VISUALIZING BUILDING INFORMATION MODELS USING … · 2018. 10. 15. · Visualizing this information...
Transcript of VISUALIZING BUILDING INFORMATION MODELS USING … · 2018. 10. 15. · Visualizing this information...
VISUALIZING BUILDING INFORMATION MODELS USING INTERACTIVE HOLOGRAMS
By
RALPH TAYEH
A THESIS PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF SCIENCE IN CONSTRUCTION MANAGEMENT
UNIVERSITY OF FLORIDA
2018
© 2018 Ralph Tayeh
To Sami, Najwa, Joelle and Joe, for their endless love and support
4
ACKNOWLEDGMENTS
I would like to express the deepest gratitude to my advisor and thesis committee
chair, Dr. R. Raymond Issa for his continuous support throughout the process of this
research. I would also like to acknowledge the help I received from the Rinker School of
Construction Management, University of Florida. Additionally, I want to extend my
appreciation to my professors at the Lebanese American University, Byblos Lebanon for
believing in me and helping me pursue my graduate studies.
Finally, I give thanks to the Almighty God for giving me amazing parents and
siblings to whom I will always be thankful for their support and prayers.
5
TABLE OF CONTENTS
page
ACKNOWLEDGMENTS ...................................................................................................... 4
LIST OF TABLES ................................................................................................................ 7
LIST OF FIGURES .............................................................................................................. 8
LIST OF ABBREVIATIONS ................................................................................................ 9
ABSTRACT........................................................................................................................ 10
CHAPTER
1 INTRODUCTION ........................................................................................................ 12
Scope of Research ..................................................................................................... 12 Statement of Purpose ................................................................................................. 14
2 LITERATURE REVIEW .............................................................................................. 16
Building Information Modeling (BIM) .......................................................................... 17 Use of BIM in the Construction Industry.............................................................. 18 Platforms Developed for BIM Software ............................................................... 20
BIM in Education .................................................................................................. 21 Virtual and Augmented Reality ................................................................................... 22
Virtual Reality ....................................................................................................... 22
Augmented Reality ............................................................................................... 24 Applications of VR and AR in the Industrial Sector ............................................ 25 Applications of VR and AR in the Educational Sector ........................................ 26
Game Engines ............................................................................................................ 27 Use of Game Engines for the Creation of Serious Games................................. 27 Use of Game Engine for Visualization ................................................................ 31
Holography .................................................................................................................. 32 Summary ..................................................................................................................... 33
Limitations of Previous Studies ........................................................................... 33
Contribution of This Research Project ................................................................ 34
3 RESEARCH METHODOLODY .................................................................................. 36
Instrument Development ............................................................................................ 36 Hardware .............................................................................................................. 36
Software ............................................................................................................... 37 Testing the Effectiveness of the HMVS ..................................................................... 40
Functionalities of the HMVS ................................................................................ 40
Experimental Procedure ...................................................................................... 42
6
4 RESULTS AND ANALYSIS........................................................................................ 44
Demographic Questions ............................................................................................. 44 Ease of Use and Effectiveness of TIM Plug-in .......................................................... 47
Ease of Use of TIM Plug-in .................................................................................. 47
Effectiveness of the TIM Plug-in .......................................................................... 51 Effectiveness of the HMVS ......................................................................................... 53 Evaluating the Concept of the HMVS ........................................................................ 57
5 CONCLUSIONS AND RECOMMENDATIONS ......................................................... 60
Conclusions ................................................................................................................ 60 Limitations of this Research ....................................................................................... 63 Recommendations ...................................................................................................... 63
APPENDIX
SURVEY ..................................................................................................................... 65
Part 1: General Information ........................................................................................ 65
Demographic Questions ...................................................................................... 65 Knowledge and Skills Questions ......................................................................... 66 Reading Construction Drawings .......................................................................... 66
Estimating ............................................................................................................. 66 Clash Detection .................................................................................................... 66 Using BIM Software ............................................................................................. 66
Using Autodesk 3D Max and Autodesk Maya..................................................... 66 Using Game Engines such as Unity 3D, Enscape, and Stingray ....................... 66
Part 2: Export FBX Models from Revit to Unity ......................................................... 67
Method 1 (TIM Plugin) ......................................................................................... 67 Method 2 (Autodesk 3D Max) .............................................................................. 67 Method 1 (TIM Plugin) ......................................................................................... 68
Method 2 (Autodesk 3D Max) .............................................................................. 68 Part 3: Clash Detection and Estimating ..................................................................... 69
Method 1: Using 2D Drawings ............................................................................. 69
Method 2: Using the Proposed Visualization Technique .................................... 70 Part 4: Assessing the Effectiveness of the Proposed Visualization Technique ....... 71
LIST OF REFERENCES ................................................................................................... 72
BIOGRAPHICAL SKETCH................................................................................................ 80
7
LIST OF TABLES
Table page 4-1 Age distribution of the participants. ...................................................................... 45
4-2 Level of construction experience of participants. ................................................. 46
4-3 Frequency and percentages of participants based on level of knowledge of construction related skills. ...................................................................................... 47
4-4 Scores associated with options. ........................................................................... 49
4-5 Results of the MWW test regarding the ease of use of TIM plug-in. ................... 50
4-6 Results of the MWW test regarding the visual appearance obtained from TIM plug-in. ............................................................................................................. 51
4-7 Results of the MWW test regarding the information obtained from TIM plug-in. ............................................................................................................................ 53
4-8 Summary of the MWW tests regarding the effectiveness of TIM plug-in. ........... 53
4-9 Number of correct answers obtained on the collision detection exercise. .......... 54
4-10 Number of correct answers obtained on the quantity takeoff exercise. .............. 54
4-11 Results of the Student’s t-test regarding the effectiveness of the HMVS. .......... 56
4-12 Results of the Student’s t-test correlating the level of experience of students with the effectiveness of the HMVS. ...................................................................... 57
4-13 Results of the Student’s t-test regarding the ease of use and the functionalities of the HMVS. ................................................................................... 58
8
LIST OF FIGURES
Figure page 3-1 Rendering of the HMVS. ....................................................................................... 37
3-2 Logic of the HMVS software. ................................................................................ 39
3-3 Building model projected on the HMVS..... A) Photo of the HMVS, B) Photo of the hologram pyramid................................................................................................... 41
3-4 User interface of the HMVS. ................................................................................. 42
4-1 Distribution of the participants based on their level of education. ....................... 44
4-2 Responses of participants regarding the ease of use of the TIM plug-in and 3D Max. .................................................................................................................. 49
9
LIST OF ABBREVIATIONS
AECO Architecture, Engineering, Construction, and Operations
API Application Programming Interface
AR Augmented Reality
BIM Building Information Modeling
FBX Flimbox
HMVS Holographic Model Visualization System
HVAC Heating, Ventilation, and Air Conditioning
IFC Industrial Foundation Class
LED Light-Emitting Diode
MWW Mann-Whitney-Wilcoxon
ODBC Open Database Connectivity
SDK Software Development Kit
TIM Transfer Information and Material
VDC Virtual Design and Construction
VR Virtual Reality
10
Abstract of Thesis Presented to the Graduate School of the University of Florida in Partial Fulfillment of the
Requirements for the Degree of Master of Science in Construction Management
VISUALIZING BUILDING INFORMATION MODELS USING INTERACTIVE
HOLOGRAMS
By
Ralph Tayeh
May 2018
Chair: R. Raymond Issa Major: Construction Management
For the success of a construction project, effective means of communication
should be applied to aggregate dispersed information among stakeholders. Rapid
advancements in information technology have helped in creating new ways of
communicating and visualizing this information. Since the early 2000s, research studies
have discussed the use of building information models in the industrial and the
educational fields. Using these models, virtual and augmented reality environments
were developed to examine design and construction procedures, or to visualize models.
However, one limitation to virtual environments, identified in the construction literature,
is the lack of a human-human interaction, since only the user immersed in the virtual
world can interact with the building model. Game engines were used in previous
research projects to create virtual environments, or to develop serious and educational
games. However, they lack the ability to create complex building shapes, and to import
all the information in a building information model. In order to address the limitations of
previous studies, this research project has two main objectives. The first objective is to
develop a Revit plug-in to address the issue of data interoperability between modeling
11
platforms and game engines. The second objective is to develop a holographic model
visualization system (HMVS). The HMVS was developed using a game engine to allow
the interaction with building holograms using hand gestures and voice commands.
Through a series of experiments, the interactive hologram was proven as a good
learning tool helping students visualize building models, detect collisions, and estimate
quantities in a building.
12
CHAPTER 1 INTRODUCTION
The construction industry relies heavily on information exchange between project
stakeholders. Adequate communication of information is of utmost importance for the
success of a construction project. Visualizing this information helps project parties in the
decision-making processes. Several tools have evolved from research efforts to
increase the efficiency of information communication. Traditional communication
methods have been centered on the use of two-dimensional drawings and plans.
However, with the advancements in information technology, there has been a shift
towards visualization techniques based on building information modeling (BIM).
Scope of Research
In the last decade, new visualization techniques utilizing BIM models have
emerged. BIM is a modeling technology with an associated set of processes to
produce, communicate, and analyze building models. BIM models provide realistic and
detailed 3D virtual environments with graphical and non-graphical data representing the
different properties of a building system. For a better representation of the project, time
and cost information can be added to the 3D model in the virtual world. In addition, BIM
serves as a tool for better understanding of building materials, assemblies, and
systems. Virtual reality (VR) and augmented reality (AR) are among the newest
technological advancements utilizing BIM.
VR is usually associated with the use of head-mounted devices where the user is
completely immersed in the virtual world. In the construction industry, VR is used as a
cognitive learning platform allowing learners to observe virtual site environments,
recognize hazards, and understand the consequences of their actions without harmful
13
real-life consequences. AR augments the user’s knowledge by displaying information on
top of real objects, i.e., AR merges virtual models embedded with information and
representing expected construction with real objects representing actual construction.
Accordingly, AR allows the interaction with both the virtual and the actual objects.
VR and AR environments can be developed using game engines. Many studies
have focused on the use of game engines in construction and have developed games to
visualize building information or as learning tools. Visits to construction sites are often
associated with a number of constraints and safety concerns, and thus cannot be
arranged as needed. Innovative 3D video games can represent a safe project
environment with a series of assessment items to enhance site personnel safety
training, or to teach students construction-related topics. In comparison to traditional
teaching methods, one of the major advantages of using educational games is the
improved representation of the construction site. Because of the graphical capabilities of
game engines, different research projects have studied their use as a visualization
technique for construction projects since they allow real-time renderings.
In the construction literature, there have been few research studies that
investigated the use of holography as a visualization technique for construction projects.
Different methods can be used to build holograms ranging from simple glass reflections
to more complicated propagation of waves in the space. Holography is widely used in
the medical field as an effective way to visualize information for better and more
accurate medical diagnosis. However, the applications of holography in the construction
industry, discussed in the literature, focused on simple representations of building
models.
14
A number of limitations are associated with research projects related to
visualization techniques in the construction field. VR and AR rely on the use of
expensive head-mounted devices and do not allow multi-user input and collaboration.
Moreover, even though game engines were proven as an effective visualization
technique, BIM models exported to be used in these engines lose important information.
The automation of data transfer between modeling platforms and game engines has not
been fully addressed. Finally, holographic applications in the construction sector are still
basic and do not explore all the embedded information within a BIM model.
Statement of Purpose
The purpose of this research is to develop a Holographic Model Visualization
System (HMVS) for construction projects. The developed hardware allows a
collaborative interaction between its users since the hologram can be seen from all
directions. The software for the holographic projection unit is developed using a game
engine and standard BIM systems. Moreover, a plug-in for a BIM modeling platform is
developed to allow the automatic transfer of information into game engines. The
developed system allows the user to explore the building model using hand gestures
and voice commands. A set of menus and options is introduced to the hologram; the
user can explore different levels of the building, isolate disciplines (e.g., architectural,
structural and mechanical disciplines), perform simple quantity takeoff tasks and check
for modeling problems and collisions. The developed technology is intended for use
during coordination review meetings, and as a learning tool for students in the
Architecture, Engineering, Construction, and Operations (AECO) field.
