Abstract: BIM and Virtual Reality (VR) are technologies that aim to revolutionise the AEC industry, minimizing variations, replicating complex tasks, enhancing visualisation of objects, better coordination with stakeholders, and as an alternative training tool. However, they have multiple limitations that deter a successful implementation in the AEC sector, requiring high technical skills to be developed, complex processes, and expensive resources that do not satisfy their current needs. Therefore, this research aims to create a game-like simulation between BIM and VR to train people in pile construction activities, addressing the limitations about industry adoption to implement it as a feasible product. The objectives of this thesis are: I. Develop a methodological framework to replicate similar prototypes like the one developed, II. Create a BIM and VR application using decision tree scenarios to train people around piling procedures, III. Validate the prototype through online surveys to verify its usability, feasibility, and improvements. A complex simulation using multiple software was created to teach about the required elements for piling construction, being supported through cinematics to show different construction stages of the survey, logistics, site camp, drilling excavation, and concrete & rebar activities. Participants agreed that the Pile Training Module (PTM) delivers an enhanced training experience about complex concepts, highlighting its potential of replicating variable conditions of a real site. With this module, it was demonstrated that high levels of expertise and costs are no longer limitations for a meaningful VR and BIM application, representing a starting point for future prototypes that aim to become a real application for the AEC industry and academy.

Abstract: This study presents a language textbook analysis informed by generative second language acquisition (GenSLA), an area of investigation that has been rarely explored. In consequence, it proposes an original methodology. It also intends to contribute to bridging the gap between GenSLA and second language teaching. For those purposes, it tackles the research question: To what extent are secondlanguage textbook contents informed by GenSLA theory and research findings? The two research objectives are (1) to analyse how polarity item any is explicitly instructed in the language textbook series proposed by the Ministry of Education in Colombia for public secondary schools and (2) to analyse how polarity item any is incidentally instructed in the textbook series in terms of primary linguistic data (PLD). In terms of methodology, the study proposes two analyses for each research objective. First, to analyse explicit instruction (explanations, grammar activities, and teacher’s guidance). Second to analyse every instance of polarity item any provided by the textbooks through written and aural input. The main results show that the whole linguistic distribution of any is partially covered by explicit and incidental instruction. A cautious explanation is the emphasis of textbooks on meaning and interaction over form or metalinguistic knowledge. These results also demonstrate the need for instruction of any in veridical linguistic contexts licensed by negative implicature.