The Virtual Construction Site: Knowledge Management in Virtual Environments

The purpose of this study is to examine the potential of the virtual construction site as a tool of knowledge management on technological processes of construction production at the university. A digital paradigm that ensures the unity of innovative and smart technologies in construction education and improves knowledge management tools has become the methodological basis. The authors present the criteria for the effectiveness of teaching technological processes with the help of virtual construction site (digital, professional, personal). The guidelines for teaching students to make a technological map in construction are proposed. The levels of knowledge of modern digital technologies are presented. The practical significance of the study is to present the experience of teaching technological processes using digital content. The social significance lies in the formation of a sustainable orientation of students towards the digitalization of construction production. Originality of research consists in substantiation of virtual construction site as the effective tool of knowledge management. Keywords—Construction education; digital paradigm; knowledge management; virtual construction site; Virtual Reality and Visualisation. iJET ‒ Vol. 15, No. 13, 2020 81 Paper—The Virtual Construction Site: Knowledge Management in Virtual Environments...


Introduction
The effective use of digital technologies affects the competitiveness of construction companies [1,2]. The labor market requires highly qualified specialists with digital skills capable of developing and implementing smart technologies [3,4]. The need for such specialists has updated the creation and implementation of digital resources in construction education and the application of knowledge management practices in universities [5].
Digital educational resources allow: 1) to develop educational programs to develop professional skills for the 21st century [6]; 2) to create training platforms to adapt virtual reality technologies to the training process and to form the readiness of future engineers for the organization of intelligent construction sites [7]; and 3) to build personalized training trajectories to improve the readiness of future engineers for the introduction of smart technologies in the organization and management of construction [8].
The application of knowledge management practices in universities allows: 1) to include practical tasks in the content of the education to share knowledge and develop the ability of students to accompany complex engineering products and processes throughout the life cycle and to understand responsibility for the economic, environmental and technological consequences of their actions [9]; and 2) to introduce an electronic portfolio to validate students' individual achievements in engineering product development and to organize monitoring of the development of knowledge, skills, competencies [10,11].
The topic of this research is a virtual construction site as a knowledge management tool at the university. Virtual construction sites are interactive 3D models of construction processes with animation, additional text, graphic information, video, and interactive presentations. The virtual construction site is created using the software packaged 3ds Max and Autodesk Revit [12]. The main features of a virtual construction site include: cross-platform and multimedia interactive content [13,14].
The purpose of this study is to examine the potential of a virtual construction site as a tool of knowledge management on technological processes of construction production at the university.

Research design
A digital paradigm providing introduction of digital resources into construction education and improvement of knowledge management tools was chosen as the methodological basis for the research. Paradigms, as recognized scientific achievements, have for some time provided the scientific community with a model of problem statement and their solutions [15]. Paradigms are characterized two-fold through: 1) consolidation, providing for unification of supporters from competing scientific directions on the basis of recognition of legitimacy of certain rules and standards of scientific practice; 2) openness, providing for possibility for new generations of scientists to find innovative ways of problem solving. The digital paradigm ensures the unity of innovative and smart technologies, which is recognized by the scientific community as the basis for further practice.
There are several stages in the development of the digital paradigm of construction education, including: 1) creation of digital technologies to prepare students for successful professional activities in the knowledge economy and career growth [16]; 2) introduction of digital textbooks to develop professional skills for the 21st century [17]; and 3) development of digital educational resources to train engineers who have modern digital technologies in the transition to a digital economy [18]. The organization of construction education based on a digital paradigm creates a professional community that actively introduces virtual reality technologies into the learning process, adapted to the requirements of construction production [19].

Sample
Experimental work on verifying the efficiency of a virtual construction site included some stages (stating, forming, control). The experimental work involved 400 respondents: 30 teachers and 370 Bachelor's-level students of the State University of Architecture and Civil Engineering. Probabilistic (convenient) samples of teachers and students were compiled. The sample of teachers included doctors of science, professors (average age 51) and associate professors (average age 37). Professors and associate professors underwent training sessions on disciplines "Technological processes in construction", "Basics of technology of erection of tasks", "Organization, planning, management in construction", "Computer technologies of designing of buildings", with undergraduate students studying in the direction of training "Industrial and civil construction". The sample of students includes students of 3-4 years studying at the bachelor's programs in the field of "Industrial and civil construction" training. None of the respondents refused to participate in the experimental work.