This document is organized into five Chapters. In Chapter 1, the Introduction, a
summary of related work is presented, including the current uses of BIM, the developed
15
plug-ins for BIM modeling platforms, and the use of VR and AR in the AECO field. The
literature review, in Chapter 2, elaborates on the use of game engines in education and
visualization, and then discusses work related to the applications of holography in
construction. Chapter 3 of this document explains the hardware and software
development for the HMVS. The experimental tests, aiming at validating the usefulness
of the developed system, are then presented. Chapter 4 examines the obtained results
and discusses the effectiveness of the HMVS. Finally, Chapter 5 presents the
conclusions and limitations of the current development and recommendations for future
studies.
16
CHAPTER 2 LITERATURE REVIEW
Over the last few decades, the investments in more complicated construction
projects, involving multiple disciplines and different teams, have increased the need for
more complex communication means. The purpose of communication methods is to
ensure higher levels of coordination between participants (owners, architects,
engineers, contractors, suppliers, etc.). Adequate communication brings many benefits
to a project, such as improved team performance due to information exchange,
increased knowledge of other participants’ skills or their availability (Malosiovasi and
Song 2014). Timely and effective communication throughout the lifecycle of a project is
essential for successful construction project delivery. A typical construction project can
be divided into four phases: (1) conceptual planning, (2) design, (3) construction, and
(4) operations. An important factor in communicating ideas, during any of the
aforementioned phases, is the ability of project parties to visualize different components
in the project.
During conceptual stages of the project, it is essential that the architect/engineer
and the owner both have the same vision for the project in order to meet the owner’s
requirements. Visualizing the project is of utmost importance during the design and
construction phases of the project. Engineers and contractors should be able to
communicate ideas based on certain components of the projects displayed on two-
dimensional drawings or electronic displays. Furthermore, during the operations phase
of a project’s lifecycle, involved parties should be able to communicate concepts and
decisions based on as-built drawings or on representations of actual spatial locations in
the completed project. Briefly, construction projects are all information dependent;
17
visualizing this information is crucial to the success of the project. Some of the
traditional visualization techniques include two-dimensional (2D) drawings, in hard or
soft copy formats, and three-dimensional (3D) sketches. With the advancement of
information technology, artificial intelligence, and machine learning, new visualization
techniques for construction projects have emerged such as BIM models, virtual reality,
and augmented reality. The main purpose of these visualization techniques is to
improve communication between project stakeholders, in an attempt to reduce the
construction industry’s high fragmentation and organizational disintegration.
This chapter explores the work of researchers related to visualization techniques
for construction projects. First, a review of research projects in the field of BIM is
presented, since BIM is the basis of many of the newly-developed visualization
techniques. Secondly, different research studies utilizing virtual and augmented reality
are summarized. The third part of this literature review focuses on the use of game
engines in the construction industry. Finally, an overview of the use of holography in
construction is presented.
Building Information Modeling (BIM)
Practices in the construction industry have evolved from master craftsmanship to
split responsibility design and construction (Nawi et al. 2014). More recently,
collaborative systems have been used on construction projects increasing the amount
of information shared between construction parties. According to Jacoski and Lamberts
(2007), BIM was developed to help in aggregating dispersed information between
project participants. Therefore, the use of BIM on construction projects can address
some challenges of the construction industry especially those related to cost overruns,
schedule uncertainty, safety, and product quality (Gallaher et al. 2004). These benefits
18
are based on the ability of BIM to improve data interoperability among different parties
(Akintola et al. 2017).
Use of BIM in the Construction Industry
Eastman et al. (2008) defined BIM as a modeling technology used to produce,
analyze, and communicate building models. The AECO industry started using and
implementing BIM in the early and mid-2000s (Jung and Lee 2016). Initial applications
of this technology were centered on design and construction (Shen and Issa 2010;
Zhang and Hu 2011). To achieve better performance, BIM users need to understand the
process and workflow since a BIM model is not a CAD or a 3D sketch. A BIM file
includes all the construction project properties and its representations. Each element in
a BIM model is embedded with information that can be presented using different
visualization techniques. Project documents and the BIM model share the same
information, changes made to one will affect the other. Besides its ability to generate
information-embedded models and drawings, BIM can be used for advanced analysis of
buildings such as analytical activities, clash detections, code activities, quantity takeoff,
scheduling, energy analysis, structural analysis, facility management, and lifecycle
analysis. All this information is stored in the model and can be easily shared between
project parties, enabling thus collaborative process (Yuan and Yang 2015). Therefore,
BIM is recognized as a virtual design and construction milieu (Lu and Li 2011).
The National Building Information Modeling Standard NBIMS (2007) divided BIM
categories into three major sections which are Product, Collaborative Process, and
Facility. The product is the smart 3D model of the building. According to Kim (2012), a
BIM model has many advantages compared to 2D and 3D CAD including, efficiency,
accuracy, and 3D design visualization for a better understanding of the building. The
19
product also has rich visualization content that can be used for daylighting studies,
animations, and renderings. Moreover, integrated design documents and automated
schedules of building components can be generated from a BIM model. The use of BIM
models enables better planning and predictability for material quantity takeoff, as well as
interference checking to examine conflicts between trades (Kim 2012).
The collaborative process category of BIM, defined by NBIMS (2007), includes
automated process capabilities, business drivers, and open information standards. BIM
enables designers to work on the model together in real time using cloud services. All
design logs are kept within the model to help the project team members work
collaboratively even if they are not geo-located. During the construction phase of a
project, BIM can be used on the field to share request for information (RFI) documents,
markups, submittals, and other construction documents about the project. BIM is also
extensively used in design coordination meetings to detect clashes between disciplines.
These meetings consist of iterative processes needed to reach the appropriate and
optimal designs. The information generated from these meetings, and information
exchanged during construction activities can be also used as a basis for construction
knowledge formalization and reuse (Wand and Leite 2016).
The third category defined by NBIMS (2007) is the facility model which includes
procedures, workflows, and information exchange throughout the building lifecycle. The
operations phase of a building lifecycle accounts for around 60% of the total life-cycle
cost of a facility (Arcamete et al. 2010). Therefore, the use of BIM’s relational and
parametric features allows different kinds of facility management analyses and results in
high benefits especially for owners (General Services Administration 2006; Golabchi et
20
al. 2017). Many common challenges can be addressed when applying BIM in facility
management. Some of these challenges include localization of the system or asset in
large and complex buildings, information accessibility problems, and determination of
the effect of current malfunctioning or ongoing repair operation on the facility’s spaces
or systems (Pishdad-Bozorgi 2017). For example, a computerized maintenance
management system can be automatically generated from the equipment inventory built
in a BIM model (Mayo et al. 2012). The benefits of BIM on facility management are not
only observed during the design process but are also very beneficial at handover, since
BIM reduces the need to manually enter documentation and information into another
platform for facilities use (GSA 2011).
Platforms Developed for BIM Software
In addition to the current implementations of BIM on construction projects, many
research studies have proposed frameworks or user interfaces for current BIM software,
in order to invest the information embedded in a BIM model in different fields. Some of
these fields are construction safety, sustainability, and information visualization.
Improvements in construction safety can be achieved through the collection,
analysis, and visualization of safety leading indicators. Shen and Marks (2016) created
a near-miss data visualization tool to improve decision making for safety managers by
analyzing near-miss information within a BIM model and to help project stakeholders
mitigate safety hazards. The tool was developed using the open Application
Programming Interface (API) within a widely used BIM software. The developed plug-in
allows the user to query the data, to visualize it in 2D or 3D viewpoints, and to export
the near-miss information to external databases. Similarly, Kim and Cho (2015)
developed a plug-in for BIM modeling platforms to automatically find the optimal and
21
safest design of temporary stair towers. Their plug-in has the ability to automatically
generate the design, shape, and location of temporary stair towers based on the
geometry of the BIM model and the effect of the stair towers on safety.
Frameworks related to sustainability were also proposed for BIM software. Wu
and Issa (2011) proposed a web-based service to facilitate the LEED documentation
generation and management. Their service relies on information exchange between
BIM models and web platforms developed using Open Database Connectivity (ODBC)
and the Industrial Foundation Class (IFC). Jiang and Wu (2017) proposed a universal
rule code checking approach for green construction. In order to check the rules, IFC
models are generated from BIM models, rules from green construction standard are
then converted to model view definitions and checked against the IFC model. In the
literature, there are many research projects that aimed at integrating BIM within the
different aspects of construction projects. Plug-ins, platforms, and services were
developed to visualize information related to energy use (Muthumanickam et al. 2014),
scheduling (Park and Cai 2015), power consumption (Chiang et al. 2015), and facility
management (Liu and Zettersten 2016; Shalabi and Turkan 2017).
BIM in Education
In addition to its use on real-life projects, BIM can be used in colleges as a
learning tool. By creating virtual environments, BIM presents an opportunity for AECO
students to learn necessary skills by closely mimicking real-life industry practices, rather
than going to real sites every time (Lu et al. 2013). In addition, Kim (2013) proved the
effectiveness of BIM in helping students overcome the difficulty of reading and
understanding 2D drawings. On another hand, many governments are requiring the use
of BIM on public construction projects, increasing thus the demand for professionals
22
with BIM education. Different approaches have been developed in the literature to help
schools and colleges implement BIM in their coursework, whether in freshman years
(Sacks and Barak 2010), in undergraduate courses (Woldesenbet et al. 2017), or during
graduate studies (Dossick et al. 2014). Other research projects discussed the use of
BIM as a learning tool in different construction activities such as operation of
construction machinery (Fox and Hietanen 2007), occupational health and safety
(Eastman et al. 2008), logistics planning (Sacks et al. 2009), and training field staff
(Becerik-Gerber and Kensek 2010). Furthermore, BIM is currently extensively used to
facilitate project visualization, especially when integrated with VR and AR (Behzadan
and Kamat 2009).
Virtual and Augmented Reality
Visualization plays an important role in the construction industry. Over the past
decade, visualization techniques have evolved to the era of information technology.
Examples of these visualization techniques are VR and AR. Since these technologies
integrate BIM into construction projects visualization, they are used in advanced
construction communication and collaboration (Leite et al. 2016).
Virtual Reality
VR is a three-dimensional method to interface with computers. VR allows the
user to walk through the building model by wearing a head-mounted audio-visual
display built-in with a tactile interface device, position, and orientation sensors (Kensek
et al. 2000). Brooks (1999) discussed four technologies that are needed to develop a
VR experience: the visual and aural system, the graphics rendering system, the tracking
system, and the database construction and maintenance system. The visual system is
the technology that immerses the user in the virtual world and blocks any contradictory
23
sensory impressions coming from the real world. The graphics rendering system allows
the production of the 20-30 frames/s needed for the immersive experience. The tracking
system reports the position of the user’s head and limbs using a set of position and
orientation sensors. Finally, the function of the database construction and maintenance
system is to maintain detailed, realistic, and updated models of the virtual world. Newer
VR experiences incorporate the use of input devices allowing a hand to eye
coordination, and giving the user a sense of the physical dimensions of the virtual
model; this visualization of the model might not be well perceived using 2D platforms, or
3D computer renderings (Fogarty et al. 2018).
VR is a rich environment for visualizing and analyzing three-dimensional
arrangements. Using a VR headset, the user can walk through the building, climb stairs,
or fly up and around the building model for an overview. The user can, therefore,
experience the important features in a BIM model in a natural and intelligible way; the
user can as well interact with the model and manipulate some of its properties in the
virtual world (Fogarty et al. 2018).
Although the benefits of VR have been widely recognized in improving
visualization and communication amidst project parties, research efforts are still needed
to improve information exchange and human interaction in the virtual world (Du et al.
2018; Yan et al. 2011). For a successful VR experience, Du et al. (2018) defined three
major VR-driven interactions that should be respected. The first interaction is the BIM-
data interaction which refers to an automated data transfer process from BIM modeling
platforms into VR visualization environments. Few research projects have addressed
the automation of data transfer (Du et al. 2017). The second type of interaction is the
24
human-building interaction in VR. This interaction has been subject to some recent
research projects that focused on allowing the user to modify the building model in VR
rather than just visualize it (Fogarty et al. 2018). The third type of interaction is the
human-human interaction; this interaction enhances the communication between
remote VR users and improves decision-making procedures. Most research studies in
the construction literature developed single-person VR experiences and did not focus
on multi-user VR. Multi-user VR can address some challenges faced by virtual
construction teams such as poor communication, lack of trust, and insufficient quality
control of the building components (Du et al. 2018; Nayak and Taylor 2009).
