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Impact of Fourth Industrial Revolution on Architecture Undergraduate Course

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 IMPACT OF FOURTH INDUSTRIAL REVOLUTION IN
ARCHITECTURE UNDERGRADUATE COURSE
Bianca M. F. Leal1, Mônica Santos Salgado 2 & Marcos Martinez Silvoso3
1Master Student at Architecture Graduate Program PROARQ UFRJ, Universidade Federal do Rio de
Janeiro, Brazil, bianca.leal@ufrj.br
2
Full Professor, Architecture Graduate Program PROARQ UFRJ, Universidade Federal do Rio de Janeiro,
Brazil, Researcher at CNPq monicassalgado@ufrj.br
3
Adjunct Professor, Architecture Graduate Program PROARQ UFRJ, Universidade Federal do Rio de
Janeiro, Brazil, silvoso@fau.ufrj.br

Abstract: Advances in Information and Communication Technologies (ICT) have led to changes
in different sectors. Discussions around this theme were intensified after the World Economic
Forum in Davos, which called this era as "the Fourth Industrial Revolution." According to the
report released, the impacts on architecture and construction range from changes in employment,
definition of skills and work strategies, to green energy production and construction management.
With regard to methodologies aimed at assisting design management for buildings with high
environmental quality, the potential of digital modeling must be highlighted. The possibility to
anticipate the performance of building, allows adjustments in the beginning of the design process.
But alternatives offered through new technologies to architectural management go beyond digital
modeling. Building Information Modeling (BIM), Augmented Reality (AR), Rapid Prototyping (RP)
and Virtual Reality (VR) are some of the new technologies that can strongly contribute to
construction industry. However, the potential offered by new digital technologies will require
professionals properly trained in order to contribute for the improvement of civil construction
industry. In this sense, this paper discusses the impact of the fourth industrial revolution on
architecture training, emphasizing the changes that can occur during undergraduate course. A
case study has been carried out in order to identify opportunities to incorporate the new
technologies on didactics practices adopted by professors. Case study demonstrated the great
potential for insertion of ICT (BIM, AR, VR and RP) in teaching construction technology.

Keywords: Building Information Modeling, Information and Communication Technologies,

Architecture Management, Architecture Teaching, Construction Technology.

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1 Introduction
Advances in information and communication technologies have led to changes in
different sectors of the economy. The subject has raised interest by the speed in how it is
processed, and by the urgency in which the main impacts should be considered.
Discussions around this theme were intensified after the World Economic Forum in
Davos, which called this new era as "the Fourth Industrial Revolution". The report
released from that event highlights the impacts in different areas but, particularly in what
refers to architecture and construction, changes are ranging from employment and the
definition of skills and work strategies, to green energy production and construction
management.

According to the report, the modernization of buildings and cities is one of the
consequences of this revolution, as a result of innovations provided by new technologies.
The following technological drivers of change can be highlighted (World Economic Forum
2016):

• Mobile internet and cloud technology;

• Advances in computing power and Big Data;
• New energy supplies and technologies;
• The Internet of Things;
• Crowdsourcing, the sharing economy and peer-to-peer platforms;
• Advanced robotics and autonomous transport;
• Artificial intelligence and machine learning;
• Advanced manufacturing and 3D printing;
• Advanced materials, biotechnology and genomics, among others.

Among the innovations related more specifically to architecture and construction, the
dissemination of BIM Platform (Building Information Modeling) has encouraged changes
in project management. However, even in relation to BIM, there are still doubts among
professionals, who resist adopting the new technology and - particularly in Brazil – are
insisting on developing projects using the CAD platform.

Previous research (Salgado et al. 2015) has revealed the timid use of the BIM platform,
even in projects with non-traditional forms.This resistance can be attributed to the low
dissemination of new technologies during the undergraduate courses. In this sense, this
paper discusses the impacts of new technologies on architecture education, particularly
considering the benefits in construction teaching aiming environmental performance of
buildings.

The research methodology adopted is divided in four parts. The first part presents an
overview about the digital technologies arisen through the 3rd and 4th Industrial
Revolution. The second part summarizes the Brazilian legislation of undergraduate
courses in architecture, and highlights the areas of ‘construction technology’ and
‘structural systems’ which is addressed in the paper. Then possibilities of adopting digital
technologies in the teaching of these areas are evidenced. The third part presents the
case study obtained through the observation of traditional teaching practices of
'construction technology' of a renowned Brazilian undergraduate architecture course.
The last part presents some strategies that can ally teaching construction technology
through digital technologies.

