reality techniques on the development of educational applications
brings new perspectives to Engineering education;
■ The 3D models created to support rehabilitation design helps to
outcome the building anomalies and to evaluate different
alternative solutions. Two works related to Bologna master's
theses were developed; and
■ The application regarding maintenance was developed within a
research project, which is now in progress at the Department of
Civil Engineering. A first prototype concerning the lighting system
management was implemented. The VR model allows the
examination of the building, visualizing, for each element
modelled in 3D and linked to a database, the corresponding
technical information concerned with the wear and tear aspects of
the material, defined for a specific period of time.
2. 3D models in engineering/architecture activity
The use of CAD and VR systems is helpful in areas such as
Architecture, Engineering and Construction (AEC). However, the
introduction of these new technologies into designers' actual practice
has been anything but smooth [10]. At present, when carrying out a
project, the use of graphic systems and, in particular, those relating to
3D modelling, makes a very positive contribution towards improving
the transmission of rigorously correct technical information and, in
general, to the understanding of spatial configurations in their
environment. This means of expression surpasses a drawing, a picture
or a diagram, it makes the understanding of the real world more
intuitive [11].
2.1. Architecture
When we represent any object, we have the choice of drawing it
“flat” (drawing) or as a “solid” (3D model). The results of the
architectural design of a building are usually several drawings, which,
lately, are often complemented by 3D models. Architects create 3D
models of houses so that their clients can more clearly understand
what the house will look like when built. Often customers do not have
the technical skill and expertise to fully understand the 3D space
arrangement of the house or building, just by looking to 2D drawings.
However, the history of computers in designing is very short when
comparing to the evolution of traditional designing based on
drawings and sketches by pencil and paper [12]. The development
of Computer Aided Design (CAD) programs has been changing design
methodology, at least in part. In general, designers approve of the use
of CAD since because it improves designing, but mostly CAD is still
used only as drawing aid. However, the process involved in design
projects could easily derive clear benefits from the use of CAD because
it can make drafting and the creation of alternatives quicker and more
effective throughout several stages of designing, including the
conception phase. For that, however, it is not enough for designers
to learn to use CAD properly, they also have to learn how to create and
to support their activity with it, which requires, also, a new way of
thinking and reacting to CAD [13].
2.2. Construction
Models concerning construction needs to be able to generate
changes in the project geometry. The integration of geometric
representations of a building together with scheduling data related
to construction planning information is the bases of 4D (3D + time)
models. Thus, in this field, 4D models combine 3D models with the
project timeline, and VR technology has been used to render 4D
models more realistic allowing interaction with the environment
representing the construction site. The use of 4D models just linked
with construction planning software or with virtual/interactive
capacities, concerns essentially economic and administrative benefits
as a way of presenting the animation of the expected situation of the
work in several step of its evolution.
4D models are being used to improve the production, analysis,
design management and construction information in many phases
and areas of construction projects [14]. VTT Building Technology has
been developing and implementing applications based on this
technique providing better communication between the partners in
a construction project [15]. Note the contribution of VR to support
conception design [16], to introduce the plan [17] and to follow the
progress of constructions [18].
The didactic VR models presented in the text shows the sequence
of construction processes allowing step-by-step visualization. The
models concern a wall, as a significant component of a building and
two methods of bridge construction, each with different degrees of
detail and technical information. The target users of these models are
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A.Z. Sampaio et al. / Automation in Construction 19 (2010) 819–828
Fig. 1. Perspectives of the historic building 3D model and alternative solutions for the floor and the stairs.
Civil Engineering students. Here, the VR technology was applied for
educational purposes.
2.3. Rehabilitation
Rehabilitation is a type of construction work where the final result
is of utmost importance and which must be evaluated at a very early
stage, before any decision or construction work becomes definitive.
Two recent pieces of works related to Bologna master's theses were
developed based on this technology. The students J. Neves and B.
Martins had to learn 3D advanced modelling. In both cases, 3D models
appear as an important tool for anomaly surveillance in the structures
and for supporting decisions based on the visual analyses of
alternative rehabilitation solutions [19]:
■ Neves studied an historic building that was submitted to a
rehabilitation process that includes the detection of structural
anomalies, the replacement of damaged resistant elements and the
adaptation of the building to new uses (Fig. 1). This application
clearly demonstrated that the 3D geometric model allowed a
quicker understanding of the structural organization of the
building and a useful tool for the surveying and mapping of its
damages.
■ Martins considered the installation of new sanitary equipment in
an old building, which presents a significant degree of dilapidation.
