Abstract:

Practical exposure to real construction environments is an essential component of civil engineering education. Traditionally, this experience is gained through visits to active construction sites, where students can observe construction technologies, safety practices, and project organization. However, such visits are often difficult to organize due to safety regulations, limited access to construction projects, logistical constraints, and time limitations. These challenges encourage the development of innovative digital learning approaches that can provide students with meaningful interaction with real construction environments while overcoming the limitations of traditional site visits.

This research investigates the use of 360° virtual tours combined with UAV (unmanned aerial vehicle) photogrammetry models of construction sites as an educational tool for civil engineering students. The novelty of the research lies in combining immersive panoramic representations of real construction sites with lecturer-guided exploration and task-based learning activities. Unlike static teaching materials, interactive 360° environments allow students to examine construction sites from multiple viewpoints and actively engage in the analysis of construction situations.

The object of the research is 360° virtual tours of real construction sites developed as a digital learning resource for civil engineering study modules. The virtual environment presents panoramic views of a real construction site that allow detailed observation of structural elements, construction technologies, site organization, and safety conditions.

The goal of the research is to evaluate how guided virtual construction site tours influence the learning experience of civil engineering students. During the virtual tour session, students explore the construction site together with a lecturer who provides explanations about construction processes, structural solutions, materials, and engineering decisions. The interactive format encourages students to actively analyse the construction environment. Students are able to identify potential issues at the site, such as safety hazards or examples of improper construction work, and discuss possible solutions. They are also asked to explain certain engineering decisions visible in the construction process and to relate observed elements to topics previously introduced in theoretical lectures. In addition, students perform tasks assigned by the lecturer, which may include identifying specific construction elements, evaluating safety conditions, or interpreting construction methods visible in the virtual environment.

Following the guided virtual tour, students complete a questionnaire designed to evaluate their learning experience. The survey examines students’ perceptions of engagement, clarity of presented information, usefulness of the virtual tour for recognizing construction problems and engineering solutions, and its effectiveness in linking theoretical knowledge with practical observation.

The results of the study are expected to provide insights into how immersive digital environments can support active and experiential learning in civil engineering education. The findings may contribute to the development of innovative teaching practices by demonstrating how guided virtual construction site tours can complement traditional teaching methods and enhance students’ ability to interpret real construction situations.

Keywords:

360 photography, 360 tour, civil engineering, learning, site visit.