Formalizing Competencies and Defining the Characteristics of a Digital Environment for Learning Human–Robot Collaboration in Construction: Insights from Industry and Academia

Abstract

Abstract Human–robot collaboration (HRC) refers to the interaction between humans and robots in a shared workspace, combining human adaptability with robotic precision to execute tasks. This study formalizes HRC competencies and identifies the characteristics (training components) of a digital environment for learning HRC in construction through separate focus group discussions with industry and academic participants. A thematic analysis, conducted using inductive coding and validated through interrater reliability, reveals the rationale for prioritizing the top-rated HRC competencies across industry and academia. The top-rated HRC knowledge areas emphasize the importance of integrating HRC to enhance efficiency and safety, as well as adapting it to evolving industry needs. Prioritized skills underscore the importance of aligning knowledge and skills to support effective HRC implementation and enhance human–robot interface and communication proficiencies. The top-rated abilities highlight the significance of foundational, adaptive, and collaborative abilities for safe and effective HRC. The characteristics of a digital environment for learning HRC include robotic technologies, such as drones, three-dimensional (3D) printers, and wearable exoskeletons, which are considered essential for HRC training in construction. Applications such as surveying, bricklaying, and high-precision tasks provide hands-on learning opportunities. Facilitating conditions, including robust network connectivity, reliable power supplies, and modular construction processes, enhance the learning experience. This study contributes to knowledge by formalizing HRC competencies and proposing a digital learning environment that incorporates robotic technologies, practical applications, and facilitating conditions based on the perspectives of industry professionals and academic experts. It also contributes to Activity Theory by advancing its use as a conceptual framework for structuring and interpreting relationships among learners, HRC competencies, stakeholder perspectives, and training components within digital learning environments for HRC in construction.