کاهش شکاف دانشگاه و صنعت: استفاده از اتاق فرار مجازی برای ارزیابی مهارت‌های دانشجویان مهندسي عمران
شایان حجت پناه
1
(
دانشجوی دکتری مهندسی عمران، گرایش مهندسی و مدیریت ساخت، پردیس بین المللی ارس دانشگاه تهران، تهران، ایران
)
سیدوحید فقیهی
2
(
استادیار گروه مهندسی و مدیریت ساخت دانشکدگان فنی، دانشگاه تهران، تهران، ایران
)
احد نظری
3
(
دانشيار گروه ساختمان، دانشكده معماري و شهرسازي، دانشگاه شهيد بهشتي، تهران، ایران
)
سيد حسين حسيني نورزاد
4
(
دانشیار گروه مديريت پروژه و ساخت، دانشکده معماری، پرديس هنرهای زیبا، دانشگاه تهران، تهران، ایران
)
کلید واژه: آموزش مهندسی, استاندارد ABET, بازی‌وارسازی, واقعیت مجازی, اتاق فرار, ارزیابی مهارت, شکاف صنعت و دانشگاه,
چکیده مقاله :
شکاف میان شایستگی‌های کسب‌شده در دانشگاه و نیازهای عملکردی محیط کار، یکی از چالش‌های مهم آموزش مهندسی عمران است. روش‌های متداول ارزیابی عمدتاً بر سنجش دانش و نتایج نهایی تمرکز دارند و ممکن است فرصت محدودی برای مشاهده فرایند تصمیم‌گیری، تعامل و عملکرد دانشجویان در موقعیت‌های پیچیده مهندسی فراهم کنند. این پژوهش با هدف ارائه یک چارچوب مفهومی برای ارزیابی شایستگی‌های دانشجویان مهندسی عمران در محیط اتاق فرار واقعیت مجازی انجام شده است. پژوهش حاضر با رویکرد توصیفی-تحلیلی و در سه مرحله شامل مرور ادبیات، تحلیل مؤلفه‌های مرتبط و تلفیق و نگاشت مفهومی انجام شد. یافته‌های پژوهش به ارائه یک معماری سه‌لایه شامل تجربه، ارزیابی و بازخورد و یک ساختار عملیاتی متشکل از هشت رکن بازیکنان، هدف، قواعد، منابع، محدودیت‌ها، تعامل، اقدامات و انتخاب‌ها و پیامدها منجر شد. در این چارچوب، محیط شبیه‌سازی‌شده اتاق فرار شرایطی را برای مواجهه دانشجویان با مسائل، محدودیت‌ها و تصمیم‌های مهندسی فراهم می‌کند و داده‌هایی مانند اطلاعات بررسی‌شده، اقدامات، انتخاب‌ها، تعاملات و پیامدهای تصمیم‌ها را به‌عنوان شواهد عملکردی در اختیار فرایند ارزیابی قرار می‌دهد. همچنین یک سناریوی مفهومی با عنوان «اتاق فرار: نجات پروژه» به‌عنوان نمونه برای نشان دادن قابلیت اجرایی چارچوب ارائه شده است. ارتباط این داده‌های عملکردی با هفت شایستگی مهندسی مبتنی بر ABET در چارچوب پیشنهادی تبیین شده است. بر این اساس، چارچوب ارائه‌شده می‌تواند مبنایی برای توسعه روش‌های ارزیابی مبتنی بر عملکرد و فراهم‌کردن اطلاعات تکمیلی درباره شایستگی‌های دانشجویان مهندسی عمران در مطالعات آینده باشد
چکیده انگلیسی :
The gap between competencies acquired at university and the performance requirements of the workplace is a major challenge in civil engineering education. Conventional assessment methods primarily focus on measuring knowledge and final outcomes, potentially providing limited opportunities to observe students’ decision-making processes, interactions, and performance in complex engineering situations. This study proposes a conceptual framework for assessing civil engineering students’ competencies in a virtual-reality escape-room environment. Adopting a descriptive-analytical approach, the study followed three stages: literature review, analysis of relevant components, and conceptual synthesis and mapping. The findings resulted in a three-layer architecture comprising experience, assessment, and feedback, alongside an operational structure consisting of eight pillars: players, goals, rules, resources, constraints, interaction, actions and choices, and outcomes. Within this framework, the simulated escape room provides opportunities for students to engage with engineering problems, constraints, and decisions, while generating performance data—including information reviewed, actions taken, choices made, interactions, and decision outcomes—that serve as evidence for assessment. A conceptual scenario titled “Escape Room: Project Rescue” is presented to illustrate the framework's potential applications. The framework also maps these performance data to seven ABET-based engineering competencies. Overall, the proposed framework may inform the development of performance-based assessment approaches and provide supplementary evidence about civil engineering students’ competencies in future studies
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