Collaborative problem-solving skills are required from learners in the 21st century, particularly in construction graduates upon entering the workforce. However, challenges associated with spatiotemporal contexts of construction sites and resource limitations of educational programs reduce the opportunities available for students to practice these skills. This study focuses on using 360-degree panoramic virtual environments enhanced with virtual humans to produce realistic site visits for practicing collaborative problem-solving opportunities (iVisit-Collaborate). The goal of this phenomenological research study is to understand the collaborative problem-solving process of student dyads within iVisit-Collaborate. The findings suggest that student collaborative behaviors did not directly result in successful problem-solving. A hierarchical relationship between student problem-solving and collaborative behaviors was observed, indicating that problem-solving behaviors must take place to enable the occurrence of collaborative behaviors. Moreover, it was also observed that instructor scaffolding helped reduce the degrees of freedom in complex problem-solving activities. Finally, it was observed that student discussion engagement supported the creation and maintenance of shared mental models.

21 世纪需要学习者的协作解决问题的技能，尤其是建筑专业的毕业生进入劳动力市场。然而，与建筑工地时空环境相关的挑战和教育计划的资源限制减少了学生练习这些技能的机会。本研究侧重于使用由虚拟人增强的 360 度全景虚拟环境来产生逼真的现场访问，以实践协作解决问题的机会 (iVisit-Collaborate)。这项现象学研究的目标是了解 iVisit-Collaborate 中学生对解决问题的协作过程。研究结果表明，学生的协作行为并没有直接导致成功解决问题。观察到学生解决问题和协作行为之间的层次关系，表明解决问题的行为必须发生才能使协作行为的发生。此外，还观察到教师脚手架有助于降低复杂问题解决活动的自由度。最后，据观察，学生讨论参与支持共享心智模型的创建和维护。