Transforming Construction Robotics Education with Virtual Reality: Analyzing Student Presence and Self-Efficacy

Abstract

The integration of robotics into construction is transforming industry, necessitating that Construction Engineering and Management (CEM) education programs adapt to prepare future professionals for increasingly technologically driven workplaces.Traditional lecture-based methods often lack interactivity and fall short in imparting practical skills needed for emerging technologies.This study explores the potential of virtual reality (VR) as a teaching tool to enhance student presence and selfefficacy in human-robot collaboration (HRC) education within the construction sector.A VR-based immersive environment was developed, including modules for robot exploration, application tutorials, and hands-on operational training.Forty students from diverse backgrounds participated in the study, experiencing the VR environment and assessing their sense of presence and self-efficacy through validated instruments: the ITC Sense of Presence Inventory (ITC-SOPI) and the New General Self-Efficacy Scale (NGSE).Results indicated high spatial presence (M = 4.2, SD = 0.6) and ecological validity (M = 4.1, SD = 0.4), with minimal negative effects (M = 2.0, SD = 0.7), validating the environment's realism and comfort.Self-efficacy scores averaged 4.1, suggesting strong confidence among students in managing HRC tasks in construction sites.These findings validate VR as a tool that enhances student presence and self-efficacy in learning HRC in construction setting.