Augmented Reality
AR is similar to VR except that, unlike VR where the user is completely immersed
in the virtual world, AR overlays virtual objects on top of the real objects. This allows the
visualization to be mobile and linked to the real construction site. In this context, and in
comparison to VR, AR facilitates the decision-making process on site (Wang et al.
2013). Moreover, AR allows the user to interact with the digital information in an intuitive
and natural manner while performing a work task. The power of AR lies in its ability to
spatially augment the user’s knowledge with information displayed on top of the field of
view (Dunston and Wang 2005).
A successful application of AR is a function of three factors: (1) coexistence of
virtual and real objects in the augmented space, (2) registration of virtual and real
objects with each other, and (3) running the simulation in real time (Azuma et al. 2001).
Johansson and Nordin (2002) discussed two main techniques for combining real and
virtual objects in real time: the optic technique and the video technique. The optic
technique uses an optical combiner to combine real and virtual objects. The video
25
technique combines computer-generated virtual images with camera-captured real-time
video using a computer or a video mixer.
Augmented information can be displayed via see-through head-mounted devices.
However, the construction literature identified some limitations associated with these
devices. AR head-mounted devices are expensive compared to VR devices. Moreover,
since only the person wearing the device can see the virtual world, interaction from
other users with the augmented information is not possible. This affects the multiuser
collaborative process needed for decision making and reduces effective communication
between the participants on a project (Williams et al. 2015).
Applications of VR and AR in the Industrial Sector
VR and AR have several applications in both the industrial and the educational
sectors. Moussa et al. (2006) examined the AR applications to traffic operations. That
research team developed an Augmented Reality Vehicle System to test human
performance under different circumstances while driving a real vehicle. Based on their
research results, Moussa et al. (2006) concluded that AR could be used to test different
highway design alternatives. AR can also be used on urban planning projects. Shen et
al. (2001) examined the benefits of using AR in visualizing new construction projects
with respect to their surroundings, and in analyzing lighting and human visual effects.
In addition to the aforementioned uses of AR, Jáuregui et al. (2005) discussed
how VR could be used for bridge projects documentation. The technology used in that
research allowed the user to store panoramic images and renderings in a virtual world
where visual inspections, observations, and measurements can be stored as well. The
stored information was used to make decisions regarding future maintenance,
rehabilitation, or replacement of the bridge (Jáuregui et al. 2005). Setareh et al. (2005)
26
developed a VR structural analysis system by combining a visualization software and a
structural analysis software. Their developed technology was used to perform structural
analyses of building components in a virtual world.
Other applications of VR and AR have been discussed in the literature such as
rapid assessment of earthquake (Kamat and El-Tawil 2007), maintenance of
underground infrastructure (Behzadan and Kamat 2009), hybrid discrete event
simulation for construction management research (Sacks et al. 2013), construction
equipment operation (Lu et al. 2013), piping assembly (Hou et al. 2013), and cost of
cooling and heating (Ham and Golparvar-Fard 2013).
Applications of VR and AR in the Educational Sector
In the educational sector, previous research projects discussed different use
cases for AR as a learning tool. Chen et al. (2011) studied the effect of using AR in an
engineering graphics course. They developed an AR model including all geometric
features usually taught in a graphics course. The AR model was proven to significantly
increase the learning performance of students, and their ability to understand and depict
the graphic representation of engineering objects. Ayer et al. (2016) examined the
effectiveness of AR in sustainable design education. In that research, students were
asked to visualize, design, and assess the exterior walls of a building in order to retrofit
the building and improve its sustainable performance. Ayer et al. (2016) concluded that
students who used AR to solve the problem were able to assess their designs and
reach better overall performance among all disciplines in comparison to students who
used traditional paper-based format drawings.
Mutis and Issa (2014) analyzed the role AR plays in enhancing spatial and
temporal cognitive ability in construction education. Their research developed an AR
27
environment to help students visualize and understand the process of building a
temporary structure. The students were able to manipulate the assembly parts of the
structure as virtual computer objects and to visualize the critical elements for load
transfer. Mutis and Issa (2014) concluded that AR improves the learner’s perception
and helps in identifying spatial and temporal constraints through the interaction of virtual
objects and their representation in the real world. In other terms, the use of AR in
education improves the students’ understanding of construction processes, products,
problems, and sequences found in the context of the project (Marc et al. 2007).
Game Engines
Many of the aforementioned VR and AR applications were built by incorporating
BIM and game engines. BIM models can be exported from modeling platforms into
game engines where the programmer can create systems to visualize different aspects
of the building, or to analyze the information embedded within the model.
In the last decade, many research projects focused on the use of game engines
in the AECO industry. These projects can be divided into two main categories. The first
category includes projects that invested in the interaction capabilities of game engines
to create simulation or serious games. The second category includes research projects
that focused on visualization and the use of game engines for real time renderings.
Use of Game Engines for the Creation of Serious Games
Zyda (2005) defines a game as “a physical or mental contest, played according
to specific rules, with the goal of amusing or rewarding the participant.” A serious game
is “a mental contest, played with a computer in accordance with specific rules that uses
entertainment to further government or corporate training, education, health, public
policy, and strategic communication objectives” (Zyda 2005). According to Hartmann
28
(2016), a serious game is an artifact with three major components. First, it provides one
or multiple goals that the players should aim for when playing the game. The second
component of a game is its mechanics, i.e., the responsibilities and rules that must be
followed by the player to make logical decisions and attain the goal of the game.
Finally, games are built within an abstract model of the reality allowing the user to
interact with the environment and to meaningfully enact the different parts of the game’s
mechanics.
In the construction literature, serious games have been used to enhance the
construction site experience, or as a learning tool in construction management and
engineering curricula. In the construction industry, games have been especially used to
overcome the hazardous nature of the project site. Serious games offer the possibility to
simulate innumerable conditions and avoid high-risk activities (Lin et al. 2011). For
example, safety training, performed using serious games, provides workers with the
knowledge of what occurs on-site beforehand. Chen et al. (2013) discussed the benefits
of interactive simulations in serious games related to construction safety training. These
interactions impart knowledge and skills to the trainee, especially when the game
considers the outcome of the trainee’s action in the virtual environment, leading thus to
a reduction in human-error based accidents on construction sites.
Another example of the use of games in the construction industry is the design of
emergency evacuation plans. Emergency evacuation games have been developed in
the literature, where the goal of the game is to survive a fire in a building. The game is
driven by the player’s decisions and behavior during the fire (Ribeiro et al. 2013). Liu et
al. (2014) proposed a serious game to solicit the behavior decisions made by the
29
players. Their proposed BIM-based game is accessible through cloud computing, which
makes it available to a larger base of game players. The behavioral data collected from
all these users are more accurate and comprehensive compared to performance-based
data. The collected data provide a foundation for future emergency evacuation
simulation and management (Zhang and Issa 2015).
On another hand, educational games have been proven to increase learners’
understanding of the subject matter (Fasli and Michalakopoulos 2006; Shaffer et al.
2005). Kim et al. (2009) argued that games help construction students engage in task
learning, and learn more effectively through practical experience. Educational games
started with several studies that developed simulation games with educational
purposes. Nikolic (2011) developed a simulation game to improve the learning process
of planning and managing a construction project, the player has access to a library of
resources, and the goal of the game is to finish the project more efficiently. Jaeger and
Adair (2010) developed a simulation game that focused on human factors and their
importance on construction projects. Goedert et al. (2011) developed a visually
enhanced simulation game where the students can make decisions and check their
effects on the project. The three games mentioned earlier are simulation games that
lack the fun factor and the element of desirability to them. To address the limitations of
simulation games in education, Shanbari and Issa (2016) introduced an educational
strategy-driven game. Their game was developed based on real construction workflows
and variables. Shanbari and Issa (2018) concluded that the developed game would add
an experience level to students’ learning, and help in graduating students with better
understanding of the industry.
30
Besides the ability of educational games to help students understand the
construction process as a whole, other educational games focused on specific aspects
of construction such as scheduling, sustainability, procurement, and negotiation.
Linhard (2014) developed a game to help teach construction scheduling. The game puts
the student in a project-like environment with different constraints such as geometric
surroundings, materials, machinery, climate, work conditions, and safety. The
developed game was proved to help students schedule the project. In order to increase
understanding of building sustainability concepts and practices, Dib and Adamo-Villani
(2014) developed an educational game that helps students recognize sustainability
principles, interpret the acquired knowledge, and transfer it to other situations.
Compared with traditional learning methods, the developed game increased the player’s
declarative and procedural knowledge. The third example of educational games
focusing on specific construction aspects is a game developed by Dzeng and Wang
(2016). The goal of the game was to help students make procurement and negotiation
decisions within a competitive virtual market. The game was proven effective in
complementing conventional lectures on procurement and negotiations.
To summarize this section of the literature review, different serious games were
developed to help project parties in the construction industry in decision-making
processes. Moreover, research projects evolved from creating simulation games with
educational purposes to developing actual educational games that were proven to be
effective learning tools. In addition to their use in creating serious games, game engines
were used in the literature as means for better visualization and communication of
information within a BIM model.
31
Use of Game Engine for Visualization
The same game engines used in the development of simulation and educational
games can be alternative tools for visualization of many aspects in construction
projects. Game engines give the user the opportunity to move in the virtual world by
means of powerful graphic quality. Not only better graphics and rendering quality are
provided by game engines, but most of their software development kits (SDK) are open
source, redistributable and free to use (Germanchis and Cartwright 2003). In 2005,
early applications of game engines were centered on the incorporation of 3D models
and GIS data. Different visualization games were created to visualize city models, and
communicate information using online platforms (Stock et al. 2005, Zeile et al. 2005). In
2012, Shen et al. (2012) developed a web-based game using BIM models. Their game
helped the players better visualize HVAC systems in a sample project. In a similar
context, Yang and Ergan (2016) used game engines to create a multi-view visualization
platform to provide HVAC mechanics with information pertaining to maintenance tasks,
and to the decision-making process of troubleshooting HVAC-related problems.
Cicekci et al. (2012) developed a standalone game to visualize field conditions.
Integrating GIS, BIM, and borehole information, the players of that game were able to
better visualize and understand the stratification of the soil on site. Game engines were
also used by Fang et al. (2016) to create a cloud-enabled real-time radio-frequency
identification localization system and visualize the location of mobile construction
resources within the BIM model.
Previous research investigated the use of game engines in creating serious and
educational games, and in developing visualization platforms for construction projects.
However, two main issues with game engines were identified in the literature. First, it
32
can be time-consuming to create realistic building models using game engines since
most of these engines do not support complex and detailed building designs. Second,
data interoperability between BIM modeling platforms and game engines is an issue
due to the loss of information in model transfer.
Holography
Among the visualization techniques for construction projects is holography. The
use of holograms was widely examined in the field of medicine (Mishra 2017). However,
there is only a few research projects in the literature that examined the use of
holograms in the field of construction.
The first applications of holography relied on the concept of Pepper’s Ghost
illusion created by Henry Dircks (1806-1873) and John Henry Pepper (1821-1900). This
concept is used in magic tricks and in theaters; a sheet of glass is placed at a 45-
degree angle from the audience and light is reflected off the glass at a 90-degree angle
from the line of sight. Other holography techniques have been discussed in the literature
such as the hologram pyramid (Roslan and Ahmad 2017), holograms produced from
LEDs and waveguide (Lin et al. 2017), and holograms transmitted using quantum back-
propagation neural network (Liu et al. 2017).
In the medical field, holograms have the potential to help medical workers and
doctors in their diagnosis of complex medical conditions (Mishra 2017). In the
construction field, Kalarat (2017) developed building holograms using the hologram
pyramid. The pyramid can display the hologram from three sides, and the user can
rotate the building using hand gestures. The application was created using a game
engine. Even though the developed holographic experience was proven as an effective
visualization tool, Kalarat (2017) did not address the issue of information interoperability
33
between BIM modeling platforms and the used game engine. Moreover, the
functionalities of the hologram pyramid were only centered on simple visualization of
architectural components of buildings.
Summary
This chapter examined different research projects related to the use of
information technology in the field of construction. Most of these research projects used
BIM models to visualize and communicate information pertaining to different aspects of
a building.
Limitations of Previous Studies
In addition to the functionalities embedded within available BIM software, such as
3D modeling, clash detection, quantity takeoff, energy analysis, structural analysis, and
others, many platforms and plug-ins were developed to analyze the information within
the model. These platforms were mainly related to safety, sustainability, and facility
management. However, there was no plug-in developed to help export the building
information to be used in game engines.
