Construction professionals require to use problem-solving skills to resolve issues on projects. However, there are limited opportunities for students to practice problem-solving skills within real-world contexts. This research explored the use of iVisit – 360-degree panoramic site visits supported by virtual humans for learning problem-solving skills within difficult-to-reach construction locations. This study aimed to understand the effects of iVisit on student problem-solving skills learning using a comparative evaluation that contrasted paper-based and iVisit-based interventions. Study findings indicate that iVisit effectiveness varied depending on the methodological requirements of each situated activity. iVisit was found to significantly increase the student development of problem-solving skills during activities that require direct observation of site material properties and their spatial relationships. However, no significant differences were detected for enhancing student understanding of abstract knowledge and its relationship with site assemblies. It was also found that students with higher spatial visualization abilities performed better in problem-solving activities.

施工专业人员需要使用解决问题的技能来解决项目中的问题。但是，学生在现实环境中练习解决问题的技能的机会有限。这项研究探索了iVisit的使用方法。iVisit是虚拟人支持的360度全景现场访问，用于在难以到达的施工地点学习解决问题的技能。这项研究旨在通过对比性评估来了解iVisit对学生解决问题技能学习的影响，该评估将纸质干预和基于iVisit的干预措施进行了对比。研究结果表明，iVisit的有效性根据每种活动的方法要求而有所不同。在需要直接观察站点材料属性及其空间关系的活动中，发现iVisit可以显着提高学生解决问题的能力。但是，在增强学生对抽象知识及其与站点程序集的关系的理解方面，未发现任何显着差异。还发现具有较高空间可视化能力的学生在解决问题的活动中表现更好。