ITcon Vol. 30, pg. 65-91, http://www.itcon.org/2025/4

Enhancing computational thinking in construction education: The role of sensor data analytics with block-based programming

DOI:10.36680/j.itcon.2025.004
submitted:June 2024
revised:November 2024
published:February 2025
editor(s):Turk Ž
authors:Mohammad Khalid, Ph.D. Candidate
Virginia Polytechnic Institute and State University, Virginia, United States
khalidm21@vt.edu

Abiola Akanmu, Associate Professor
Virginia Polytechnic Institute and State University, Virginia, United States
abiola@vt.edu

Homero Murzi, Associate Professor
Marquette University, Wisconsin, United States
homero.murzi@marquette.edu

Ibukun Awolusi, Associate Professor
The University of Texas at San Antonio, San Antonio, TX, United States
ibukun.awolusi@utsa.edu
summary:The construction industry's shift to data-driven project management has led to the increasing adoption of various sensing technologies. The transition triggers a demand for a workforce skilled in both the technical and analytical aspects of these tools. While sensing technologies and data analytics can support construction processes, the inherent complexity of sensor data processing often exceeds the skill sets of the graduating workforce. Further, integrating sensor-based applications into construction curricula lacks evidence to support effectiveness in training future professionals. Computational thinking-supported data practices can allow construction students to perform sensor data analytics, spanning from data generation to visualization. This pilot study utilizes InerSens, a block programming interface, as a pedagogical tool to develop construction students’ computational thinking through sensor-based ergonomic risk assessment. Twenty-six undergraduate students were engaged in instructional units using wearable sensors, data, and InerSens. The effectiveness of the approach was evaluated by examining students' perceived self-efficacy in sensor data analytics skills, task performance and reflections, and technology acceptance. Results show gains in self-efficacy, positive technology acceptance, and satisfactory performance on course assignments. The study contributes to the Learning-for-Use, constructivism, and constructionism frameworks by integrating computational thinking into graphical and interactive programming objects to develop procedural knowledge and by summatively assessing how construction students learn to address challenges with sensor data analytics.
keywords:sensor, data analytics, computational thinking, construction safety, block programming, construction education
full text: (PDF file, 1.505 MB)
citation:Khalid M, Akanmu A, Murzi H, Awolusi I (2025). Enhancing computational thinking in construction education: The role of sensor data analytics with block-based programming, ITcon Vol. 30, pg. 65-91, https://doi.org/10.36680/j.itcon.2025.004
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