In this case, two alterative solutions were worked out and
modelled (Fig. 2). By manipulating the models, the understanding
Fig. 2. 3D models of two alterative solutions.
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of the organization of the interior space is quite clear, better then
that gained by just analyzing plan drawings. In both solutions the
data for the sanitation system specifications, the quantity of pipe
elements for hot and cold water supplies, the quantity and types of
material applied to the interior surface of walls and on the floor
were worked out. The 3D models helped work out this kind of data
and also to identify incompatibilities in the introduction of new
elements within old structures.
These situations contribute to the acceptance of the use of CAD, not
only as a good “drawer”, but also as a useful tool in the analyses of
rehabilitation work. Thus, teaching CAD in school induces students
into considering this technology as an important support for their
later professional practice, and also enables the link between CAD
systems and engineering theory.
2.4. VR maintenance model
Virtual reality is a technology that allows users to explore and
manipulate 3D interactive environments in real time. This technology
offers advantages such as:
■ Representational fidelity (degree of realism of the rendered
objects);
■ The feeling of presence or immersion (as a consequence of realism
of representation and high degree of control); and
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Fig. 3. VR model and updated information concerning lighting elements.

■ Immediacy of control and high level of participation (ability to look
at objects from different points of view, and the ability to pick up,
examine and modify objects within the virtual world).
It makes the VR environment intrinsically motivating and
engaging. VR is seen today as an integrating technology, with great
potential for communication between project participants, and most
recently, as a tool for the support of decision-making.
The main aim of a research project, which is now in progress at the
Department of Civil Engineering of the Technical University of Lisbon,
is to develop virtual models as tools to support decision-making in the
planning of construction management and maintenance [20]. The
interactive application allows decisions to be made on conception
options in the definition of plans for maintenance, conservation or
rehabilitation. In this context, the research project concerns the
development of a VR application, involving knowledge of the physical
aspects of materials, in particular, those which have a short timed
function, use and environmental factors, integrating them in digital
spatial representations.
A first prototype concerning the lighting system was developed
[21]. It integrates VR system and a computer application implemented
in Visual Basic (VB) language. The model allows the examination of
the physical model, visualizing, for each element modelled in 3D and
linked to a database, the corresponding technical information
concerned with the wear and tear aspects of the material defined
for each period of time (Fig. 3). In addition, the analysis of solutions for

Fig. 4. Help orientation inside the model with two top perspectives.
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A.Z. Sampaio et al. / Automation in Construction 19 (2010) 819–828
Fig. 5. 3D models of a deck segment, the scaffolding and the advanced equipment.
management, replacement of bulbs and inherent costs are predicted,
the results being obtained interactively and visibly in the virtual
environment itself.
The interface of the lighting prototype was defined to be used in a
very intuitive way. The model is organized in order to:
■ Create an identity for each new lamp of the virtual 3D model;
■ Search in a general data base an adequate/compatible bulb to that
lamp;
■ Insert the installation date of the new bulb and the average
number of hours of the predict functionality;
■ Calculate the predicted break-time for the bulb based on the
installation data and the statistic period of lifetime for that bulb;
■ Planning a visual inspection periodicity to the real place;
■ Consult and update the correspondent bulb stock established for
the building; and
■ Walk-through inside the model and see the position and updated
information concerning each lamp.
The identification of each new component of the building must be
done to monitor the maintenance process. For this propose, a
database concerning bulbs usually used in a building was defined.
The information associated to each lighting element is composed by
an image and the correspondent technical characteristics (commer-
cial identification, wattage, power, compatibility, average lifetime, …,
Fig. 3). The installation date and the average number of hours of the
predict usage (low, average or high) are also needed. After
identification, the new element can be monitored and the data be
visualized.
In addition, to help the user to manage the model, detecting the
identified element and, in general, walking inside the house, a top
projection of each floor was included on the visualization window. A
point focus was included in it showing the position and the
visualization direction of the user (Fig. 4). It helps to go to any part
of the house.
The model is easy to use and does not require sophisticated
computer skills an advantage as many users may not be a computer
experts. So the prototype can be manipulated by partners interested
in creating, transforming and analyzing data in order to obtain results
Fig. 6. Placing the initial pillars, movement of the advanced equipment, positioning of the closing segment and concreting above the false work near the abutment.
823
and to make decisions. It links the 3D model to a data base concerning
the lighting system management within a collaborative virtual
environment. The aim is that the virtual model should be able to be
applied directly over the 3D models of new constructions. The
practical usage of these models is directed, then, towards supporting
decision-making in the conception phase and the planning of
maintenance. In further work other components will be analyzed
and incorporated into the virtual system. Furthermore, the structure
of different kind of databases had to be studied and implemented,
integrating diverse type of information, needed to develop the
interactive virtual model.
