Abstract
Mr. Ruiqi Jiang, Student, Department of Civil Engineering, Faculty of Engineering, HKU
Dr. Weijiao Huang, Post-doctoral Fellow, TALIC, HKU
Modular Integrated Construction (MiC) is transforming the building industry by relocating fabrication to controlled environments. Yet, on-site assembly processes such as alignment and installation remain labor-intensive and hazardous. Facing this challenge, robotics is increasingly recognized as a transformative driver for safer and more efficient site operations. However, many students in civil-related disciplines are unfamiliar with the capabilities and limitations of robotics, which can lead to misconceptions or even avoidance of robotics-enabled solutions in interdisciplinary contexts. Moreover, teamwork and efficacy are critical to success in the high-tech workplace of the new era. To better prepare students for this new era of interdisciplinary collaboration, we designed a team-based learning activity that offered in-depth experiences with robotic technology. The activity integrated conceptual foundations with authentic, practice-based challenges, while also fostering transferable skills such as teamwork and problem-solving.
The program engaged thirty students from diverse academic backgrounds, most without prior robotics experience. They were divided into six teams and completed four sequenced sessions. Session 1 situated the activity within the context of MiC, explained why robotic arms are critical for assembly, and introduced the main components of a robotic system. Sessions 2 and 3 developed from theory to hardware: in Session 2, teams worked collaboratively through newly learned forward-kinematics calculations, while in Session 3, they studied inverse kinematics and applied their solutions to a real robotic arm. The hardware experiments centered on remote bolt-tightening tasks. During these experiments, team members collaborated on calculations and analysis, drawing on complementary expertise from different disciplines. Session 4 emphasized interdisciplinary knowledge transfer, as students exchanged perspectives across fields and envisioned potential applications of robotics in their own domains, highlighting the added value of multidisciplinary collaboration.
Evaluation combined knowledge checks, surveys on self- and collective efficacy, rubric-based observations, and reflective discussions. The results indicated not only a deeper understanding of robotic technology but also stronger collaborative strategies, clearer division of roles within the teams, and greater confidence in addressing unfamiliar technical problems. Students further emphasized such interdisciplinary collaboration enriched their perspectives and stimulated curiosity about the broader role of robotics in their own research. Situated within MiC scenarios and integrating theory with practice, the activity generated measurable learning gains and highlighted the value of interdisciplinary education. It offers a replicable model for preparing students to meet the technological and collaborative challenges of next-generation construction.