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2 From the 3rd to the 4th Industrial Revolution

The 1st Industrial revolution (1784-1869) represented a transition from the artisanal to
the industrial economy and was marked by the use of steam, coal and iron. Lately those
innovations have led to the 2nd Industrial Revolution (1784-1869), which includes
electricity, oil and steel. (Cohen 2013). During the 2nd revolution, there was the
development of researches that have led to the 3rd Industrial Revolution, characterized
by the beginning of Information Technology with the first computers.

According to Mitchell & McCullough (1994 apud Righi 2009), the 3rd Industrial
Revolution was characterized by the use of electronics and Information Technology (IT)
to automate production. Braz (2016:7) adds that this revolution was also marked by the
invention of the computer in World War II, and the internet and wireless system in the
1990s, integrating the world through networks. According to Righi & Celani (2007), the
computer has advanced as a design tool, becoming part of the creative process.

As an unfolding of the use of the Internet in everyday activities of society and with the
increase of its speed (data exchange) in a smaller space of time, the processes carried
out in the digital world have an increasing impact in the physical world. That is probably
the reason why the end of the 3rd Industrial Revolution overlaps the beginning of the 4th
Industrial Revolution.

The 4th Industrial Revolution is based on the cyber-physical systems concept that deals
with a deep interaction of the real and virtual worlds (Ferracane 2015). According to this
author, one of the key technological advances for the rise of the 4th Industrial Revolution
is 3D printing (also known as Rapid Prototyping - PR), which allows to print physical
objects from virtual models. In architecture, RP can be used at different stages of the
design process. According to Andrade (2016) in the conceptual stage, the technology
can help understanding the relation between the building and the environment, testing a
constructive feature, visualizing the design solutions, and also combining the study of
complex forms. Savignon et al (2012) highlights the possibility of creating innovative
proposals supported by tests and simulations in the prototype, with the guarantee the
final product constructability.

BIM platform has also been identified as one of the technologies that are transforming
civil construction industry. Eastman et al. (2014) report that BIM is a design process,
based on a parameterized 3D model that contains specifications of the components of all
the projects involved in the building. The same author adds that this platform manages
and produces construction data throughout its entire life cycle, allowing a better
performance of the building. It is worth mentioning that the concept of BIM "presupposes
the existence of a set of integrated and complementary tools capable of performing
different types of operation on the single model of the building ..." (Freire et al
2012:3414).

Another technology that deserves attention, due to the possibilities offered to the
architecture and construction sector, is the Augmented Reality (AR). This technology,
according to Cuperschmid (2016), consists of superimposing virtual images or
information in the real world through a camera device. The same author (2016:168)
points out that the interaction in the AR environment occurs in a real environment with
the addition of virtual data, generating a composite view in real time. Compositing is a
combination of a real scene seen by the user and a virtual scene generated by a
computer system. (Cuperschmid, et al , 2011).

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Also considering the possibilities offered to the universe of architecture, it is important to

mention Virtual Reality (VR) that allows immersion in the completely virtual world through
glasses, or helmet, data gloves, among others (Cuperschmid 2016, Paraizo 2016).
Immersive experiences have been in constant development since the 1990s. A trend in
the segment of interactive visualization for Architecture is its development in more
accessible platforms, through the use of virtual reality glasses present in the market,
generating almost photorealistic models (depending on the equipment used), connected
to computers or coupled to cell phones (Canuto, et al 2016:256). This technology
promises to expand the notion of reality. More and more gadgets such as Google
CardBoard (Fig.1), Samsung GearVR, and Oculus Rift, among others, are on the
market.

Figure 1 – Google cardboard with cell phone coupled

By highlighting some emerging technologies from the revolution of the digital age, there
is clear the need to rethink the didactics methods adopted to teach architecture and
engineering in order to take full advantage of the possibilities offered. However, this
potential can be underutilized if professionals do not have the mastery of those
technologies.

3 The use of digital technology in teaching architecture and construction

The curriculum of Brazilian Architecture and Urbanism undergraduate course is
determined by the Ministry of Education (MEC) through National Curriculum Guidelines
(DCN), which establishes how the course should be organized and also defines the
curricular contents required in all Brazilian courses (MEC 2010).