Survey
At the ascertaining stage in May 2019 the survey was conducted and the attitude of teachers and students to the virtual construction site as a tool of knowledge management about technological processes of construction production was elicited, and the criteria of efficiency of teaching technological processes were defined. The questionnaire includes four closed questions with multiple choice answers (Table 1). The questionnaire was sent to the respondents via Telegram. Of the respondents invited to the survey, 81% completed the questionnaire on the first day. Over the course of the survey, the entered values were automatically checked, and the mandatory completion of questions was monitored. To protect against repeated responses, respondents could be identified by their IP address and using an individual account (Cookie). Respondents' answers were converted into files for processing by Statistica. The survey results were discussed in 3 focus groups in an online forum. Each focus group included 19 people: 9 teachers and 10 students. Teachers and students who do not know each other personally were invited to focus groups. Focus group moderators were appointed as teachers. The Forum was held for 45 minutes over a single day. The focus groups identified digital, professional, and personal training efficiency criteria for the technological processes on the basis of virtual construction site.
At the formative stage, students developed technological maps to optimize the construction duration of a large-panel residential building using a virtual construction site. The content of a virtual construction site is a complex multi-level menu, consisting of a permanent vertical line, each element of which has a drop-down menu. The points of the constant vertical line correspond to the technological processes of construction production. The technological processes are separated for the following purposes: blank, transport, preparatory, assembly and laying, and miscellaneous. Each item in the permanent vertical row has a drop-down menu ( Table 2).

Metal preparation processes
Construction documentation, occupational health and safety, operational dispatch, construction control and supervision, quality control, construction materials and equipment, construction structures and products Transport processes Construction documentation, occupational health and safety, operational dispatch department, construction control and supervision, quality control, temporary road construction, loading, unloading, warehousing, moving materials and structures to the work area, moving to the workplace on site Preparation processes Construction documentation, occupational health and safety, operational dispatch department, construction control and supervision, quality control, construction site security, construction site fencing, debris removal, access roads, utility rooms, temporary communications, trenches for communications Installation processes Construction documentation, occupational health and safety, operational dispatch department, construction control and supervision, quality control, excavation works, foundation, supporting and enclosing structures, installation of exterior walls, roofing, arrangement of interior partitions, installation of windows, floor screed, engineering networks, connection to communications, installation of elevator equipment Specials processes Construction documentation, industrial safety and health, operational dispatch department, construction control and supervision, quality control, decoration of public premises, apartment decoration, facade decoration, landscaping In the maintenance of a virtual construction site there are universal and special points of the dropping down menu. Universal points are characteristic of all processes (construction documentation, industrial safety and labor protection, operational dispatching department, construction control and supervision, quality control of work). Special items are specific to specific processes [20]. Based on the results of the technological map development, the students prepared interactive reports. At the control stage, the students' levels of knowledge of modern digital technologies were identified.

Results
The main results of the research address the following issues: criteria of efficiency of teaching technological processes with the help of virtual construction site; guidelines for teaching students to make a technological map in construction; levels of knowledge of modern digital technologies.

Criteria for the effectiveness of teaching technological processes
Criteria (digital, professional, personal) reflect the need of the digital economy for specialists who are knowledgeable in modern digital technologies, ready for successful professional activity and competitiveness in the labor market, and capable of self-organization and self-education. The indicators include knowledge, skills and competencies (Table 3).

Guidance on teaching students to draw up a technological map in construction
The manual includes setting the goal of the technological map, content formation, organization of students' work.
Setting the purpose of the flow chart: Setting a goal affects the content of the workflow chart and the organization of students' work. Students prepared a technological map for optimizing the duration of construction of a large-panel residential building. There are three aspects to the choice of the purpose of the flow chart. The first requirement is to modernize the construction technology for a large-panel residential building with a reduction in labor, material and technical and fuel and energy resources. Shortening the construction period contributes to the development of investment projects, which differ from each other by design and volume planning solutions, general organization of production, and technologies of construction processes. Secondly, there is a discrepancy between the normative and actual duration of construction of largepanel residential buildings in Russia. The reasons for this discrepancy include the lack of regional norms for construction duration. In Russia there are 4 main construction-climatic zones, which in their turn are subdivided into 16 climatic subareas, and a special northern construction-climatic zone, which includes areas of severe, least severe and most severe. The construction of large panel residential buildings are based on standard standards. The natural and climatic conditions of the construction area, which are essential for making constructive decisions, are not taken into account. Thirdly, by successive implementation of construction stages (preparatory, underground, aboveground, finishing), the construction time is significantly increased. It is known that if the house has several sections, it is possible to combine the stages and reduce construction time by applying the flow method.
Generation of the content of the technological map: The content of the flow chart depends on the target. The technological map for optimizing the construction duration of a large-panel residential building has five sections, each of which includes several points (Table 4). The content of the technological map is tied to the object under construction and the natural and climatic conditions of construction, and is also aimed at teaching students the technological processes of construction production.
Students' work organization: The development of the technological map involved 370 students. To develop a student workflow map, the students were divided into two groups. The first group (206 students) developed the technological map with the help of a virtual construction site of a large-panel residential building. The second group (164 students) developed the technological map without using a virtual construction site. Students of both groups were offered two forms of work: work individually or in small groups of 2 people. Each point on the flow chart was rated at 5 points. There were 16 total points in the technological map. In total, each student could gain 80 points for developing a technology card. As a result, students were divided into four groups, based on the number of points earned for the development of the technological map (Table  5). Table 5. Results of students' work on technological mapping to optimize the duration of construction of a large-panel residential building (number of students) The maximum number of points (80) was highest among the first stream students who worked individually (144 students). In the process of developing the technological map, students presented the scope of their work at each stage of construction in percentage terms and received a coefficient of combining different types of work (Table  6).