The interoperability of data was the subject of many research studies related to
VR and AR. VR and AR have many applications related to the construction industry,
such as equipment operations, assessment of earthquakes, discrete event simulation
for construction management research, and others. In the educational sector, VR and
AR were proven to be effective in increasing the learners’ understanding of concepts
related to building construction. However, the automation of data transfer was not
extensively discussed in these research studies. Moreover, many of the proposed
applications depend on the use of expensive VR or AR headsets. Moreover, the human-
34
human interaction in the virtual world was not addressed. Most of these applications do
not allow multi-user input into the virtual world.
Another advancement in the use of information technology in the construction
sector is the development of serious games. In the construction literature, serious
games were created to help in safety training, design of emergency evacuation plans, or
to be used as learning tools. Game engines were also used for visualization of
information within BIM models. Two main limitations to game engines were discussed in
this chapter. First, the creation of complex 3D buildings in game engines is a tasking
and time-consuming procedure. Moreover, BIM models cannot be automatically
exported from modeling platforms into game engines, without loss of information.
Finally, holography is a newer visualization technique that is starting to attract
researchers’ attention. This technique is extensively used in the medical field; however,
its use in the construction industry is still in its infancy. The construction literature review
showed a small number of research projects related to holography. In addition, the
developed holographic applications were based on basic human-building interaction.
Contribution of This Research Project
This research project builds on existing literature and addresses the limitations of
previous research projects. This project is proposing a Holographic Model Visualization
System (HMVS) to visualize construction projects. The proposed technology is a less-
expensive technology developed using game engines. All interaction levels needed for
a successful visualization (Du et al. 2018) are addressed in this project. The BIM-data
interaction is achieved through the developed plug-in that allows the automatic transfer
of information from BIM modeling platforms into game engines. The human-building
interaction includes different functionalities embedded within the HMVS, such as clash
35
detection, estimating, and visualization of multiple disciplines of the building. Finally, the
HMVS enhances the human-human interaction due to the fact that multiple users can
see and interact with the virtual world at the same time.
36
CHAPTER 3 RESEARCH METHODOLODY
Instrument Development
Hardware
The HMVS was completely developed by the researcher. The hardware of the
HMVS uses a hologram pyramid that applies the Pepper’s Ghost concept. The image of
a building displayed on a screen monitor is projected on a Plexiglas sheet placed at a
45-degree angle from the horizontal. The building image is repeated four times which
allows the same projection on all sides of the pyramid. The building hologram can then
be seen from any point of view. Other materials were used to build the mobile platform
of the HMVS including wood paneling and aluminum. This mobile platform holds the
computer, the screen monitor, and the Plexiglas Pyramid and allows for an easy
transportation of the HMVS.
In order to establish the human-building interaction, an Xbox Kinect camera was
used. The choice of this sensor was based on three main factors. First, the cost of this
camera is less expensive compared to similar technologies on the market. In addition,
the camera is equipped with motion sensors and microphones. This allows the capture
of voice commands and hand gestures from the users within seven feet of the HMVS.
Finally, an important factor in selecting the Xbox Kinect camera is the availability of its
SDK and API.
The hardware base is approximately 24 inches by 20 inches with a height of 59
inches. A bigger version of the HMVS was also built by the researcher. However, with a
base of 4 feet by 4 feet, it is hard to move the larger HMVS around. Figure 2-1 shows a
rendering of the HMVS.
37
Figure 3-1. Rendering of the HMVS.
Software
To achieve all the levels of interaction discussed in Chapter 2, the creation of the
HMVS software was divided into two parts. The first part of the software is the
development of a plug-in for a BIM modeling platform to automatically transfer the
information embedded in the BIM model into the game engine. The second part of the
software development is the creation of a game-like environment to interact with the
model.
In this project, Autodesk Revit is the BIM modeling platform used to model
buildings. In order to use BIM models in game engines, the model has to be exported in
a format named Flimbox (FBX). The elements in an FBX file lose most of the
information stored in them when in a BIM model. Besides the location and the shape of
the model components, the only information that is transferred from a BIM model to an
FBX file is the name and the ID number of the element. This ID number is the basis of
the developed plug-in. A series of codes utilizing the API of Revit was written using C#
in order to develop the plug-in. The plug-in was given the following name “Transfer
38
Information and Material” or TIM. The TIM plug-in runs through all the elements of the
BIM model and stores their respective IDs in a structured database. The information
needed for the software of the HMVS is exported and stored within the same database
based on each element’s ID. Finally, the TIM plug-in exports the FBX file and saves
both the database and the FBX file in the same location. The TIM plug-in can be easily
modified to extract the required information based on the needs of the game engine. It
takes the TIM plug-in between ten seconds and two minutes to export the information
depending on the size of the model.
Once the information and the FBX file are exported from Revit, they can be easily
integrated into the development of the game. In the case of this project, Unity 3D was
the game engine of choice. In order to visualize a building model on the holographic
projection, the software was designed to execute three major steps. These steps are
repeated every time a model is loaded into the HMVS. The first step is to import the
FBX file and the information database into the game engine. When an FBX file is loaded
into the game engine, all its elements are stored as children elements of the main FBX
file. Each of these children elements have unique IDs attached to them. The IDs are the
same in Unity 3D and in Revit. Therefore, this ID is used to query for information
pertaining to each element in the database. The needed information is then linked back
to all the elements in the game engine (Unity 3D), including colors and material
textures. Moreover, the game can refer to the database at any time during run-time to
use the elements’ information, such as floor level, system classification (architectural,
structural or mechanical element), or material quantities.
39
Once this first step is completed, the game executes the second command. The
role of the second command is to scale and position the building model for optimal
display on the holographic pyramid. The building is replicated four times so it can be
seen from all four sides of the HMVS. Moreover, using virtual boundaries and building
colliders, the building can be scaled to be well displayed irrespectively of its shape.
Finally, a series of menus and options were developed within Unity 3D using C#
scripting. The developed user interface allows the user to explore different aspects of
the building. Using the SDK for the Xbox Kinect camera, signals sent from the user’s
hand gestures are transformed into a cursor on the user interface to select the needed
option and use the interactive hologram. Using speech recognition from the Unity 3D
API, voice commands from the user can be used as well to manipulate building. Figure
3-2 summarizes the software development of the HMVS.
Figure 3-2. Logic of the HMVS software (©Copyright 2017 University of Florida
Research Foundation, Inc. All Rights Reserved.”).
40
To sum up, the hardware and the software of the HMVS were developed to
respect the levels of interactions, discussed by Du et al. (2018), and needed for a
successful visualization technique. The first level of interaction is the BIM-data
interaction. This interaction is achieved using the TIM plug-in, since it exports all
information with the BIM model into a database accessible by game engines. The
second level of interaction, the building-human interaction, is achieved by the developed
game-like environment. The user can, not only visualize the building, but also interact
with the hologram and perform different tasks using hand gestures and voice
commands. Finally, the human-human interaction level is promoted by the concept of
the HMVS itself. Since the HMVS does not require the use of any head-mounted
device, and the hologram can be seen from any place around the HMVS, the
collaborative process needed for construction-related decisions can be achieved using
the interactive building holograms.
Testing the Effectiveness of the HMVS
To test the effectiveness of the HMVS in visualizing and analyzing information of
building models, a set of functionalities was designed to help enhance the experience of
the interactive hologram. Students were asked to explore the interactive hologram and
give their feedback.
Functionalities of the HMVS
To facilitate the experimental study, the HMVS was built in with a sample project
in order to prove the concept of the holographic projection. The sample project is a
three-story building, with brick-covered exterior walls and wide curtain walls. The project
includes as well a structural model showing structural foundations, columns, beams,
and joists. A mechanical model showing supply, return, and exhaust systems was also
41
exported into the HMVS. Figure 3-3 shows a photo of the sample model displayed on
the HMVS.
A B
Figure 3-3. Building model projected on the HMVS. A) Photo of the HMVS, B) Photo of the hologram pyramid.
Figure 3-4 shows a sample user interface that can be used by the user to access
the different functionalities of the HMVS. Using hand gestures and voice commands, the
following is a list of the tasks available to the user:
In the main menu, the user can select one of three options: estimating, model
comparison, or rotation.
In the estimating interface, the user can use voice commands to perform simple quantity takeoffs of building components.
In the model comparison interface, the user can compare the architectural, structural and mechanical disciplines of the building hologram. The user can also isolate
different systems of each discipline, e.g., choose to visualize only the air supply system of the mechanical model.
In the rotation interface, the user can see an automatic rotation of the building or can rotate the building using hand gestures. The rotations can be performed for the
whole building or for separate floors. The comparison interface and the rotation interface can be used to check for modeling errors in the building visually.
42
Figure 3-4. User interface of the HMVS.
Experimental Procedure
Students from the M.E. Rinker School of Construction Management were asked
to participate in an experimental study to evaluate the effectiveness of the HMVS.
Students from different educational levels, educational backgrounds, and construction
experience were sought. The experiment was divided into four parts and had two major
goals. The first goal was to compare the HMVS to traditional 2D drawings and methods
in collision detection and estimating. The second goal was to evaluate the effectiveness
of the HMVS in visualizing buildings and as a learning tool in construction management.
Both these goals helped in determining the value added by the HMVS to the body of
knowledge.
The first part of the experiment was a short survey that participants had to take.
This survey covered demographic questions as well as questions related to the
participants’ experience in the topics covered in the experiment, such as reading of
construction drawings, estimating, and collision detection.
43
The second part of the experiment aimed at testing the ease of use of the
developed TIM plug-in. Participants were asked to export a BIM model from Revit into
Unity 3D, using TIM and then using traditional methods such as Autodesk 3D Max.
Participants then had to compare and assess the output obtained from the two
methods.
The purpose of the third part of part of the experiment was to evaluate the
functionalities of the HMVS in comparison to traditional 2D drawings. Each participant
was given a set of construction drawings and asked to estimate some quantities, and
check for modeling errors, collisions or missing building elements in the drawings. A
similar set of questions was then answered based on the use of the HMVS. Answers
were compared, and the effectiveness of the HMVS was studied in light of demographic
data.
Finally, participants were asked to interact with the HMVS to explore all its
functionalities. A short survey was then administered to the participants to evaluate the
effectiveness of the HMVS as a visualization technique. Students were also asked to
elaborate on the benefits of the HMVS, its drawbacks, and the barriers they faced when
using it.
44
CHAPTER 4 RESULTS AND ANALYSIS
The study was conducted at the M.E. Rinker School of Construction
Management, University of Florida during the spring 2018 semester. Forty-five students
participated and completed the study. The results of the study are presented in this
chapter, and are analyzed using descriptive and inferential statistics.
Demographic Questions
The purpose of this section of the study was to collect demographic and
background characteristics of the participants. The questions were centered on the level
of education of the participants, as well as on their experience in the construction
industry. The first question of this section determined the age of the participants. The
number of participants between the ages of 18 and 22 was the most abundant (64%).
Table 4-1 shows the age distribution of the participants. Sixty-Four percent of the
participants were undergraduate students (freshman, sophomore, junior, and senior
levels), the rest of the participants were masters or doctoral students. Figure 4-1
summarizes the distribution of the students based on their level of education.
Figure 4-1. Distribution of the participants based on their level of education.
0
2
4
6
8
10
12
Freshman Sophomore Junior Senior Masters PhD
Num
ber
of part
icip
ants
Education level
45
Table 4-1. Age distribution of the participants.
Age Number of participants
Percentage of total
18 8 18%
19 6 13%
20 9 20%
21 5 11%
22 4 9%
23 3 7%
24 3 7%
25 3 7%
28 1 2%
29 1 2%
30 2 4%
Totals 45 100%
The rest of the questions in this section of the survey were related to the level of
industry experience of the participants. Students were asked if they had worked in any
capacity in the construction industry. Out of the 45 students, 27 students (62%) worked
in the construction industry, and 18 students (38%) did not have any internship or work
experience. Students indicated they worked in the industry between two months and 24
months, with an average construction experience of seven months. Table 4-2 shows the
durations of construction experience reported by the participants. Students with
construction experience reported working as project engineers, assistant project
managers, superintendents, structural engineers, estimators, scheduling engineers, or
Virtual Design and Construction (VDC) engineers. The data collected in this part of the
study will be used later in this chapter to correlate between the construction experience
of participants and the effectiveness of the developed holographic unit (HMVS). The
subsequent part of the study examined the knowledge and skills of participants with
construction-related skills. These skills were (1) ability to read construction drawings, (2)
quantity takeoff, (3) collision detection, (4) proficiency in the use of BIM software, (5)
46
proficiency in the use of Autodesk 3D Max, and (6) proficiency in the use of game
engines.
