Document Type : Scientific - Research
Authors
1
PhD Candidate, Department of Construction and Engineering Management, Faculty of Civil Engineering, University of Tehran, Aras International Campus, Iran
2
Assistant Professor, Construction Engineering and Management, School of Civil Engineering, College of Engineering, University of Tehran, Tehran, Iran
3
Associate Professor, Department of Construction, Faculty of Architecture and Urban Planning, Shahid Beheshti University, G.C., Tehran, Iran
4
Assisstant Professor, Department of Construction and Project Management, School of Architecture, University of Tehran, Tehran, Iran
10.22047/ijee.2026.591381.2264
Abstract
Assessing civil engineering students' competencies, given the discipline's practical and professional nature, requires approaches beyond traditional written exams. Despite advances in virtual reality (VR) in engineering education, the lack of systematic frameworks for evaluating student performance in simulated environments remains a research gap. This study aims to develop a VR‑based, game‑oriented assessment framework to evaluate civil engineering competencies. The research employed a literature review, qualitative content analysis of 40 international engineering accreditation standards, and the Delphi method. In the conceptualization phase, 24 competencies across seven core domains were identified and categorized to align with ABET student outcomes. The assessment framework was then developed through four steps: conceptualization, task design, analysis, and adaptive feedback. Its content validity was examined via two Delphi rounds with five domain experts. Within this framework, two VR assessment scenarios are designed: a construction site environment to evaluate application and analysis skills, and an engineering escape room to assess evaluation and creation abilities. The final framework, by integrating engineering competency standards, Bloom's taxonomy, and game‑based assessment, provides a pathway to transform student performance in the simulated environment into performance‑based evidence and a comprehensive competency profile.
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