According to MEC-DCN (2010), the core of professional knowledge during Architecture

and Urbanism undergraduate course is formed by the following areas: theory and history
of architecture, urbanism and landscaping; architecture, urbanism and landscaping
project; urban and regional planning; construction technology; structural systems;
environmental comfort; retrospective techniques; informatics applied to architecture and
urbanism; and topography (MEC 2010: Article 6, § 2).

The areas chosen to be addressed in this article are 'construction technology' and
'structural construction systems'. In this sense, this paper tryes to demonstrate the
possibilities that can be adopted during the teaching of construction systems and
structural technology, particularly considering the architecture undergraduate course. It

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is understood that through digital technologies, teachers can motivate students to study
constructive technologies in search of creative solutions.

Following the above definitions, the possibilities of using ICTs (BIM, RA, RV and PR) in
the teaching of 'construction' for the course of architecture and urbanism were searched
in the literature.

Kubicki et al. (2012) discuss the application of 4D simulation to assist in teaching

structural principles and construction processes in order to confront the student with the
analysis of the characteristics of existing projects and problems of construction
management. This study was carried out at the University of Liège, Belgium, and the
software used in the course was SkethUp™ for 3D modeling and 4D Virtual Builder©
(SketchUp™ plug-in) for 4D modeling and simulation. In this experiment, students used
the technology to model and test structural solutions and components of the constructive
system of constructed buildings. However, teachers could also have used the 4D
simulation to explain the theoretical contents of the course and thus optimize the
students' in the classroom, such as structural principles and construction processes.

Kuo et al (2004) reports on the application of AR to teach the operational system of the
ecological garden at its university. The students practically visualized the system of
reutilization of water by means of a tablet. 2D, 3D, and text information overlapped the
real scene, helping students understand the campus mechanism. In addition, students
could cycle with the tablet on a particular axis to acquire information from surrounding
buildings. Therefore, it is concluded that the AR allows the inclusion of post-construction
information that will enable an adequate maintenance of the building.

Behzadan, et al (2016) developed and tested the AR Magic Book where the technology
has been used to increase the content of textbooks. The pictures, tables, and diagrams
of the book worked as a marker. When web-enabled portable devices captured these
markers, virtual information (videos, sounds, images) overlapped the book. With this, the
AR can be used to enhance learning with the didactic material.

Another possibility of ICTs refers to the use of VR for training on a construction site or
with students in the classroom in order to explain the construction process sequence,
such as the study carried out by Stange & Scheer (2012). The authors have developed a
non-immersive VR prototype where the user performs a virtual training of assembly of a
mold to form a concrete pillar. The activity is performed on a laptop and uses the mouse
to navigate and assemble the formwork.

Kieferle & Woessner (2015) propose the combination of the BIM platform with VR
through the communication of the Revit (BIM) and COVISE and OpenCOVER (RV)
softwares. In this approach, information is exchanged between these systems and
changes made in Revit are automatically changed in RV and vice versa. Therefore, it is
possible, in real time, to interact with the model, such as moving elements, changing
texture, interacting with simulations, and accessing a panel with information about the
room visited (room name, square footage, floor number, etc.). Users can change
parameters by tablet or mobile phone while working in the virtual environment. In this
way, projects can be visited on a 1: 1 scale in a Cave Automatic Virtual Environment
(CAVE) by project teams and changed during the meeting. The immersive experience
plus the possibility of interaction with the model, allows users to evaluate the quality of
design solutions in addition to testing new solutions and without the need for rework to
update the BIM model. This study opens doors to several possibilities of interaction of
the technology with the civil construction and with the teaching.

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Behzadan et al (2016) proposed the integrated use of BIM platform with AR through an
application called Skope. This application provides access to a location-sensitive BIM
model allowing the overlay of this model in a real-world building. With this, students can
interact with different parameters of the model such as orientation, environment,
direction of prevailing winds, construction processes, structural systems, connection
details, heating, cooling and ventilation systems during the class and were able to
analyze and Understand the operation of the building.

Similarly to the other ICTs pointed out, RP can also be explored in teaching construction
technology and structural systems. In their research, Savignon et al (2012) highlights
advantages of using prototypes to integrate constructive technique with architectural
design. Physical models have always played an important role in architectural
representation. The model constructed by Gaudi can be cited as a known example of
this practice to recognize the architectural form intended in the famous Basilica and
Expiatory Church of the Holy Family, as shown in Fig.2 and Fig.3.