The scholarships holders involved, in this work, are 5th year
students of Civil Engineering. They had just elementary knowledge
about programming language and technical drawing. Along the
development of this work they had to learn advanced software of
geometric modelling and visualization techniques and to explore the
capacities of a RV system, the EON Studio [22]. Also programming
skills had to be achieved by the students to establish the integration
needed for the creation of a lighting virtual prototype. In addition, a
bibliographic research support had to be made regarding the
maintenance of constructions, lighting systems usually applied in a
building and the characteristics of different types of lamps. With this
work, the students learn how to begin a project, how to link several
knowledge, how to implement a prototype and how to test it. So, they
are prepared to develop similar projects, later in their engineering
activity as professionals.
2.5. Learning CAD and VR in school
An architecture and engineering school can be expected to
constantly update computational resources which are in frequent
use in the professions. Actually a set of curricular tools was devised to
accomplish this goal with the updated undergraduate program. As a
result, some schools introduced CAD courses into the first years of
their programs. Frequently, the computer is still used as a drafting
tool, but the actual goal is to give students the opportunity to use the
3D models as a conceptual tool, as a preferential means of
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Fig. 7. Camera positioned closer to the model.
communication and as a support to elaborate alternatives in building
design easily.
At the Technical University of Lisbon, in Computer Assisted
Drawing (1st year), included in the Integrated Masters syllabus in
Civil Engineering, the adaptation has been gradual, accompanying the
development of new graphics systems/products supporting plan
drawing and modelling [23]. The cases referred to above, concerning
3D rehabilitation models and the interactive VR prototype supporting
decision-making in maintenance, are examples allowed at school both
for learning and for training students in using these new graphical
products.
2.6. VR didactic models
The aim of the practical application of the developed didactic
virtual models is to provide support in Civil Engineering education
namely in those disciplines related to bridges and construction
process, both in classroom-based education and e-learning technol-
ogy. The virtual model can be interactively manipulated allowing the
teacher or student to monitor the physical evolution of the work and
the construction activities inherent in its progress.
Specialist in construction processes and bridge design were
consulted and involved in the development of the educational models
in order to obtain efficient and accurate didactic applications:
■ One model presents the cantilever method of bridge deck
construction, a frequent construction technique [24] and
■ Another model attends the incremental launching method of
bridge deck construction [25].
The applications developed make it possible to show the physical
evolution of the tasks, to monitor the planned construction sequence,
and to see the details of shape of every construction component. They
also assist the study of the necessary equipment and the operation
method of for this construction process.
A major consideration when modelling 3D environments is what
exactly to show: the objects to be displayed and the details of each of
these must be coherent with the aim of the teacher or designer.
Developing didactic models for student means creating technical
Fig. 8. Sequence of the incremental launched of the deck.
tasks, at a level that could be understood by undergraduate students.
In addition, the use of VR techniques in the development of these
didactic applications is helpful to education, since it improves the
efficiency of the models in order to allow the interactivity with each
simulated task. Therefore, this new concept of VR technology applied
to didactic models brings new perspectives to Civil Engineering
education.
The use of techniques of virtual reality on the development of
these didactic applications is helpful to education improving the
efficiency of the models in the way it allows the interactivity with
the virtual environment of each activity. The virtual model can be
manipulated interactively allowing the teacher or student to
monitor the physical evolution of the work and the construction
activities inherent in its progression. This type of model allows
the participant to interact in an intuitive manner with the 3D
space, to repeat the sequence or task until the desired level of
proficiency or skill has been achieved and to perform in a safe
environment.
The virtual model allows students to learn about construction
planning concerned to this specific situation. This model is oriented to
support teaching construction techniques by means of virtual
environments. This model is now shown in classes and it contributes
to a better understanding of disciplines concerning Civil Engineering.
Another objective in creating this kind of virtual applications is to
show in which way new technologies afford fresh perspectives for the
development of new tools in the training of construction processes.
Visual interaction can do some changes in the way engineering
education is performed, both in learning new materials and in terms
of explaining construction activities. Normally, very little visual
information is presented in engineering schools: students mainly
listen to lectures and read material written. But, most of the students
are visual learners, so the visual interactive model is an interesting
didactic tool. The virtual models can be very useful both in face-to-
face classes and in distance learning using e-learning technology. VR
provides opportunities to deliver technical education in ways not
possible through traditional methods, thereby broadening the range
of tools available to modern educators, in order to reach more
students and subjects [9].
