This project focused on the development of augmented reality visualisations to explain construction processes to architecture students, contractors, and civil engineers. Through research, curriculum alignment, and interactive AR, Glassbox3D created a learning tool that allows users to explore construction sequences, alternative scenarios, and advanced techniques while adhering to SANS guidelines. The experience supports spatial understanding and the interpretation of 2D drawings in a fully immersive educational context.

Location: Johannesburg
Context: Educational initiative for architecture, construction, and engineering students
Role: Research, development, and AR implementation
Technologies used: Augmented reality, 3D visualisation, interactive modelling

Architectural construction practice holds educational and professional significance as the foundation of safe, efficient, and innovative built environments. Beyond technical drawings and site visits, learning construction involves understanding spatial sequencing, material behaviour, and the decision-making processes of architects, contractors, and engineers.

This project emerged from the need to provide students with access to these processes during COVID-19 restrictions, enabling them to explore construction sequences, alternative scenarios, and advanced techniques in a way that preserved both procedural understanding and professional context.

The primary challenge was inaccessibility. During the COVID-19 pandemic, students were unable to visit construction sites, limiting their ability to understand spatial sequencing, material interactions, and workflow complexity. Traditional teaching methods, such as 2D drawings and static diagrams, were insufficient to convey the full construction context and decision-making process.

There was also a responsibility to ensure that any digital representation remained accurate, aligned with SANS standards, and pedagogically sound, supporting learning objectives without oversimplifying professional practices.

Glassbox3D approached the project through in-house research-led methodologies and curriculum-aligned development. Work began by analysing construction sequences, architectural drawings, and teaching requirements, engaging directly with educators, contractors, and engineering experts. Rather than prioritising technology alone, the approach centred understanding, spatial reasoning, and professional context as entry points for augmented reality representation, ensuring that students could explore construction processes meaningfully.

Immersive technologies were selected based on their suitability for learning objectives and professional relevance, ensuring that AR remained a tool to enhance understanding rather than becoming the focus of the project.

The project utilised a combination of immersive technologies, including:

- Augmented reality for step-by-step construction visualisation
- 3D modelling and interactive visualisations of construction sequences
- Spatial documentation of architectural drawings and site layouts

These technologies enabled accurate representation of construction processes and spatial relationships while supporting educational goals and professional understanding for architecture, engineering, and construction students.

The resulting AR experience allows students and professionals to engage with construction processes beyond static drawings or site visits, offering spatial understanding alongside procedural, technical, and professional context.

The project supports:

- Educational engagement by enabling remote, interactive learning of construction sequences
- Professional understanding for architects, contractors, and engineers
- Research and testing of alternative construction scenarios and advanced techniques
- Long-term curricular access for ongoing training and reference

Where appropriate, the work also contributes to discussions around immersive learning, digital pedagogy, and responsible use of AR in architectural education.

Projects of this nature carry responsibility. This work highlighted the importance of approaching AR-based educational tools with care, collaboration, and an awareness of how representations of construction processes may be interpreted by students and professionals over time.

The project reinforced the value of research- and context-led methodologies in ensuring learning experiences remain meaningful, accurate, and grounded in professional practice, rather than reduced to technology alone.

This project demonstrates how immersive technologies can support architectural education when grounded in research, curriculum alignment, and professional collaboration. Glassbox3D continues to work with educational institutions, architecture schools, and construction programmes exploring responsible and effective approaches to AR, immersive learning, and digital visualisation of construction practices.