Ownership levels of modern digital technologies
In order to identify the levels of knowledge of modern digital technologies, students were asked to answer questions and complete the tasks, which were evaluated on a 5point system (Table 7). 6. Own methods of information modeling, creation and use of threedimensional objects.

4.4
Personal criterion (P) 7. They know applications for self-organization, self-education. 4.5 8. Know how to create an electronic portfolio 4.7 9. Possess methods of self-representation 4.5 In order to identify the levels of ownership of modern digital technology, we defined the value (Q) as the sum of values (S) for each criterion: Q = SD + SV +SP The values for each criterion were calculated by formula: S = qi n, where qi is the average score obtained for an indicator, n is the number of indicators of the criterion.
Values (Q) from 0 to 5 are conventionally considered a low level. Scores from 6 to 10 are average. Scores between 11 and 15 are high. Characteristics of the levels are as follows: Low level (2% of students). Students are familiar with international standard forms of contracts for investment and construction activities, the national code of construction organization. They experience difficulties in disclosing that concept of "an intellectual construction site". They cannot name applications for self-organization or self-education. They are able to apply international and industry standards of industrial safety and health. They can build an electronic portfolio, but experience difficulties in characterizing an intellectual construction site. Partially own construction applications and various methods of self-presentation. Very limited amount own apps for information modeling, nor those for the creation and use of three-dimensional objects.
The average level (38% of students). Students know the content of the concept of "intellectual construction site"; international standard forms of contracts for investment and construction activities, the national code of rules for the organization of construction; applications for self-organization, self-education. They are able to characterize an intellectual construction site; apply international and industry standards of industrial safety and health; form an electronic portfolio. They own construction applications; methods of self-presentation. But methods of information modelling, creation and use of 3D objects are owned partially.
High level (60% of students). Students know the content of the concept of "intellectual construction site"; international standard forms of contracts for investment and construction activities, the national code of rules for the organization of construction; applications for self-organization, self-education. They are able to characterize an intellectual construction site; apply international and industry standards of industrial safety and health; form an electronic portfolio. Own construction applications; methods of information modeling, creation and use of three-dimensional objects; methods of selfrepresentation.

