## 1 Introduction
### Significance and Advantages of Virtual Technology  
The significance of virtual technologies is that it helps users to have an active experience rather than a passive learning experience and enhances their creativity [15; 16]. Emerging technologies and virtual tools have caused a significant change in education methods, including construction education [17]. They shifted education and professional practices significantly away from the traditional individual theory-based lecturing to group PBL, similar to other practical disciplines. Project-based learning refers to learning from a specific construction project as a case study. Examples of group-based learning methods in engineering are problem-solving with open-ended solutions [18; 19], hands-on projects [20], and team-oriented communications [21]. More recently, the concept of active learning and student engagement has had a significant impact on education design in practical courses [22], arguing that students learn more and are more prepared for their careers by actively applying the course materials. Some researchers recommended flipped classroom models for construction management [1; 23]. However, this new highly lauded method has not yet received enough attention in the AEC, including the construction management discipline, particularly for large classrooms [1; 24; 25]. Also, there are not enough digital tools to support this teaching method. The problem is that the educator cannot take a large class of students into a construction site. This is particularly an important problem where a specific activity such as piling is not at the same time as the teaching period.  
PBL is recommended to many educational disciplines at universities [14]. The PBL assessment is the core concern of many studies in different fields, including AEC, and students need to work collaboratively and enhance their social and cooperation skills. Table 1 presents the positive and negative experiences of students in doing PBL based on the literature.  
\begin{table}
\begin{tabular}{c c c} \hline
**Students Experience** & **Description** & **References** \\ \hline
**Overall advantage** & Encourage them to be more active and more engaged & [PERSON], et al. [26] \\ \hline \multirow{4}{*}{**Positive experience**} & Reduce their workload and made their assignment more manageable & [PERSON] and [PERSON] [27] \\ \cline{2-3}  & Allow them to cover more materials with group members & [PERSON] and [PERSON] [27] \\ \cline{2-3}  & Their critical thinking skills would be improved through group conversation & [PERSON] and [PERSON] [27] \\ \hline \multirow{4}{*}{**Negative experience**} & Conversations were superficial and time-consuming & [PERSON], et al. [28]; [PERSON] [29] \\ \cline{2-3}  & The group learning method took away lecture time where “facts” and direct & [PERSON], [PERSON], [PERSON], [PERSON] and [PERSON] [26] \\ \cline{2-3}  & Networks would be provided & [PERSON], [PERSON], [PERSON], [PERSON] and [PERSON] [26] \\ \cline{2-3}  & Not productive because it takes time for the group to arrive at conclusions, & [PERSON], [PERSON], [PERSON], [PERSON] and [PERSON] [26] \\ \cline{2-3}  & mostly no results or consensus would be made & [PERSON], [PERSON], [PERSON], [PERSON] and [PERSON] [26] \\ \hline \multirow{2}{*}{**Barriers**} & Free-riders could be misidentified & [PERSON] and [PERSON] [30] \\ \cline{2-3}  & Group members are not equally contributing to their assignment & [PERSON] [31], [PERSON] and [PERSON] [30] \\ \hline \end{tabular}
\end{table}
Table 1: Overall advantages, experience, and barriers to group project assessments.