Enhancing computational thinking in construction education: The role of sensor data analytics with block-based programming
The construction industry's shift to data-driven project management has led to the increasing adoption of various sensing technologies. The transition triggers a demand for a workforce skilled in both the technical and analytical aspects of these tools. While sensing technologies and data analy...
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| Vydané v: | Journal of information technology in construction Ročník 30; s. 65 - 91 |
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| Hlavní autori: | , , , |
| Médium: | Journal Article |
| Jazyk: | English |
| Vydavateľské údaje: |
01.01.2025
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| ISSN: | 1874-4753, 1874-4753 |
| On-line prístup: | Získať plný text |
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| Shrnutí: | The construction industry's shift to data-driven project management has led to the increasing adoption of various sensing technologies. The transition triggers a demand for a workforce skilled in both the technical and analytical aspects of these tools. While sensing technologies and data analytics can support construction processes, the inherent complexity of sensor data processing often exceeds the skill sets of the graduating workforce. Further, integrating sensor-based applications into construction curricula lacks evidence to support effectiveness in training future professionals. Computational thinking-supported data practices can allow construction students to perform sensor data analytics, spanning from data generation to visualization. This pilot study utilizes InerSens, a block programming interface, as a pedagogical tool to develop construction students’ computational thinking through sensor-based ergonomic risk assessment. Twenty-six undergraduate students were engaged in instructional units using wearable sensors, data, and InerSens. The effectiveness of the approach was evaluated by examining students' perceived self-efficacy in sensor data analytics skills, task performance and reflections, and technology acceptance. Results show gains in self-efficacy, positive technology acceptance, and satisfactory performance on course assignments. The study contributes to the Learning-for-Use, constructivism, and constructionism frameworks by integrating computational thinking into graphical and interactive programming objects to develop procedural knowledge and by summatively assessing how construction students learn to address challenges with sensor data analytics. |
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| ISSN: | 1874-4753 1874-4753 |
| DOI: | 10.36680/j.itcon.2025.004 |