Figure 2 - Gaudi's model for the domes of the Figure 3 - Domes of the Church of the Holy Family
Church of the Holy Family in Barcelona in Barcelona

According to the authors, the prototype assists in communicating ideas about materials,
connections, textures, shapes, sizes and proportions among other aspects; reduces the
time of understanding the design details; dribbles the problem of representation in design
with constructive solutions; provides instant access to the study object; assists in the
early evaluation of the product and elimination of possible failures; and help in the
detection of execution problems not observed during the design process.

4 Teaching of Construction Technology in Architecture undergraduate course:

case study
Successful didactic practices previously reported were used as a basis for a theoretical
study of ICT implementation in the teaching of 'construction' contents. The theoretical
study was done through the case study of the course ‘Constructive Processes II’ offered
to third year of the undergraduate course of Faculty of Architecture and Urbanism at
Federal University of Rio de Janeiro – Brazil (FAU-UFRJ).

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4.1 Case study

Through the observation of traditional teaching practices, this case study was used to
analyze how technologies can be used in a 'construction' course that hasn’t appropriated
it to teach the contents of their subject matter yet.

This case has been chosen because it stimulated the practical experience in the
laboratory and experimental site, besides the traditional theoretical teaching of materials
and building systems. In the course, teams are organized and each one is responsible
for designing and producing different equipment such as: lightweight concrete luminaire,
children's toy in colored concrete, water cooler in high performance concrete, among
others. Throughout the semester, the groups deliver the projects to execute the
equipment (projects, material quantity and execution schedule) and, at the end, execute.
Fig.4 presents examples of student projects.

C
A B

Figure 4: (A) luminaire in lightweight concrete, (B) child's toy in colored concrete, (C) high-
performance concrete drinking fountain

Products presented on Fig.4 are success cases developed during the classroom
experience using physical modeling at the construction site. However, the use of digital
technologies should be considered in this course.

Based on successful didactic experiences and the possibilities offered by digital

technologies that haven’t been explored in teaching yet, the next subsections present
some strategies that can combine the teaching of ‘construction’ through digital
technologies. In addition to the benefits during the teaching process, gains in relation to
the environmental performance of the solutions can also be achieved.

4.2 Strategy to incorporate digital technologies in construction education

Through BIM platform, professor can demonstrate and analyze the result of a structural
simulation, associating physical, thermal and mechanical properties of materials. It would
be also possible to verify building performance, searching for the best constructive
method. Students can take advantage of the BIM model to obtain the quantitative survey
of materials prior to the execution at the experimental site.

The use of BIM model could enable the evaluation of interfaces at the construction site,
making easier the comprehension of construction phases. The students could also print
to prototype previously, in order to test the assembly of parts, predicting possible
execution failures. The professor can use the prototype to show how the assembly of the
frame and the form to facilitate the understanding of the stages of the constructive
process.

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Regarding the adoption of the AR feature in teaching ‘construction’, the professor could
use an application similar to Skope to visit a building and explain the functioning
mechanisms of the building and also the structural systems from the overlap of
information of a model on the building in the real world. Another possibility is to use the
AR Magic Book to increase learning in teaching materials.

The immersive experience through VR can be very positive, as allows the evaluation of
the quality of the constructive solutions adopted. Likewise, the professor can use VR as
a play activity, so that students learn constructive processes in a scenario simulating the
reality of the construction site.

Moreover, BIM applications such as BIMx or A360 can be used in the classroom to
facilitate understanding of projects due to their ease of migration from a plant or cut to
the 3D model. Videos produced in 4D and 5D planning software can also be used to
explain the assembly phases of construction, budget evolution over time, and also to
demonstrate the stages of experimental sites.

One example that should be highlighted is the Architecture undergraduate Final Project
developed by a student at his final year. In this experiment, the student has developed a
BIM Model of an important Brazilian modern building: the Environment Protection Center
of Balbina at Amazonas – Brazil (EPC Balbina). Unfortunately the building is abandoned
with evident signs of looting, vandalism and pathologies in the structures. It has been
detected that some parts of the roof have been destroyed and most of the windows are
broken.

EPC Balbina has been digitally reconstructed through Revit in order to create the BIM
Model of the building, digitally preserving the built heritage. Fig.5 and Fig.6 presents
photos of EPC Balbina and Fig.7 and Fig.8 presents part of website contents.

