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Research on Spatial Cognition of Engineering Management Students Based on Virtual Simulation Teaching

In: Proceedings of the 26th International Symposium on Advancement of Construction Management and Real Estate

Author

Listed:
  • Xia Liu

    (School of Chongqing Vocational Institute of Engineering)

  • Zezhou Wu

    (Shenzhen University)

Abstract

As a key and difficult point in engineering management teaching, spatial cognition has been paid more and more attention by domestic and foreign universities, especially higher vocational colleges. Virtual simulation teaching can solve the problems of difficult spatial imagination and difficult to grasp the internal structure of hidden work through a new design perspective and professional knowledge. To prove the positive effect of virtual simulation teaching on students’ spatial cognition, this study takes the course of “Ichnographic Construction Drawings Recognition and Steel Reinforcement Calculation” in vocational colleges as an example, develops the virtual simulation teaching platform based on Ichnographic Construction Drawings independently. In contrast with traditional teaching and virtual simulation teaching, the ability of ichnographic construction drawings recognition and steel reinforcement calculation is tested, and questionnaire survey is carried out at different stages to conduct in-depth interviews. The results show that, under the virtual simulation teaching mode, students can get more accurate understanding of the internal structure of steel bar, and the calculation speed and accuracy are improved, their ability to understand spatial cognition has been significantly improved.

Suggested Citation

  • Xia Liu & Zezhou Wu, 2022. "Research on Spatial Cognition of Engineering Management Students Based on Virtual Simulation Teaching," Lecture Notes in Operations Research, in: Hongling Guo & Dongping Fang & Weisheng Lu & Yi Peng (ed.), Proceedings of the 26th International Symposium on Advancement of Construction Management and Real Estate, pages 1454-1464, Springer.
    • Handle: RePEc:spr:lnopch:978-981-19-5256-2_112
    DOI: 10.1007/978-981-19-5256-2_112
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