Table 4-2. Level of construction experience of participants.
Duration of construction
experience (months)
Number of
participants
Percentage of total
2 1 4%
3 6 22%
4 1 4%
5 9 33%
7 2 7%
9 1 4%
10 3 11%
12 2 7%
24 2 7%
Totals 27 100%
Participants were asked to evaluate their level of understanding and experience
in the aforementioned skills on a Likert scale ranging from very poor to excellent.
Results from these questions are summarized in Table 4-3, which shows the distribution
of students based on how they evaluated themselves for each skill. Reading
construction drawings is the skill students are more proficient at with 70% of students
having indicated they were good or excellent at reading drawings. Students who
indicated that they were poor or very poor at reading drawings (24%) were freshman
students. The second skill discussed in this series of questions was quantity takeoffs.
Out of 45 participants, 26 students (58%) indicated they were good or excellent at
quantity takeoff, whereas 15 students (33%) said they were poor or very poor at
quantity takeoff. The ability to detect clashes, collisions and modeling errors was to the
third skill examined in this study. The students’ levels of knowledge and understanding
of collision detection were randomly distributed between very poor and excellent.
Similar trends were observed in the students’ proficiency in BIM software, 16% of
47
students indicated they did not have any experience in BIM software, 16% said they
were very experienced in BIM, and the highest percentage of students (27%) evaluated
their level of experience in BIM as moderate. For the last two skills, proficiency in the
use of Autodesk 3D Max and game engines, none of the students indicated they were
good or excellent in the use of these platforms. Most students indicated they had a little
or no experience in 3D Max or game engines. The results obtained from these survey
questions are used later in this chapter to correlate between the level of experience of
participants in construction concepts and their ability to use and interact with the HMVS.
Table 4-3. Frequency and percentages of participants based on level of knowledge of
construction related skills. Level of knowledge and understanding
Construction-related skills
Reading construction drawings
Quantity takeoff
Collision detection
BIM software
Autodesk 3D Max
Game engines
Very poor 6 5 7 7 16 24
Poor 5 10 10 8 19 12
Moderate 5 4 9 12 10 9
Good 13 13 12 11 0 0
Excellent 16 13 7 7 0 0
Totals 45 45 45 45 45 45
Very poor 13% 11% 16% 16% 36% 53%
Poor 11% 22% 22% 18% 42% 27%
Moderate 11% 9% 20% 27% 22% 20%
Good 29% 29% 27% 24% 0% 0%
Excellent 36% 29% 16% 16% 0% 0%
Totals 100% 100% 100% 100% 100% 100%
Ease of Use and Effectiveness of TIM Plug-in
Ease of Use of TIM Plug-in
The second part of this experiment was designed to evaluate the ease of use
and effectiveness of the TIM Plug-in. Students were asked to export a BIM model from
Revit and import it into Unity 3D, first using the developed plug-in and then using
48
Autodesk 3D Max. A detailed explanation on the export/import procedure was given to
the students to account for any participant with a low level of experience with the
software used.
Participants were then asked to rate the ease of use of each method, and to
evaluate the output displayed in Unity 3D. The evaluation of the output was based on
the colors and textures of the building, as well as on the information embedded within its
elements.
The ease of use of each method was rated on a Likert scale ranging from very
easy to very difficult. Out of the 45 participants, 29 students (64%) perceived that it was
very easy to use the TIM plug-in, 12 students (27%) perceived that it was easy to use it,
and four students (9%) perceived that the ease of use of the TIM plug-in was moderate.
None of the students reported that the TIM plug-in was difficult or very difficult to use.
On the other hand, 21 out of the 45 participants (47%) perceived that using 3D Max to
export a model from Revit and import it to Unity 3D was a difficult or a very difficult
procedure. Figure 4-2 shows the responses of the participants in regard to the ease of
use of the TIM plug-in in comparison to 3D Max.
In order to test if there were a significant difference between the methods used to
export a BIM model to Unity 3D, a Mann-Whitney-Wilcoxon (MWW) test was applied to
the data. Since the data are based on a Likert scale, i.e., they are ordinal data,
parametric techniques cannot be used to statistically compare the two methods. The
MWW test evaluates the z-score of the sample data based on the sum, mean and
standard deviation of ranks.
49
Figure 4-2. Responses of participants regarding the ease of use of the TIM plug-in and
3D Max.
The following are the hypotheses used in the MWW analysis:
H0: The ease of use of the TIM plug-in and 3D Max is the same
Ha: The ease of use of the TIM plug-in and 3D Max is different
Each of the Likert scale options was given a score according to Table 4-4 in
order to calculate the U-value. The analysis considered two samples. Sample 1
describes the use of TIM, and Sample 2 describes the use of 3D Max. Since both
sample sizes are equal (𝑛1 = 𝑛2 = 45), and at a significance level of 𝛼 = 0.05, the
expected U-value is obtained from U-tables as 1,012.5.
Table 4-4. Scores associated with options.
Option Score
Very easy 5
Easy 4 Moderate 3 Difficult 2
Very difficult 1
0
5
10
15
20
25
30
35
Very Easy Easy Moderate Difficult Very Difficult
Num
ber
of part
icip
ants
Level of difficulty
TIM 3D Max
50
Using Microsoft Excel 2016, the two samples were compared, and the U-Value
for each sample was calculated based on Equations (4-1) and (4-2), with 𝑅1and 𝑅2
being the sum of ranks of the data under Sample 1 and Sample 2 respectively.
𝑈1 = 𝑅1 −𝑛1(𝑛1+1)
2 (4-1)
𝑈2 = 𝑅2 −𝑛2(𝑛2+1)
2 (4-2)
The U-value used for the computation of the z-score is the smallest value
between 𝑈1 and 𝑈2. The z-score was computed according to Equation (4-3), and based
on ranks of both samples combined.
𝑧 =𝑆𝑢𝑚 𝑜𝑓 𝑟𝑎𝑛𝑘𝑠−𝑚𝑒𝑎𝑛 𝑜𝑓 𝑟𝑎𝑛𝑘𝑠
𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑟𝑎𝑛𝑘𝑠 (4-3)
The ranks for the data of each sample were generated using MS Excel, and
corrected to avoid rank duplications. Results from the MWW test are presented in Table
4-5.
Table 4-5. Results of the MWW test regarding the ease of use of TIM plug-in.
Sample 1 Sample 2 Samples 1 and 2 combined
Sum of ranks 2,907 1,188 4,095 Mean of ranks 64.6 26.4 45.5
Expected sum of ranks 2,047.5 2,047.5 Expected mean of ranks 45.5 45.5 U-value 1,872 153
Expected U-value 1,012.5 1,012.5 Standard deviation 123.9
With a large sample size (larger than 10), the distribution of Samples 1 and 2 can
be assumed normal (Conover 1999). Using Sample 1 and Sample 2 combined, the
calculated z-score was 6.93 with a corresponding p-value less than 0.00001. The result
is then extremely significant at 𝑝 < 0.05. The null hypothesis can be rejected using the
z-test proving that a statistical difference exists between the ease of use of the TIM
plug-in and that of 3D Max. Since the sum of ranks of Sample 1 is higher than the sum
51
of ranks of Sample 2, TIM was proven to be easier to use than 3D Max to export a
model from Revit and import it into Unity 3D.
Effectiveness of the TIM Plug-in
Similarly, participants were asked to evaluate the output of both methods. In
other terms, participants were asked to inspect the final product in Unity 3D and assess
the colors and textures of the building, as well as the information related to those
elements, such as building floor level, system classification (architectural, mechanical,
structural, etc.), and family (walls, doors, windows, etc.). The responses were recorded
on a Likert scale from one to five, with one being the lowest visual appearance or the
lowest amount of embedded information, and five being the best visual appearance or
the highest amount of embedded information in the exported BIM model.
For each of the aforementioned evaluations, a MWW test was conducted to
compare the TIM plug-in and the Autodesk 3D Max outputs. For the visual appearance
of the model, the null hypothesis (H0) postulates that the visual appearance obtained
from the use of either method is the same, while the alternative hypothesis (Ha)
postulates that there is a significant difference in the visual appearance. At a 95%
confidence level, the results from the MWW test are summarized in Table 4-6.
Table 4-6. Results of the MWW test regarding the visual appearance obtained from
TIM plug-in.
Sample 1 Sample 2 Samples 1 and 2 combined
Sum of ranks 2,149.5 1,945.5 4,095 Mean of ranks 47.77 43.23 45.5
Expected sum of ranks 2,047.5 2,047.5 Expected mean of ranks
45.5 45.5
U-value 1,114.5 Expected U-value 1,012.5 1,012.5 Standard deviation 123.9
52
Since the distribution is approaching a normal distribution (𝑛1 = 𝑛2 = 45), the z-
score was computed from the combination of Samples 1 and 2. The corresponding p-
value for the obtained z-score (0.81) was 0.41, which is higher than the significance
level. Therefore, the null hypothesis cannot be rejected. In other terms, there is no
statistical difference between the visual appearance of the outputs obtained from the
TIM plug-in or from 3D Max. The TIM plug-in was able to provide a visual appearance
as appealing as that obtained from the use of 3D Max.
The last question of this part of the study aimed at determining the level of
information embedded in the exported 3D model. The null hypothesis (H0) assumes that
there is no significant difference between the information embedded in the model
exported using the TIM plug-in and the information in the model exported using 3D Max.
The alternate hypothesis (Ha) postulates that such a difference actually exists. The
results from the MWW test are listed in Table 4-7.
The computed z-score from Samples 1 and 2 combined turned out to be 7.53,
with a corresponding p-value less than 0.00001. At a significance level of 0.05, the
result is statistically significant, and the null hypothesis can be rejected. Therefore, there
exists a significant difference between the amount of information in a model exported
using the TIM plug-in, and that of a model imported into Unity 3D using 3D Max.
Moreover, since the sum of ranks of Sample 1 is higher than the sum of ranks of
Sample 2, it can be concluded that the model exported using the TIM plug-in was
embedded with more information than the model exported using 3D Max. Table 4-8
summarizes the three MWW tests performed in this section of the chapter at a 95%
level of confidence.
53
Table 4-7. Results of the MWW test regarding the information obtained from TIM plug-in.
Sample 1 Sample 2 Samples 1 and 2 combined
Sum of ranks 2,906 1,010 3,916 Mean of ranks 64.58 23.49 45.5 Expected sum of
ranks
2,002.5 1,913.5
Expected mean of ranks
44.5 44.5
U-value 1,871 64 Expected U-value 967.5 967.5 Standard deviation 119.79
Table 4-8. Summary of the MWW tests regarding the effectiveness of TIM plug-in.
Null hypothesis Alternative hypothesis
P-value
Ease of use The ease of use of TIM plug-in and 3D Max is the same.
The ease of use of TIM plug-in and 3D Max is different.
<0.0001*
Visual appearance The visual appearance of the
models exported using TIM or 3D Max is the same.
The visual appearance of the
models exported using TIM or 3D Max is different.
0.41
Amount of embedded
information
The amount of information
embedded in the models exported using TIM or 3D
Max is the same.
The amount of information
embedded in the models exported using TIM or 3D
Max is different.
<0.0001*
* p<0.05; H0 is rejected.
Effectiveness of the HMVS
In order to determine the effectiveness of the HMVS in estimating building
quantities, and in detecting collision, each participant in the study had to answer a set of
questions using first 2D drawings (Sample 1) and then using the HMVS (Sample 2).
Five modeling errors leading to collisions were added to the model. Participants were
asked to identify these clashes. In addition, participants were asked to takeoff five
54
quantities in the building. The number of correct answers for each task was recorded
whether the students were using 2D drawings or the HMVS. The obtained data,
summarized in Table 4-9 and Table 4-10, were used for statistical analysis.
Table 4-9. Number of correct answers obtained on the collision detection exercise.