Figure 5 – EPC Balbina – general view Figure 6 – EPC Balbina – general view

Figure 7 – EPC Balbina - BIM model of Figure 8 – EPC Balbina website and virtual reality
Laboratory. Source: Cunha, et al 2015 visit. Source: Cunha 2017

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The final model is available through website (Cunha 2017), and allows the opportunity to
carry out a the virtual visit to the building, and access to the information of the
constructive details.. It is worth mentioning that only half of EPC Balbina project has
been built. But the model built digitally allows the virtual visit to the complete project, and
the possibility of visualizing the complexity of its execution (Fig.9).

Figure 9 – EPC Balbina – roof detail

Source: Cunha 2017

This example demonstrates some possibilities offered by the adoption of digital tools in
architecture teaching, since, through the construction of the model, this student had the
opportunity to:

- apprehend the constructive details of the project studied with greater precision
(indicating the potential in the teaching of construction technology);
- identify the potential of digital tools in the preservation of built heritage;
- participate to the architect's design process - particularly in the part that has not
been executed.

It is worth mentioning that the student used existing information in drawings produced at
AUTOCAD.

4.3 Impacts on environmental sustainability and heritage preservation

The possibility to create a database that can help during the operation and maintenance
phase of building is another possibility offered by BIM Model. In this sense, research
developed by Canuto & Salgado (2016) revealed the possibilities offered by BIM
Platform through the digital reconstruction of Palacio Gustavo Capanema – icon of
modern architecture of the city of Rio de Janeiro.

From the document with the building design it was possible to create its three-
dimensional model in ArchiCAD 19 software using the GDL language (Figura 8).
[ Once the geometry was ready, it was possible to add historical information
fields that can contribute to the conservation of the building (Canuto & Salgado
2016:4873).

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BIM methodology allowed the unification of historic and research data, providing
orientation for the preservation of this modernist heritage and also contributing for the
operation and maintenance of the building. Moreover, the model also allows the analysis
of energy efficiency and carbon emission, combining digital preservation and
environmental quality in building operation and maintenance phase (Fig.10).

Figure 10 – BIM model of a luminaire with the technical and historical information of the model.
Source: Canuto & Salgado 2016.

5 Conclusions
Through the study of industrial revolutions, it was possible to identify the ICTs that stand
out in the scenario of transition from the 3rd to the 4th industrial revolution. From this, it
was researched publications that report on the implementation of technologies in
architecture teaching, particularly in the areas of 'construction technology' and 'structural
systems', based on the Brazilian curriculum. This theoretical study demonstrated the
great potential for insertion of ICT (BIM, AR, VR and PR) in teaching ‘construction’ with
the adoption of adequate technological resources. In addition, the suggested proposals
for the course don’t require major changes, but specifically the proper qualification of
professor in order to incorporate the possibilities offered by the new technologies in their
didactic practices. Examples presented illustrates some possibilities that has already
been explored by architecture undergraduate and master students at FAU-UFRJ, but
professors should also incorporate those innovations in their didactics practices.

It is worth highlighting the possibilities that those software offers to the rationalization of
the construction and, consequently, environmental sustainability in the choice of the most
economic solutions and with rapid execution. One of the intentions to stimulate the use
of digital technologies by the professor in the classroom is to bring benefits to the
students who are able to understand the contents taught more easily. But it also instils
interest in students to learn these technologies that are part of everyday life of society. In
this way, it is understood that the adoption of didactic practices by professors exploring
digital technologies possibilities in classroom is the best strategy to disseminate
innovation among future architects. Therefore, the digital technologies can be of great
value in the didactic process in the classroom and also as a way to encourage students
to use them. Despite the possibilities offered by the technologies, a professor today is
mobilized by false paradigms regarding technology and its practical application; a

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teacher who still has difficulty using ICT in everyday practice and, above all,
appropriating them for teaching didactic use. (ROSA, 2013).

It is important to emphasize that it takes more than a single domain instrumental,

it becomes necessary a knowledge of the potentialities provided by each type of
technology according to each teaching method to be applied. The teacher needs
to be reflective and ask himself: How can this technology favor my teaching
work? How can it transform my activity, creating new goals, new work processes,
new ways of interacting with my students? (ROSA, 2013:222-223)

Finally, this study provides a theoretical contribution to the works that seek to dialogue
between teaching and technology of construction, teaching and ICT, and construction
technology and ICTs.

Acknowledgements
The authors acknowledge CAPES – Coordination for the Improvement of Higher Education
Personnel – and CNPq – Brazilian Council for Research and Innovation, for the financial support
of this research

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