Mariam Tomori

(Advisor: Dr. Omobolanle Ogunseiju)

will propose a doctoral thesis entitled,

Developing Technical Identity of Construction Engineering and Management Students with Mixed Reality

On

Thursday, November 20, 2025, at 2:30–4:30 PM.

Caddell Building, Conference Room 212

Abstract

The construction industry remains one of the most hazardous sectors globally, with high rates of worker fatalities and injuries. These occupational injuries have negatively impacted the economy, leading to project delays, worker absenteeism, increased compensation claims, and reduced productivity. Additionally, safety challenges, coupled with increasing complexity in construction processes, necessitate innovative solutions for hazard identification, risk mitigation, and efficiency enhancement. To address these challenges, sensing technologies such as drones, laser scanners, radio-frequency identification (RFID), and wearable sensors have emerged as transformative tools. However, the widespread adoption of these technologies is hindered by a critical shortage of skilled technical workers, a problem projected to worsen as the demand for skilled workers continues to outpace supply. To bridge this gap, there is an urgent need for educational approaches that equip construction engineering students with the technical skills and professional identities required to implement sensing technologies in the construction industry. A strong professional identity fosters students’ perceptions of their technical competence, recognition, and interest in the field, which significantly influence students’ motivation, persistence, and career trajectories. Also, students with high career identities are more likely to perform successfully in their future roles in the construction industry.

However, due to the high costs of these technologies, logistical challenges, and limited opportunities for real-world construction site experiences, it is difficult to provide students with adequate practical, technology-focused learning experiences. Mixed reality (MR) environments offer an innovative solution by providing immersive, hands-on learning experiences in a safe and controlled setting. While research on professional identity development has grown, understanding how MR environment influence construction engineering students' technical identities remains limited. This research aims to investigate the potential of MR environments to foster professional technical identity development among construction engineering students. Rooted in positioning theory, the study explores how interactions with data-sensing technologies within a mixed reality learning environment influence students' perceptions of their technical competence, interest, and recognition. The study refined a MR environment developed in prior research, featuring interactive learning with sensing technologies and a virtual learning assistant.

The research employs a mixed-methods approach with three primary objectives: 1) Identify professional technical identity practices through interviews with experienced construction professionals who interacted with the MR environment; 2) Assess the psychological risks of MR environment after refining the environment with professional identity practices and storytelling-based virtual assistants; and 3) Assess how MR environment designed for technical identity development strengthen students' perceptions of their technical abilities, interests, and recognition. Objective 3 was achieved through surveys, critical-incident interviews, and performance assessments with construction engineering students from minority and non-

minority-serving institutions. Quantitative methods, including the evaluation of cognitive, emotional, and physiological factors, and perceived usability of the environment, were used to assess the impact of the MR environment. By combining qualitative and quantitative methods, this research is expected to yield theoretical frameworks of professional technical identity practices in implementing sensing technologies, an MR environment that effectively supports technical identity development, a deeper understanding of the psychological and physiological risks associated with MR environments, and an understanding of how and why a mixed reality environment strengthen technical identity development in construction engineering students. Additionally, the research will provide insights into mixed reality design interventions that promote positive learning experiences and inclusivity for all students. Ultimately, this work aims to contribute to the advancement of construction education, bridging the gap between academic learning and industry demands by equipping the future workforce to address complex challenges and drive innovation in the industry.

Committee

· Dr. Omobolanle Ogunseiju - School of Building Construction, Georgia Tech. (advisor)

· Dr. Jing Wen - School of Building Construction, Georgia Tech.

· Dr. Eunhwa Yang- School of Building Construction, Georgia Tech.

· Dr. Karen Franklin -Teaching & Learning Faculty, Center for Teaching & Learning, Georgia Tech.

· Dr. Manideep Tummalapudi - Construction Management, Lyles College of Engineering, California State University, Fresno