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Innovating Built Environment Education to Achieve SDG 4: Key Drivers for Integrating Augmented Reality Technologies

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  • Opeoluwa Akinradewo

    (Civil Engineering Department, Faculty of Engineering and Quantity Surveying, INTI-International University, Nilai 71800, Malaysia
    Department of Quantity Surveying and Construction Management, Faculty of Natural and Agricultural Sciences, University of the Free State, Bloemfontein 9301, South Africa)

  • Mohammed Hafez

    (Civil Engineering Department, Faculty of Engineering and Quantity Surveying, INTI-International University, Nilai 71800, Malaysia)

  • Clinton Aigbavboa

    (cidb Centre of Excellence, Faculty of Engineering and the Built Environment, University of Johannesburg, Johannesburg 2006, South Africa)

  • Andrew Ebekozien

    (cidb Centre of Excellence, Faculty of Engineering and the Built Environment, University of Johannesburg, Johannesburg 2006, South Africa)

  • Peter Adekunle

    (cidb Centre of Excellence, Faculty of Engineering and the Built Environment, University of Johannesburg, Johannesburg 2006, South Africa)

  • Osamudiamen Otasowie

    (cidb Centre of Excellence, Faculty of Engineering and the Built Environment, University of Johannesburg, Johannesburg 2006, South Africa)

Abstract

Augmented Reality Technologies (ARTs) are increasingly pivotal in transforming various industries, with notable implications for the built environment sector. This article delves into the drivers of ART adoption for education and training within the built environment, focusing on its role in enhancing educational delivery and operational efficiency. Utilising a structured survey distributed among professionals in South Africa’s built environment, this study employs descriptive and inferential statistics to analyse the data, identifying key trends and correlations. Our results demonstrated that ART significantly enhances task accuracy, fosters better collaboration and mitigates misinformation, thereby improving training and education outcomes. Professionals particularly highlight ART’s capacity to bridge the gap between theoretical knowledge and practical site experience, underscoring its value in preparatory education and on-site training. Furthermore, the analysis revealed that the integration of ART into educational curricula and professional practices not only augments learning experiences but also propels safety and quality in construction projects. Given these findings, this study strongly recommends that stakeholders in the construction and educational sectors in South Africa prioritise the adoption of ART to fully leverage its benefits for innovation and competitive advantage in the built environment.

Suggested Citation

  • Opeoluwa Akinradewo & Mohammed Hafez & Clinton Aigbavboa & Andrew Ebekozien & Peter Adekunle & Osamudiamen Otasowie, 2024. "Innovating Built Environment Education to Achieve SDG 4: Key Drivers for Integrating Augmented Reality Technologies," Sustainability, MDPI, vol. 16(19), pages 1-12, September.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:19:p:8315-:d:1484802
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    References listed on IDEAS

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    1. Batat, Wided, 2021. "How augmented reality (AR) is transforming the restaurant sector: Investigating the impact of “Le Petit Chef” on customers’ dining experiences," Technological Forecasting and Social Change, Elsevier, vol. 172(C).
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