An evaluation of the design and use of applied visual interactive resources for teaching building regulations in higher education built environment programmes

Abstract

This research is situated in the field of higher education teaching and learning and specifically relates to building regulation pedagogy. A research gap has been identified with scope to develop online visual building regulations for use in higher education built environment programmes, and in parallel, contribute to the teaching and learning research fields of pedagogy, online learning and visual literacy. The aim of this research was to evaluate the design and use of applied visual interactive resources suitable for use in building regulation subjects in higher education built environment programmes. One research question was investigated, namely, whether three examples demonstrating applied visual interactive building regulations were effective and useful in their design. Informed by constructivist theory, an animated video, an interactive learning object and a gamified learning object were profiled as examples within a dedicated research website. Four anonymous survey forms were included on the website to capture feedback. Data received was then evaluated using a single-loop developmental evaluation methodology which informed their systematic redesign during the survey. Survey participants unanimously agreed that applied visual interactive building regulations were effective for online learning. The three examples profiled were acceptable to most survey participants. The research findings conclude that there is significant scope for further research and development of online visual building regulations for higher education built environment programmes.