Teaching case: applying gamification techniques and virtual reality for learning building engineering 3D arts
In this paper the researchers describe the use of gamification and virtual reality-enhanced learning in university engineering and architecture classes. Our goal is to increase student motivation and engagement through various technologies and learning methodologies based on game mechanics, called gamification, and the use of virtual reality.
Gamification is used to engage students in the learning process and stretch their retention of the knowledge and skills received beyond a single lecture. Engagement is the main objective in applying gamification. The use of gamification and new technologies for enhancing the learning process will boost achievement in 3D architectural subjects for design, and convey and validate any architectural project.
The researchers used virtual reality and software like Sketchfab, Unity, and Oculus Rift VR to enter virtual and immersive worlds that students used to enhance their architectural designs. To connect the technologies, the researchers used Unity for programming all the viewer behaviors and the virtual world interactivity. The researchers used Oculus Rift, a heads-up display for virtual reality with a high immersive presence, to design a pavilion and create a virtual island from scratch. 
New Strategies Using Handheld Augmented Reality and Mobile Learning-teaching Methodologies, in Architecture and Building Engineering Degrees
In this paper we present “ML-AR” Practice Modules, in the field of Architecture and Building Engineering. They are alternative to traditional courses which are taught over a semester, and adapted to the student learning flow. In this case we used a particular technology such as Hand Held Augmented Reality (HHAR), to overlap virtual models on real scenes. Experience was limited to specific groups within four areas of undergraduate and master. In each case, specific Mobile Learning (ML) practices have been carried out. Each experimental group (EG) has been able to visualize a virtual model created by them or their teachers, in order to evaluate an architectural proposal or a construction detail, on site, as part of their own learning process. Students without the required devices, still in the ordinary course, configured the control group, (CG). Virtual models generation and augmented scenes preview on site, provided evaluation tools for better assessment and knowledge of student’s proposals prior to any intervention. In addition, tangible interaction and the abilitiy to modify and share their views also provided social skills and helped to create a self-formative process. Mobile devices and AR technology were used close to the students who show greater motivation and commitment in their didactic contents generation. Evaluation is based on academic performance improvement through study cases, by comparing the achievement of the overall objectives between the two groups (EG & GC). Relationship between performance and usability is also assessed. The experiments carried out confirmed our initial hypothesis, where Information and Communication Technologies (ICT) used in the web 3.0 environments, allow improving learning processes and reducing its temporality without previous experience at a very low cost. AR Technology in this area combined with Cloud computing development, creates a new paradigm of continuous training and self-learning though the use of AR technology. 
Inorganic crystal engineering using self-assembly of tailored building-blocks
The use of transition metal complexes of bridging bidentate ligands to construct predictable, multi-dimensional infinite networks is an area of chemistry which has received ever-increasing attention over recent years. This article will review the advances that have been made in this field of research and will illustrate how ligand design and the properties of the transition metal and counter-anion can be used to control network geometry and thus crystal structure. The range of network topologies and structural motifs that have been constructed thus far will be outlined with particular emphasis upon how specific arrays can be prepared via rational design of molecular building-blocks. The unusual phenomenon of interpenetration, or polycatenation, will be discussed and methods to achieve control over this effect will be highlighted. 
Diffusion of Innovations: The Status of Building Information Modelling Uptake in Nigeria
Aim: This study evaluated Building Information Modelling (BIM) awareness and adoption in Nigeria through the line of enquiry known as the ‘diffusion of innovations’ and its possible uptake.
Study Design: The study is quantitative in nature and the primary data fetched through questionnaire survey within Nigerian construction industry.
Place and Duration of the Study: Conducted within North-west, North-central and Lagos, Nigeria for a period of 4 months.
Methodology: A quantitative approach was adopted to x-ray the Nigerian construction industry; a structured questionnaire was used across the Architecture, Engineering and Construction (AEC). The generated data were analysed through descriptive statistics (in percentages) and presented in charts and graphs.
Results: The result revealed that 59.5% are aware of BIM technology; 22.8% are aware and currently using BIM and the remaining 17.7% neither aware nor using BIM; consequently, the industry was evaluated just within the Late Majority in terms of awareness and just entered the Early Majority in terms of BIM technology adoption.
Conclusion: Nigeria is at least five years behind US, UK and South Africa. In addition to lagging behind by at least five years, it is also behind by about 10% and 50% for UK and US respectively. The study also discovers the most significant barriers to BIM adoption as lack of BIM experts and lack of collaboration by its team stakeholders. The industry is likely to take the UK pattern in adopting the BIM and Recommendations are made based on the findings of the research. 
The Engineering of an Undergraduate Nuclear Education Program in Jordan
Recognizing the vital importance of nuclear knowledge and that human capacity building is the first step in the effective planning and implementation of a successful nuclear power program, in 2006/2007 Jordan made the decision to establish a nuclear engineering education program. The establishment of such a program was the first step in Jordan’s efforts to develop its nuclear infrastructure and to introduce nuclear power as part of its energy mix.
The Nuclear Engineering department at Jordan University of Science and Technology (JUST), is the first and only such department/program in Jordan. To provide top quality nuclear education that will lead to realistic teaching instruction this department was engineered and designed based on four factors; curriculum, faculty, facilities and students. This paper presents the establishment of nuclear engineering education in Jordan and the department role in building Jordan’s human capacity to ensure the proper implementation of its nuclear power program; it further evaluates the department challenges and current status. 
 Villagrasa, S., Fonseca, D. and Durán, J., 2014, October. Teaching case: applying gamification techniques and virtual reality for learning building engineering 3D arts. In Proceedings of the second international conference on technological ecosystems for enhancing multiculturality (pp. 171-177).
 Redondo, E., Fonseca, D., Sánchez, A. and Navarro, I., 2013. New strategies using handheld augmented reality and mobile learning-teaching methodologies, in architecture and building engineering degrees. Procedia Computer Science, 25, pp.52-61.
 Blake, A.J., Champness, N.R., Hubberstey, P., Li, W.S., Withersby, M.A. and Schröder, M., 1999. Inorganic crystal engineering using self-assembly of tailored building-blocks. Coordination chemistry reviews, 183(1), pp.117-138.
 Hamma-adama, M., Salman, H. and Kouider, T. (2018) “Diffusion of Innovations: The Status of Building Information Modelling Uptake in Nigeria”, Journal of Scientific Research and Reports, 17(4), pp. 1-12. doi: 10.9734/JSRR/2017/38711.
 Xoubi, N. (2014) “The Engineering of an Undergraduate Nuclear Education Program in Jordan”, Current Journal of Applied Science and Technology, 8(6), pp. 576-582. doi: 10.9734/BJAST/2015/17091.