Method used 2D Drawings HMVS
Number of correct answers
Number of participants
Percentage of total
Number of participants
Percentage of total
0 4 9% 0 0%
1 7 16% 4 9%
2 15 33% 5 11%
3 12 27% 13 29%
4 5 11% 14 31%
5 2 4% 9 20%
Totals 45 100% 45 100%
Table 4-10. Number of correct answers obtained on the quantity takeoff exercise.
Method used 2D Drawings HMVS
Number of correct answers
Number of participants
Percentage of total
Number of participants
Percentage of total
0 1 2% 0 0%
1 8 18% 0 0%
2 14 31% 0 0%
3 6 13% 0 0%
4 8 18% 7 16%
5 8 18% 38 84%
Totals 45 100% 45 100%
In order to determine whether or not the HMVS helped students in the collision
detection and in the quantity takeoff exercises, a Welch’s t-test was conducted using
Microsoft Excel 2016. The t-statistic used to test whether a statistical difference existed
between the answers obtained from Samples 1 and 2 was calculated using Equation (4-
4).
𝑡 =𝑋1 −𝑋2
𝑠Δ
(4-4)
55
Where
𝑠Δ = √𝑠1
2
𝑛1+
𝑠22
𝑛2 (4-5)
For use of significance testing, the distribution of the test statistic was
approximated as an ordinary Student's t-distribution with the degrees of freedom
calculated using Equation (4-6).
𝑑. 𝑓. =𝑠Δ
2
𝑠12
𝑛1(𝑛1−1)
+
𝑠22
𝑛2(𝑛2−1)
(4-6)
In Equations (4-4), (4-5), and (4-6), 𝑋1 and 𝑋2
denote the mean number of correct
answers obtained from Samples 1 and 2 respectively; 𝑠1 and 𝑠2represent the standard
deviation of Samples 1 and 2 respectively; and 𝑛1 and 𝑛2 represent the sample size
which is 45 for both Samples 1 and 2. To determine if the HMVS helped students find
collisions in the building, the null hypothesis (H0) postulates that the mean number of
correct answers obtained using the HMVS (𝑋2 ) is less than that obtained using 2D
drawings (𝑋1 ). The alternative hypothesis (Ha) the mean number of correct answers
obtained using the HMVS (𝑋2 ) is higher than that obtained using 2D drawings (𝑋1
).
Equations (4-7) and (4-8) represents these hypotheses.
𝐻0: 𝑋2 − 𝑋1
< 0 (4-7)
𝐻𝑎: 𝑋2 − 𝑋1
≥ 0 (4-8)
Table 4-11 summarizes the results of the one-tailed Student’s t-tests conducted
to validate or reject the null hypothesis. Similar hypotheses were used to determine the
effectiveness of the HMVS in helping students in the quantity takeoff exercise.
56
Table 4-11. Results of the Student’s t-test regarding the effectiveness of the HMVS.
Collision detection Quantity takeoff
Sample 1 Sample 2 Sample 1 Sample 2
Sample size 45 45
Mean 2.28 3.42 2.80 4.84
Standard deviation 1.24 1.18 1.43 0.36
𝑠Δ 0.25 0.22
t-value -4.43 -9.24
Degrees of freedom 44 44
p-value 9.71E-05 1.14E-11
Significance level 0.05
Decision Reject 𝐻0 Reject 𝐻0
Using a significance level of 0.05, and a degree of freedom of 44, the null
hypothesis was rejected for both exercises (collision detection and quantity takeoff). The
alternative hypothesis was then accepted, concluding that the mean number of correct
answers is higher when the participants were using the HMVS. The HMVS was able to
help students detect more collisions in the building and obtain correct estimates of the
quantities.
Correlation between level of experience and effectiveness of the HMVS:
This section analyzed whether the HMVS helped less-experienced participants better
visualize the building and obtain correct answers on the two exercises. Based on Table
4-3, 15 out of the 45 students (33%) said they were poor or very poor in quantity takeoff
exercises, and 17 students (38%) reported they were poor or very poor in collision
detection. These participants were the subject of a Student’s t-test statistical analysis
test and the results are shown in Table 4-12. Equations (4-7) and (4-8) were used as
the hypotheses of these tests.
57
Table 4-12. Results of the Student’s t-test correlating the level of experience of students with the effectiveness of the HMVS.
Collision detection Quantity takeoff
Sample 1 Sample 2 Sample 1 Sample 2
Sample size 15 17
Mean 4.93 2.23 4.93 2.23
Standard deviation 0.26 1.50 0.26 1.50
𝑠Δ 0.23 0.25
t-value -11.49 -5.04
Degrees of freedom 4.67 6.04
p-value 5.56E-05 1.17E-03
Significance level 0.05
Decision Reject 𝐻0 Reject 𝐻0
Based on the results displayed in Table 4-12, and at a level of significance of
0.05, the null hypothesis was rejected in the case of both the collision detection exercise
and the quantity takeoff exercise. The alternative hypothesis was accepted, affirming
that, for the samples in these tests, the mean number of correct answers obtained using
the HMVS was significantly higher than that obtained using two-dimensional drawings.
Thus, the HMVS helped less-experienced students understand concepts related to
collision detection and quantity takeoffs.
Evaluating the Concept of the HMVS
After using the HMVS for collision detection and quantity takeoffs, students were
asked to explore the different functionalities of the HMVS, and then complete a survey.
The purpose of this survey was to determine how the participants evaluated the ease of
use, the functionalities, and the overall experience of the HMVS. The answers to these
questions were based on a Likert scale ranging from one to five, with one being the
lowest level of satisfaction and five being the highest level of satisfaction. A moderate
level of satisfaction was assumed to be equal to three.
58
In order to analyze these data, a single sample one-tailed T-test was conducted
for each of the aforementioned questions at a 0.05 level of significance. The population
mean was assumed to be equal to a moderate level of satisfaction (𝜇 = 3). For the test
to be significant, the mean of the scores (𝑀) on each question should be higher than a
moderate level, i.e., higher than the population mean. Equations (4-9) and (4-10)
describe the null (H0) and the alternate hypothesis (Ha) respectively.
H0: 𝑀 − 𝜇 < 0 (4-9)
Ha: 𝑀 − 𝜇 ≥ 0 (4-10)
The t-value in Table 4-13 was obtained using Equation (4-11), where 𝑠2 is the
sample variance, and 𝑛 is the sample size. The p-value in Table 4-13 was obtained from
T-tables at a degree of freedom of 𝑛 − 1.
𝑡 =𝑀−𝜇
√𝑠2
𝑛
(4-11)
According to Table 4-13, the p-value for each of three questions is less than
0.0001. The tests were extremely significant at a confidence interval of 95%. Therefore,
according to the data obtained from the survey, the HMVS was proven to be user-
friendly and easy to use.
Table 4-13. Results of the Student’s t-test regarding the ease of use and the functionalities of the HMVS.
Ease of use of
HMVS
Functionalities of
the HMVS
Overall experience
of the HMVS
Sample size 𝑛 45 45 45
Mean score 𝑀 4.2 4.11 4.42
Standard deviation 𝑠 0.86 0.74 0.65
t-value 9.26 10.00 14.52 p-value <0.0001 <0.0001 <0.0001 Significance level 0.05 0.05 0.05 Decision Reject 𝐻0 Reject 𝐻0 Reject 𝐻0
59
Moreover, the participants were highly satisfied with the functionalities and the
overall experience of the HMVS. According to the survey, 94% of the participants (42
out of 45 participants) perceived that the HMVS was a good learning tool, and this
conclusion was solidified by the high significance of the statistical tests performed in this
section.
Finally, the participants of the survey were asked to list two benefits of the
HMVS, and two drawbacks associated with its use. The users affirmed that the HMVS is
a good visualization tool as they were able to better understand the building model, and
because it provided an intuitive manipulation tool for the BIM model. Moreover, based
on their ability to visualize the building from all four sides of the HMVS, students
believed that the interactive hologram would be a good tool to visualize projects for
clients in a collaborative environment. The users were also satisfied with the
functionalities of the interactive hologram as it helped them save time and answer
questions they were not able to tackle using 2D drawings. Amidst the drawbacks listed
by the participants were the smaller size of the building model compared to a computer
monitor and the sensitivity of the motion sensor as it captured hands other than those of
the user controlling the model.
60
CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS
The sections of this chapter outline the conclusions obtained from the literature
review and the experiment results. Limitations of this research and recommendation for
future studies are then presented.
Conclusions
With construction projects becoming more complex and multidisciplinary, the
amount of information exchanged between project parties has increased the need for
more advanced communication methods. Advancements in information technology in
the field of construction resulted in the introduction of BIM in the early 2000s. BIM is an
effective method to store and exchange information throughout the building lifecycle.
The information embedded in a BIM model can be used for daylighting studies,
renderings, quantity takeoffs, and interference checking to examine conflicts between
trades. BIM enables a collaborative environment between project parties during the
design, coordination, and construction phases of a building. In addition, BIM models can
easily transfer information at handover to be used for facility management of the project.
The information embedded in a BIM model has been the subject of many studies
that developed new platforms and plug-ins for BIM modeling software. These plug-ins
used BIM models for near-miss data visualization, safe stair tower design, LEED
documentation, energy design, scheduling, and facility management. Moreover, many
research projects examined the use of BIM in creating VR and AR experiences. Using
VR headsets, the user, completely immerses themselves in the virtual world, can walk
through the building and explore its components. AR allows the overlay of information
on top of real objects; using head-mounted see-through devices, the user’s knowledge
61
of the model is augmented by information displayed virtually on top of the real world.
The use of VR and AR has been proven as an effective method to solve many problems
in the industrial sector, and to help students in the educational sector better visualize
building models. However, VR and AR are often associated with the use of more
expensive devices; they also do not allow a human-human interaction since only the
user with the head-mounted device can interact with the virtual world.
Many of the BIM platforms and the VR/AR applications examined in previous
research studies were developed using game engines. Game engines were also used
in the literature to create serious games. Serious games were proven helpful especially
in safety training, and in designing emergency evacuation plans. In the educational
sector, serious games evolved from pure simulation games to become fun educational
games helping students better understand the construction process. Game engines
were also used in the construction literature to create visualization platforms. These
platforms were proven effective in visualizing soil stratification, HVAC systems, city
models and field conditions. Although the use of game engines resulted in many
benefits especially in visualizing information, previous studies identified two main
limitations to game engines. Firstly, importing models into game engines from modeling
software is a complicated procedure; and secondly, game engines are not capable of
creating complex 3D building models.
The last section of the literature review investigated the use of holography in
construction. Even though holograms are widely used in the medical field, their use in
the construction industry is still in its infancy. Few research projects examined
62
construction building holograms, they were only based on simple visualization of
buildings and did not investigate the information embedded in a BIM model.
This research project presented two advancements to address the limitations of
previous studies. The first contribution is a Revit plug-in (TIM plug-in) that allows an
automatic transfer of information between Autodesk Revit and game engines. The
second contribution is a less-expensive visualization technique that allows a
collaborative environment. The developed technology, the HMVS, is a holographic
display of building models, where different users can interact with the model to visualize
it, compare different trades, check for collisions, and perform quantity takeoff exercises.
To test the effectiveness of the developed technologies, an experiment was
conducted with the participation of 45 construction management students. After
answering a series of demographic questions, the participants in the experiment were
asked to compare the ease of use of the TIM plug-in to traditional methods used to
export models from Autodesk Revit and import them into game engines. At a confidence
level of 95%, the TIM plug-in was proven as an effective technique to export BIM
models to be used in game engines. Moreover, participants reported that the
appearance of the models is the same whether they used the TIM plug-in or traditional
methods. However, unlike 3D Max, TIM was able to export all the information related to
the BIM Model.
The second part of the experiment examined the effectiveness of the HMVS.
Students were asked to interact with the HMVS to visualize the building, detect
collisions between trades, and perform quantity takeoffs of some building components.
In comparison to 2D drawings, students were able to detect more collisions using the
63
HMVS; also, they were able to get more correct answers to the quantity takeoff
problems. At a significance level of 0.05, the HMVS was recognized to significantly help
students with less construction experience understand the different components of the
building. The HMVS was then proven to be user-friendly and easy to use. According to
the survey, the functionalities of the developed technologies and the overall experience
of the students identified the HMVS as a good and intuitive learning tool.