Discussions
The problem of implementing virtual reality in construction education has garnered much attention of late in the academic community. There are several approaches to its solution.
The first step is to emphasize the virtual construction environment. In this approach, the object of research forms an environment that is created digitally, simulates reality and provides the user with a presence effect, through total or partial sensory immersion. Within this approach, the subject of research is: ─ Immersive reality as the system integrity of virtual and augmented reality, panoramic photo/video. The immersive reality reflects the actual reality, provides a new vision of the construction site, fosters a willingness to organize intellectual construction sites, and to design and implement intelligent construction sites [14,21]; ─ -Virtual reality as a component of immersive reality, providing visualization of data on design, organization, management in construction, to form readiness for integrated project implementation, application of virtual methods of human resources and knowledge management [22]; ─ Augmented reality as part of an immersive reality that increases knowledge of innovative construction site management techniques to form project management readiness using versatile and specialized software [1,23].
The obvious advantage of the research is the scientific justification of the strategy and practice of organizing the innovative educational environment and the formation of professional skills of the 21st century. Research limitations include the lack of a link to open learning that ensures fair access to education [24]. This study allows for greater access to training. The virtual construction site includes 3D models, animation, video, interactive presentations. In the course of training the virtual construction site carries out functions of personalization of training and maintenance of its safety; increase of educational motivation; improvement of professional knowledge and skills of students, along with personal and professional development. Students used a virtual construction site to visualize construction production. Students moved around the construction site in first person, managing three-dimensional models of construction processes with animation, additional text, graphics, video, interactive presentations.
The second step is to emphasizing virtual reality as an important innovative resource. Within this approach, the object of research is digital educational resources that provide the development of 21st century skills and the ability to respond quickly to changes in the external environment and to achieve results effectively [18,25]. Within this approach, the subject of research is: ─ Methods of application of construction applications, applications of universal information and communication technologies, Internet resources for personal and professional development [8,[26][27][28][29]; ─ Design and implementation of multimedia textbooks to personalize learning based on the individual characteristics of each student [26,30]; ─ Opportunities of BIM technology (Construction Information Modeling) to develop students' ability to interactively model buildings and increase competitiveness in the labour market [31]; ─ Methods of applying cloud services to develop students' ability to search, store, analyze and integrate different types of information obtained from web services [32]; ─ Interactive learning methods based on computer classrooms to develop the ability to self-organize, self-education, self-presentation, self-control, communication [6]; ─ Pedagogical tools for interacting with objects in virtual 3D environments on desktops and mobile devices in 3D games that promote digital literacy [33].
The scientific rationale for the role of digital resources in improving the quality of vocational education and in promoting digital literacy is an advantage of research. The research limitations are that open digital educational resources available in different languages have not been identified; the risk of implementation for students' health has not been identified; and the pedagogical potential of digital educational resources has not been revealed [24]. In this study, the pedagogical potential of a virtual construction site allows: 1) ensure the safety of the educational process and develop interdisciplinary links; 2) simulate production processes at each stage of a construction project, develop digital literacy and professional skills of the 21st century; 3) integrate explicit and implicit knowledge in the process of design and construction activities and form the professional identity of future civil engineers.
The third approach is analytical. Within the limits of this approach a subject of researches make: the critical review of articles on integration of a virtual reality with new educational paradigms and technologies of visualization in construction education. The advantage of research is: identification of best educational practices; drawing attention to original scientific articles; development of educational potential of digital technologies. Research limitations are that no paradigm shift in research has been established. This study substantiates the digital paradigm of construction education as part of the digital economy [34].
The fourth approach is integrative. Within the limits of this approach the subject of researches makes virtual construction site, as a digital educational resource which allows to adapt technologies of a virtual reality to educational process and to provide simulation of industrial processes [13,14]. Undoubted advantage of researches makes integrative characteristic of a virtual construction site, as the universal tool on training to designing, the organisation, management. Research restrictions consist that practical experience of introduction of a virtual construction site in construction education is not presented. This study shows practical experience in teaching technological processes using digital content. The content of the virtual construction site allowed to form a stable attitude to the construction production of a large-panel residential building as a single object with architectural and design, technological, installation and adjustment, maintenance, technical and economic parameters and characteristics.
The findings of the listed authors formed the basis for this study. Management of knowledge of technological processes of construction production by means of a virtual construction site provides formation of professional skills of 21 century and readiness for introduction of smart technologies, the organization of intellectual construction sites, design-construction activity on the basis of the modern software. Visualisation of data on construction production is directed on granting of possibility to supervise step by step construction process and formation of readiness to accompany construction projects throughout all life cycle (Conceive-Design-Implement-Operate).

Conclusion
The aim of the study was to substantiate the viability of virtual construction site as a tool for knowledge management on technological processes of construction production at the university. It was found out that a virtual construction site allows: 1) to build a digital model of the house based on technical and economic characteristics; 2) learn the technical characteristics and models of the used machines, mechanisms, tools, study the layout of their location; 3) understand the meaning of the requirements for technological processes; learn how to draw up a network work schedule that reflects the relationships between the construction participants and sets the deadlines for issuing documentation, installation and commissioning; 4) to master the procedure for drawing up a calendar plan for building a house based on a feasibility study with the maximum possible combination of work by year, month, day with the distribution of capital investments; 5) identify the possibilities of maximum combination of the types of work carried out by the in-line method in two and three shifts, and determine the duration of each stage of construction; to study the methodology for the maximum allowable combination of types of work in the flow organization of construction; 6) determine the duration of construction by interpolation and extrapolation methods, taking into account the level of organization of construction production, the use of modern technologies, the use of the latest construction materials, parts, structures, as well as the number of shifts of a tower crane; 7) to consolidate knowledge of norms and standards on industrial safety and labor protection.
Practical recommendations for effective knowledge management of the technological processes of construction production at the university by means of a virtual construction site are as follows: 1) the value of a virtual construction site as a knowledge management tool increases, provided that students have information about digital technologies in construction; 2) efficiency of knowledge management about technological processes by means of a virtual construction site increases provided that students own methods of information modelling, construction applications.
The received results ensure the planning of promising further researches of the given problem which are connected with revealing the risks of implementation of digital resources in construction education. The research conducted herein should be useful for university professors and staff working at centers for advanced training of civil engineers.