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A.Z. Sampaio et al. / Automation in Construction 19 (2010) 819–828
Fig. 9. Visualization of the formwork structure and the metallic launching nose.
2.7. VR model of the cantilever method of bridge construction
The first model created allows the animation of the construction of
a bridge using the cantilever method. Students are able to interact
with the model dictating the rhythm of the process, which allows
them to observe details of the advanced equipment and of the
elements of the bridge (pillars, deck and abutments). The sequence is
defined according to the norms of planning in this type of work.
The North Viaduct of the Bridge Farm, in Madeira, Portugal, was
the case selected for representation in the virtual environment. In
cross-section, the deck of the viaduct shows a box girder solution, its
height varying in a parabolic way along its three spans. The most
common construction technique for this typology is the cantilever
method. A computer graphic system which enables the geometric
modelling of a bridge deck of box girder typology was used to
generate, 3D models of deck segments necessary for the visual
animation of the construction of the bridge (Fig. 5).
To complete the model of the bridge, the pillars and abutments
were also modelled. Then followed the modelling of the advanced
equipment, which is composed not only of the form traveller, but also
the formwork adaptable to the size of each segment, the work
platforms for each formwork and the rails along which the carriages
run. As, along with the abutments, the deck is concreted with the false
work on the ground, the scaffolding for placement at each end of the
deck was also modelled (Fig. 5). Terrain suitable for the animation of
the positioning of the bridge on its foundations was also modelled.
The 3D model of the construction environment was then
transposed to the virtual reality system, the EON Studio [22]. The
support of a bridge design specialist was essential in obtaining an
accurate model, not only of the geometry definition of components
of the bridge and devices, but also of the establishment of the
progression sequence and of the way the equipment operates
(Fig. 6):
■ This method starts by applying concrete to a first segment on each
pillar, the segment being long enough to install the work
equipment on it;
■ The construction of the deck proceeds with the symmetrical
execution of the segments starting from each pillar, using the
advanced equipment;
Fig. 10. Transposition over the pier by the nose.
825
■ The continuation of the deck, joining the cantilever spans, is
completed with the positioning of the closing segment; and
■ Finally, the zone of the deck near the supports is constructed, using
a false work resting on the ground.
The virtual model was programmed in order to show correctly this
sequence. For the animation of the first cantilever segment (in each
span), the four form travellers, the corresponding work platforms and
the formwork components are included in the virtual environment.
Once the first segments have been concreted, the construction of the
cantilevered deck takes place.
Moving the camera closer to the bridge model and applying to it
routes around the zone of interest, the student, interacting with the
virtual model, can follow the sequence specifications and observe the
details of the configurations of the elements involved (Fig. 7). In a real
construction place of a bridge, for security reasons, the student stays
far from the local were bridge is under construction, so they cannot
observe in detail the way of operation and the progression of the
construction. Interacting with the model in class or using their
personal computers they better understand what is going in the work
place.
2.8. VR model of the incremental launching method of
bridge construction
Another interactive model concerning construction of deck bridges
to support Civil Engineering education was created. The developed RV
model provides a contribution to the dissemination of information
concerning this construction method, through a recording of visual
animation of the construction phases and the equipment operation
concerning this construction process. This method is appropriated in
viaducts over valleys and mountains with spans about 50 m. The
application of this process requires that the cross-section of the deck
is constant, because each section will have different states of bending
moments and thus different tensions. The adequate type of cross-
section is the box girder. The incremental launching method consists
of casting 15 m to 30 m long segments of the bridge deck in a
stationary formwork which push a completed segment forward with
hydraulic jacks along the bridge axis (Fig. 8).
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Fig. 11. The guards and other finishing elements are positioned.
Every elements needed in the virtual scenario was modelled and
then the interaction was programmed using the some software based
on the virtual reality technology, the EON Studio. The 3D model of all
elements was generated using AutoCAD:
■ The metal elements supporting the form and the formwork itself
composed by beams and panels, made of wood, were created;
■ To represent the reinforcements a steel mesh was designed; and
■ With the objective of allowing some immersive capacity to the
model, the river was represented by a surface with mixed colours
and the selected panorama simulated a typical environment of
river banks.
During the animation, the position of the camera and its
movement are synchronized to show the details of the elements or
the assembly type and also an overview of the working place:
■ In order to report an overview of the construction site the camera
points initially to the casting yard. At this stage just the abutments,
piers and beams of the foundation of the yard are visible. Next, is
the building up the exterior form work composed of 26 identical
elements, and only the assembly of one element being visualized
in detail;
■ After placing the external panels of the shuttering and the
reinforcement mesh, starts the visual animation of the casting
work. The elements that make up the interior false work are placed
incrementally, starting with the metallic support, followed by the
longitudinal beams and finishing with the implementation of
shuttering panels (Fig. 9);
■ Next, the assembly of the launching nose is installed (Fig. 9). The
camera is adjusted to allow the correct visualization of this work.