Limitations of this Research
The current version of the HMVS has three major limitations. First, the
functionalities of the developed software are less than those of a BIM modeling
software. The HMVS is not able to perform more complex quantity takeoffs that are
based on more than one criterion. Second, the size of the hologram can get too small,
and the details of the model might not show well. Moreover, unlike VR and AR, the
HMVS cannot be used outdoors, in direct sunlight, since the Pepper’s Ghost concept
needs a low light setting for the hologram to be displayed more effectively. Finally, when
multiple users are in front of the Xbox Kinect sensor, many hands are captured by the
sensor which will make it harder to select options and menus and interact with the
hologram.
Recommendations
The hardware and the software of the HMVS are subject to future studies. The
hardware can be re-designed to have a seamless design, with a brighter and more
precise building holograms. More motion sensors can be added to the HMVS to allow
interaction from multiple users and eliminate any erroneous input. Moreover, different
sizes of the hologram pyramid can be built to have larger sizes of models, and discover
new applications of the HMVS without the limits of the size.
64
The HMVS software can be further developed to include more functionalities,
such as real-time material change, enhanced collision detection, and visualizing
elements’ information. Moreover, the planned and actual schedules of a project can be
linked to the HMVS in order to have a continuous visualization of the work. Finally, site
logistics could also be implemented into the HMVS to better visualize the placement of
fences and construction equipment on site.
In addition to being a good learning tool for students, the HMVS is hypothesized
to thrive in two other use cases. The HMVS can be used to display new projects to
clients, or less-experienced members of the AECO industry to visualize the geometric
properties of the building and its major components. Moreover, the HMVS can be used
in coordination and review meetings to help meeting attendees with a lower or no BIM
expertise better understand what component of the building is being discussed. To
validate the effectiveness of the HMVS in these use cases, experts from the industry
should be solicited to use the HMVS and report its benefits or any drawbacks
associated with its use.
65
APPENDIX SURVEY
Part 1: General Information
Demographic Questions
What is your age?
_______________
What is your current level of education?
______________________________________________________________________________________________________________________________________
Have you worked in the construction industry prior to taking this survey?
______________________________________________________________________________________________________________________________________
If yes, how many months?
______________________________________________________________
Briefly, what were your responsibilities?
___________________________________________________________________
______________________________________________________________________________________________________________________________________
66
Knowledge and Skills Questions
How do you rate your level of understanding and experience in the following subjects?
Reading Construction Drawings
Very Poor Poor Average Good Excellent
Estimating
Very Poor Poor Average Good Excellent
Clash Detection
Very Poor Poor Average Good Excellent
Using BIM Software
Very Poor Poor Average Good Excellent
Using Autodesk 3D Max and Autodesk Maya
Very Poor Poor Average Good Excellent
Using Game Engines such as Unity 3D, Enscape, and Stingray
Very Poor Poor Average Good Excellent
67
Part 2: Export FBX Models from Revit to Unity
In this part of the experiment, you will be asked to export a Revit model to be
used in Unity using two methods.
Method 1 (TIM Plugin)
The first method is developed by the researchers. Please follow the following
steps to export an fbx file into unity.
Step 1:
Open a Revit model
In order for the plugin to work, you need to be in a 3D view named {3D}. If you don’t have this view, and you run the plugin from a different view, the plugin will generate
an error and then create the 3D view for you.
Go to Add-ins, then External Tools, then click on TIM which is the name of the
plugin.
The plugin just exported your database.
Step 2:
Open the Unity TIM application.
Click Play on the top of the screen.
Your model is now scaled within the window, with all material colors, and other
embedded information.
Method 2 (Autodesk 3D Max)
The second method utilizes Autodesk 3D Max. You have the option of actually
applying the method or watch the provided tutorial video and then answer the questions.
68
Based on the use of TIM Plugin and on the YouTube video, please answer the
following questions.
Method 1 (TIM Plugin)
How easy was is to use the TIM plugin?
Very Easy Somewhat
easy
Moderate Difficult Very Difficult
How do you evaluate the output?
Colors and textures of the model 1 2 3 4 5
Level of information embedded in the model
1 2 3 4 5
Method 2 (Autodesk 3D Max)
How easy was is to use Autodesk 3D Max to export the fbx model?
Very Easy Somewhat easy
Moderate Difficult Very Difficult
How do you evaluate the output?
Colors and textures of the model 1 2 3 4 5
Level of information embedded in the model
1 2 3 4 5
69
Part 3: Clash Detection and Estimating
Method 1: Using 2D Drawings
Using the provided set of drawings, kindly answer the following questions.
Locate and briefly describe five clashes or errors in the building.
a. ___________________________________________________________
___________________________________________________________
b. ___________________________________________________________
___________________________________________________________
c. ___________________________________________________________
___________________________________________________________
d. ___________________________________________________________
___________________________________________________________
e. ___________________________________________________________
___________________________________________________________
Estimate the number of windows in the building.
______________________________________________________________________________________________________________________________________
Estimate the number of doors in the building.
___________________________________________________________________
___________________________________________________________________
Estimate the number of curtain panels in the building.
___________________________________________________________________
___________________________________________________________________
Estimate the number of supply diffusers in the building.
______________________________________________________________________________________________________________________________________
70
Method 2: Using the Proposed Visualization Technique
Using the large holographic projection, kindly answer the following questions.
Locate and briefly describe five clashes or errors in the building.
a. ___________________________________________________________
___________________________________________________________
b. ___________________________________________________________
___________________________________________________________
c. ___________________________________________________________
___________________________________________________________
d. ___________________________________________________________
___________________________________________________________
e. ___________________________________________________________
___________________________________________________________
Estimate the number of windows in the building.
___________________________________________________________________
___________________________________________________________________
Estimate the number of doors in the building.
______________________________________________________________________________________________________________________________________
Estimate the number of curtain panels in the building.
______________________________________________________________________________________________________________________________________
Estimate the number of supply diffusers in the building.
______________________________________________________________________________________________________________________________________
Estimate the number of cubic yards of concrete.
______________________________________________________________________________________________________________________________________
71
Part 4: Assessing the Effectiveness of the Proposed Visualization Technique
Please use your hand gestures and voice commands to navigate through the
building displayed on the small holographic projection. A list of available commands are
played to you when you start using the machine.
Based on your use of the holographic projection, kindly answer the following
questions.
How do you evaluate the ease of use the holographic projection?
Very Poor Poor Average Good Excellent
How do you evaluate the functionalities of the holographic projection?
Very Poor Poor Average Good Excellent
In general, how do you evaluate your experience using the holographic projection?
Very Poor Poor Average Good Excellent
Do you think the holographic projection is a good learning tool?
Yes No
In your opinion, what are two benefits brought by the holographic projection?
a. ___________________________________________________________
___________________________________________________________
b. ___________________________________________________________
___________________________________________________________
In your opinion, what are two drawbacks of the developed holographic projection?
a. ___________________________________________________________
___________________________________________________________
b. ___________________________________________________________
___________________________________________________________
72
LIST OF REFERENCES
Akcamete, A., Akinci, B., and Garrett, J.H. (2010). “Potential utilization of building information models for planning maintenance activities.” Proc., Int. Conf. on Computing in Civil and Building Engineering, W. Tizani, ed., Nottingham
University Press, Nottingham, U.K., 151–157. Akintola, A., Venkatachalam, S., and Root, D. (2017). “New BIM roles’ legitimacy and
changing power dynamics on BIM-enabled projects.” J. Constr. Eng. Manage.,
143(9).
Ayer, S. K., Messner, J. I., and Anumba, C. J. (2016). “Augmented reality gaming in sustainable design education.” J. Archit. Eng., 22(1).
Azuma, R., Yohan, B., Reinhold, B., Steven, F., Simon, J., and Blair, M. (2001). “Recent advances in augmented reality.” IEEE Comput. Graph. Appl., 21(1), 34–47.
Becerik-Gerber, B., and Kensek, K. (2010). “Building information modeling in architecture, engineering, and construction: emerging research directions and trends.” J. Prof. Issues Eng. Educ. Pract., 136(3), 139–147.
Behzadan, A. H., and Kamat, V. R. (2009). "Automated generation of operations level
construction animations in outdoor augmented reality." J. Comput. Civ. Eng.,
23(6), 405-417. Brooks, F. (1999). “What’s real about virtual reality?” IEEE Comput. Graphics Appl., 19
(6), 16–27. Chen, A., Golparvar-Fard, M. and Kleiner, B. (2013). “SAVES: A safety training
augmented virtuality environment for construction hazard recognition and severity identification.” CONVR 2013. London, UK, 30-31 October 2013, 373-
384.
Chen, Y.C., Chi, H.L., Hung, W.H., and Kang, S.C. (2011). “Use of tangible and
augmented reality models in engineering graphics courses.” J. Prof. Iss. Eng.
Educ., 137(4), 267-276.
Chiang, C.T., Ho, T.W., and Chou, C.C. (2015). “A BIM-enabled platform for power
consumption data collection and analysis.” Computing in Civil Engineering, 90-
98.
Ciceki, O., Turkeri, M., and Pekcan, O. (2014). “Development of soil profile visualization software using game engines.” Geo-Congress, 3364-3372.
Conover (1999), "Practical Non-Parametric Statistics," Third Edition, Wiley, pp. 272-281.
73
Dib, H., and Adamo-Villani, N. (2014). “Serious sustainability challenge game to promote teaching and learning of building sustainability.” J. Comput. Civ. Eng.,
28(5). Dossick, C.S., Lee, N., Foleyk, S. (2014). “Building information modeling in graduate
construction engineering and management education.” Computing in Civil and Building Engineering, 2176-2183.
Du, J., Shi, Y., Zou, Z., and Zhao, D. (2018). “CoVR: Cloud-based multiuser virtual reality headset system for project communication of remote users.” J. Constr. Eng. Manage., 144(2).
Du, J., Zou, Z., Shi, Y., and Zhao, D. (2017). “Simultaneous Data exchange between
BIM and VR for collaborative decision making.” Computing in Civil Engineering,
1-8. Dunston, P.S., and Wang, X. (2005). “Mixed reality-based visualization interfaces for
architecture, engineering, and construction industry.” J. Constr. Eng. Manage.,
131(12), 1301-1309.
Dzeng, R.J., and Wang, P.R. (2016). “Educational games on procurement and negotiation: perspectives of learning effectiveness and game strategies.” J. Prof. Issues Eng. Educ. Pract., 142(3).
Eastman, C., Teicholz, P., Sacks, R., and Liston, K. (2008). BIM Handbook: A Guide to
Building Information Modeling for Owners, Managers, Designers, Engineers and
Contractors, John Wiley and Sons, NY, 2008. Fang, Y., Cho, Y.K., Zhang, S., and Perez, E. (2016). “Case study of BIM and cloud-
enabled real-time RFID indoor localization of construction management applications.” J. Constr. Eng. Manage., 142(7).
Fasli, M., and Michalakopoulos, M. (2006). “Interactive game based learning.”
⟨http://newsletter.alt.ac.uk/e_article0006/8809.cfm?x-b11,0,w⟩ (Jan. 18, 2015). Fogarty, J., McCormick, J., and El-Tawil, S. (2018).”Improving student understanding of
complex spatial arrangements with virtual reality.” J. Prof. Issues Eng. Educ. Pract., 144(2).
Fox, S., and Hietanen, J. (2007). “Interorganizational use of building information models: potential for automational, informational and transformational effects.” Constr. Manage. Econ., 25(3), 289–296.
Gallaher, M. P., O’Connor, A. C., Dettbarn, J. L., and Gilday, L. T. (2004). “Cost
analysis of inadequate interoperability in the U.S. capital facilities industry.”
National Institute of Standards and Technology, Gaithersburg, MD.
74
General Services Administration (GSA) Public Buildings Service Office of the Chief Architect (2006). “GSA building information modeling guide series 01- GSA BIM
guide overview.” General Services Administration (GSA) Public Buildings Service Office of the Chief
Architect (2011). “GSA building information modeling guide series 08- GSA BIM guide for facilities management.”
Germanchis, T., and Cartwright, W. (2003). "The potential to use games engines and games software to develop interactive, three-dimensional visualizations of geography." Proceedings of the 21st International Cartographic Conference, 352-
357. Goedert, J., Cho, Y., Subramaniam, M., Guo, H., and Xiao, L. (2011). “A framework for
virtual interactive construction education (VICE).” Automation in Construction,
20(1), 76–87.
Golabchi, A., Han, S., and AbouRizk, S. (2017). “Post-simulation visualization of construction manual operations using motion capture data.” Computing in Civil Engineering, 1-8.
