## 4 Interviews Results and Group WiKi Project Analysis  
In order to address the research questions of what factors may enhance students' engagement and identify the advantages of virtual technologies, a group of students were invited to participate. The GWiP documents of 204 students were also screened to identify how students played their roles and how they engaged in their projects. A group of ten students participated in the interviews to discuss their experience of using at least one of these technologies. Students were selected from the undergraduate program of construction management. Students were asked to focus on their roles, which have been taken in an infrastructure project and describe the challenges in their projects. Table 5 shows that they adopted their roles and learned about it. For example, one of a student described her role as a project director: \"During my role as Project Director for the Sydney Light Rail Project thus far, many various obstacles have arisen. This is largely due to the size of the project and the high stakes the project holds for those involved in its construction and the impact the infrastructure project would have on the people of Sydney\". Figure 15: The digital twin AR of the chosen excavator. (**a**) the AR excavator running in the field ([[https://www.globalconstructionreview.com/innovation/australian-academic-develops-digital-twin-digger/](https://www.globalconstructionreview.com/innovation/australian-academic-develops-digital-twin-digger/)]([https://www.globalconstructionreview.com/innovation/australian-academic-develops-digital-twin-digger/](https://www.globalconstructionreview.com/innovation/australian-academic-develops-digital-twin-digger/))); (**b**) the digital model on iPad. The result of the analysis of interviews about learning experience during the module design sessions shows the usefulness of virtual modules as well as limitations, which should be investigated in the future. The value and future research directions are discussed as following. Usefulness is a crucial factor in technology adoption and has been examined in the information systems [71] and construction over the years [64]. The participants support the claim that virtual modules, including the iCRT, provide an innovative immersive environment that brings real construction practices into universities to enable thousands of students from AEC to become familiar with state of the art in a no-risk environment [72; 73]. Among these modules, the iCRT was recently experienced by over 1000 students. A student says: \"It was more in-depth, and with the questions in the interactive exercises, we got to learn much more than just a YouTube video.\" Another student expressed the feeling that they visited a real construction site and learned from the visit: \"I felt I was on an excursion on-site. It gave me knowledge and insight [into] what actually is involved in a construction site\". Table 6 represents a summary of the student experience through the modules. From the students' perspective, by \"becoming immersed\" in iCRT modules, a greater sense of \"motivation and drive to seek further knowledge on key site elements\" has been evident. This includes active engagement within quizzes of the quarry module, where trucks were used to underline the importance of Personal Protective Equipment. The modules provided to students have allowed the cohort to excel in \"not just university, but also the workplace\" by applying key aspects learned through the modules in the field as a student describes. A student expresses:  
\"When I first stepped on-site, it was a bit daunting. However, I quickly remembered key concepts of the site layout modules I learned in the VR labs and applied my knowledge to assist in site coordination and asserting the traffic management plan.\"  
Several critical benefits have arisen from the application of virtual reality modules. Students can investigate how \"productivity measures\" are taken place through 360\({}^{\circ}\) cameras.