After casting the first segment the displacement of this element
takes place. For that the temporary support of the nose is removed
and the segment is separated from the shuttering;
■ The arrival of the nose to the first pier is achieved during the
advance of the second segment. The Fig. 10 illustrates the
transposition process of the pier by the nose. In it the small
brown parallelepipeds are the launch pads and are placed
Fig. 12. The models show in detail the movement of the equipment.
manually by workers between the nose and the temporary
support placed over each pier; and
■ The construction of the remaining segments is performed in fast
mode, because the process is identical to the initial segment.
Already in the final phase of construction the casting equipment is
removed and the area is covered with soil. Finally the guards along
with other finishing elements are positioned (Fig. 11).
The model was then made accessible to students and teachers of
another institutions related to Civil Engineering using the platform
developed by the Technical University of Lisbon, as part of their e-
school activities.
2.9. Learning aspects
At present, the bridge models are used in face-to-face classes of
subjects of Civil Engineering curricula: Construction Process (4th
year) and Bridges (5th year). They are placed on the webpage for each
subject thus being available for students to manipulate. The student
should download the EON Viewer application available at http://
download.eonreality.com.
The traditional way to present the curricular subjects involved in
those virtual models are 2D layouts or pictures. Now, the teacher
interacts with the 3D models showing the construction sequence and
the equipment operation concerning of the modelled type of work.
Essentially, the models are used to introduce new subjects:
■ The deck bridge models show the complexity associated to the
construction work of the deck and illustrate in detail the
movement of the equipment. In class, the teacher must explain
why the process must follow both sequence of steps and the way
the equipment operates (Fig. 12). When the student, of the 5th
year, goes to a real work site he can observe the complexity of the
work and better understand the progression of construction
previously explained;
■ The incremental method model presents a great complexity of
geometry and material concerning the different elements used in a
real work process. It provides an immersive capacity inherent in
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A.Z. Sampaio et al. / Automation in Construction 19 (2010) 819–828
Fig. 13. Menus of events.
the virtual world and it has a menu of events which allows the
students and teachers to select a specific part (Fig. 13). The camera
movement shows the model in a consistent way to present all
sequences of events allowing the user to see the most important
details of this construction method;
■ The model was worked out attending both the technical
knowledge and didactic aspects namely in how and what to
show. It also attend that the model is going to be manipulated by
undergraduate students of Civil Engineering. So, the model could
be an important support to teachers to illustrate bridges
construction issues in class and after, by themselves, using their
PCs:
http://www.octaviomartins.com/lancamentoIncremental/ .
3. Conclusions
The paper has focussed on the importance of teaching CAD
systems at school, not only as a good instrument for “drawings” but
mostly as a helpful tool to be used to develop research work and, as a
professional support in the activity of engineers.
Regarding Bologna, two recent examples of 3D modelling were
created to support rehabilitation design. The models were useful to
the outcome of building anomaly surveillance and to workout
alternative solutions. The VR model created to help the manage-
ment of lighting systems in buildings was developed within a
research project in school. It enables the visual and interactive
transmission of information related to the physical behaviour of the
elements, defined as a function of the time variable. Thus, teaching
CAD and VR technologies in school may well induce students to
consider this knowledge as elementals in their future professional
activity, while to establishing the link between CAD systems and
engineering theory.
It has also been demonstrated, through the examples presented
here, how the technology of VR can be used in the elaboration of
teaching material of educational interest in the area of construction
processes. The advantage of introducing new technologies into the
creation of didactic material suitable for university students and
technical instruction should be made known and applied. The didactic
applications support the explanation of topics related to construction
work. These models are used in disciplines involving construction and
bridges in courses in Civil Engineering and Architecture. The main
objective of the practical application of the didactic model is to
support class-based learning. In addition, it can be used in distance
training based on e-learning platform technology.
There are many other possibilities for the creation of computa-
tional models mainly where the subject matter is suitable for
description along its sequential stages of development. The applica-
tions with these characteristics make the advantage of using
827
techniques of VR more self-evident, especially when compared to
the simple manipulation of complete models which cannot be broken
down. The pedagogical aspects and technical concepts must be
integral elements in the design and creation of these models.
Acknowledgements
The authors acknowledge the financial support of the Foundation
for Science and Technology on the development of the research
project that is now in progress.
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