Ham, Y., and Golparvar-Fard, M. (2013). “Calculating the cost of heating and cooling
loss for building diagnostics using EPAR (Energy Performance Augmented Reality Models)”. J. Comput. Civ. Eng, 242-249.
Hartmann, T. (2016). “Serious gaming in construction management research
education.” Construction Research Congress, 1948-1957.
Hou, L., Wang, X., and Truijens, M. (2013). “Using augmented reality to facilitate piping
assembly: an experiment-based evaluation.” J. Comput. Civ. Eng, 29(1).
Jacoski, C., and Lamberts, R. (2007). “The lack of interoperability in 2D design — a
study in design offices in Brazil.” J. Inf. Technol. Constr., 12(17), 251–260.
Jaeger, M. and Adair, D. (2010). “Human factors simulation in construction
management education.” Eur. Journal of Eng. Education, 35(3), 299–309.
Jáuregui, D. V., White, K. R., Pate, J. W., and Woodward, C. B. (2005). “Documentation
of bridge inspection projects using virtual reality approach.” J. Inf. Syst., 11(3),
172-179.
Jiang, S., and Wu, Z. (2017). “A BIM-based code checking approach for green construction.” International Conference on Construction and Real Estate Management, 156-163.
75
Johansson, M., and Nordin, J. (2002). “A survey of driving simulators and their suitability for testing Volvo cars.” Department of Machine and Vehicle Systems, Chalmers
University of Technology, Goteborg, Sweden. Jung, W., and Lee, G. (2016). “Slim BIM charts for rapidly visualizing and quantifying
levels of BIM adoption and implementation.” J. Comput. Civ. Eng., 30(4).
Kalarat, K. (2017). “The use of 3D holographic pyramid for the visualization of Sino-
Portuguese architecture.” Journal of Information System and Technology Management, 2(5), 18-24.
Kamat, V. R., and El-Tawil, S. (2007). “Evaluation of augmented reality for rapid assessment of earthquake-induced building damage.” J. Comput. Civ. Eng.,
21(5), 303-310.
Kensek, K., Noble, D., Schiler, M., and Tripathi, A. (2000). “Augmented Reality: an
application for architecture.” Computing in Civil and Building Engineering, 294-
301. Kim, B., Park, H., and Baek, Y. (2009). “Not just fun, but serious strategy: Using meta
cognitive strategies in game-based learning.” Comput. Educ., 52(4), 800–810.
Kim, J.-L. (2012) “Use of BIM for effective visualization teaching approach in
construction education.” J. Prof. Issues Eng. Educ. Pract., 138(3), 214-223.
Kim, K., and Cho, Y. (2015) “BIM-based planning of temporary structures for
construction safety.” Computing in Civil Engineering, 436-444.
Leite, F., Yong, C., Amir, B., SangHyun, L., Sooyoung, C., Yihai, F., Reza, A., and
Sungjoo, H. (2016). “Visualization, information modeling, and simulation: grand challenges in the construction industry.” J. Comput. Civ. Eng, 30(6).
Lindhard, S. (2014). “Leaning by experience: a game approach for teaching construction scheduling.” International Conference on Construction and Real Estate Management, 566-572.
Lin, K.Y., Son, J.W., and Rojas, E.M. (2011). “A pilot study of a 3D game environment
for construction safety education.” Electron. J. Inf. Technol. Constr., 16, 69–84.
Lin, W.K., Liu, W.T., Lin, B.S., and Su, W.C. (2017). “A hybrid display with 2D/3D image
based on static hologram and LCD panel.” 2017 IEEE International Conference
on Consumer Electronics - Taiwan (ICCE-TW), Taipei, 47-48. Liu, R., Du, J., Issa, R.R.A. (2014). “Human library for emergency evacuation in BIM-
based serious game environment.” Computing in Civil and Building Engineering,
544-551.
76
Liu, M., Yang, G., and Xie, H. (2017). “Method of computer-generated hologram compression and transmission using quantum backpropagation neural network.” Opt. Eng., 56(2).
Liu, R., and Zettersten, G. (2016). “Facility sustainment management system automated
population from building information models.” Construction Research Congress,
2403-2410.
Lu, W. S., and Li, H. (2011). “Building information modeling and changing construction practices.” Automation in Construction, 20(2), 99–100.
Lu, W., Peng, Y., Shen, Q., and Li, H. (2013). “Generic model for measuring benefits of BIM as a learning tool in construction tasks.” J. Constr. Eng. Manag., 139(2),
195–203.
Marc, J., Belkacem, N., and Marsot, J. (2007). "Virtual reality: A design tool for
enhanced consideration of usability “validation elements”." Safety Science, 45(5),
589-601. Malisiovas, A., and Song, X. (2014). “Social network analysis (SNA) for construction
projects’ team communication structure optimization.” Construction Research Congress, 2032-2042.
Mayo, G., Giel, G., and Issa, R.R.A. (2012). “BIM use and requirements among building owners.” Computing in Civil Engineering, 349-356.
Mishra, S. (2017). “Hologram the future of medicine - from Star Wars to clinical imaging.” Indian Heart Journal, 69 (4), 566-567.
Moussa, G., Rawdan, E., and Hussain, K.F. (2006). “Augmented reality applications to traffic operations.” Ninth International Conference on Applications of Advanced Technology in Transportation, 412-417.
Muthumanickam, A., Jain, R.K., Taylor, J.E., and Bulbul, T. (2014). “Development of a
novel BIM-energy use ontology.” Construction Research Congress, 150-159.
Mutis, I., and Issa, R.R.A. (2014). “Enhancing spatial and temporal cognitive ability in
construction education through augmented reality and artificial visualizations.” Comput. Civ. Eng., 2079-2086.
Nawi, M. N. M., Lee, A., Azman, M. N. A., and Kamar, K. A. M. (2014). “Fragmentation
issue in Malaysian industrialized building system (IBS) projects.” J. Eng. Sci. Technol., 9(1), 97–106.
Nayak, N. V., and Taylor, J. E. (2009). “Offshore outsourcing in global design networks.” J. Manage. Eng., 4(177), 177–184.
77
NBIMS (2007), National Building Information Modeling Standard Part-1: Overview, Principles and Methodologies, US National Institute of Building Sciences
Facilities Information Council, BIM Committee, (Available online at: http://www.facilityinformationcouncil.org/bim/publi-cations.php).
Nikolic, D., Jaruhar, S. and Messner, J. (2011). “Educational simulation in construction: virtual construction simulator.” J. Comput. Civ. Eng., 25(6), 421–429.
Park, J., and Cai, H. (2015). “Automatic construction schedule generation method through BIM model creation.” Computing in Civil Engineering, 620-627.
Pishdad-Bozorgi, P. (2017). “Future smart facilities: state-of-the-art BIM-enabled facility management.” J. Constr. Eng. Manage., 143(9).
Ribeiro, J., Almeida, J. E., Rossetti, R. J., Coelho, A., and Coelho, A. L. (2013). “Towards a serious games evacuation simulator.” arXiv preprint arXiv:1303.3827.
Roslan, R.K., and Ahmad, A. (2017). “3D spatial visualization skills training application for school students using hologram pyramid.” International Journal of Informatics Visualization, 170-174.
Sacks, R., and Barak, R. (2010). “Teaching building information modeling as an integral
part of freshman year civil engineering education.” J. Prof. Issues Eng. Educ.
Pract., 136(1), 30-38.
Sacks, R., Gurevich, U., and Belaciano, B. (2013). “Hybrid discrete event simulation and
virtual reality experimental setup for construction management research.” J. Comput. Civ. Eng., 29(1).
Sacks, R., Treckmann, M., and Rozenfeld, O. (2009). “Visualization of work flow to support lean construction.” J. Constr. Eng. Manage., 135(12), 1307–1315.
Setareh, M., Bowman, D., and Kalita, A. (2005). “Development of VSAP, a virtual reality structural analysis system.” J. Archit. Eng., 11 (4), 156–164.
Shaffer, D. W., Squire, K., Halverson, R., and Gee, J. P. (2005). “Video games and the future of learning.” Phi Delta Kappan, 87(2), 104–111.
Shalabi, F., and Turkan, Y. (2017). “IFC BIM-based facility management approach to optimize data collection for corrective maintenance.” J. Perform. Constr. Facil.,
31(1).
Shanbari, H., Issa, R.R.A. (2016). “Evaluating the use of video games as an educational
tool in the construction industry.” Proceeding in 16th International Conference on
Computing in Civil and Building Engineering, July 6-8, Osaka, Japan, 1907-1914.
78
Shanbari, H. And Issa, R. R. A. (2018). “Use of video games to enhance construction management education.” International Journal of Construction Management,
DOI:10.1080/15623599.2017.1423166 Shen, J., Wu, Y., and Liu, H. (2001). “Urban planning using augmented reality.” J. Urb.
Plan. Devel., 127(3).
Shen, X., and Marks, E. (2016). “Near-miss information visualization tool for BIM.”
Construction Research Congress, 2916-2925.
Shen, Z., and Issa, R.R.A. (2010). “Quantitative evaluation of the BIM-assisted
construction detailed cost estimates.” Journal of Information Technology in Construction, 15, 234-257.
Shen, Z., Jiang, L., Grosskopf, K., and Berryman, C. (2012). “Creating 3D web-based game environment using BIM models for virtual on-site visiting of building HVAC systems.” Construction Research Congress, 1212-1221.
Stock, C., Bishop, I. D., and O’Connor, A. (2005). "Generating virtual environments by
linking spatial data processing with a gaming engine." Proceedings of 6th
International Conference for Information Technologies in Landscape Architecture, Dessau, Germany.
Wang, L., and Leite, F. (2015). “Process knowledge capture in BIM-based mechanical, electrical, and plumbing design coordination meetings.” J. Comput. Civ. Eng.,
30(2).
Williams, G., Gheisari, M., Chen, P.-J., and Irizarry, J. (2015). “BIM2MAR: and efficient
BIM translation to mobile augmented reality applications.” J. Manage. Eng.,
31(1). Woldesenbet, A., Ahn, C., Kim, H.-J., and Rokooei, S. (2017). “Faculty learning
commUnity 3D (FLC) for BIM education in a multidisciplinary school.” Architecture and Engineering Institute, 39-48.
Wu, W., and Issa, R.R.A. (2011). “BIM facilitated web service for LEED automation.” Computing in Civil Engineering, 673-681.
Yan, W., Culp, C., and Graf, R. (2011). “Integrating BIM and gaming for real-time interactive architectural visualization.” Autom. Constr., 20(4), 446–458.
Yang, X., and Ergan, S. (2015). “Design and evaluation of an integrated visualization platform to support corrective maintenance of HVAC problem–related work orders.” J. Comput. Civ. Eng., 30(3).
79
Yuan, Z., and Yang, X. (2015). “Collaborative management based on BIM.” International Conference on Construction and Real Estate Management, 248-254.
Zeile, P., Schildwächter, R., Poesch, T., and Wettels, P. (2005). "Production of virtual
3D city models from geodata and visualization with 3d-game engines – a case study from the UNESCO world heritage city of Bamberg." Trends in Real-Time Landscape Visualization and Participation, Wichmann, Heidelberg.
Zhang, JP., and Hu, ZZ. (2011). “BIM- and 4D-based integrated solution of analysis and management for conflicts and structural safety problems during construction: 1. principles and methodologies.” Automation in Construction, 20(2), 155-166.
Zhang, J., and Issa, R.R.A. (2015). “Collective fire evacuation performance data using
BIM-based immersive serious games for performance-based fire safety design.” Computing in Civil Engineering, 612-619.
Zyda, M. (2005). “From visual simulation to virtual reality to games.” IEEE Computer
Society, 38(9), 25–32.
80
BIOGRAPHICAL SKETCH
Ralph Tayeh was born in Lebanon and lived there until he moved to the United
States in 2016 to pursue his graduate studies. In 2015, he earned his Bachelor of
Engineering in civil engineering from the Lebanese American University, Byblos
Lebanon. In May 2018, he will be graduating with a Master of Science in Construction
Management from the M.E. Rinker, Sr. School of Construction Management at the
University of Florida. Upon completion of his master’s degree, he plans to continue his
research and education, working towards earning a Ph.D. degree in construction
management from the College of Design, Construction, and Planning at the University
of Florida.