Search Results (4)

This study addresses several challenges in traditional triaxial test teaching including high costs, poor environmental sustainability, and the lag of soil constitutive model education behind theoretical advancements. A digital platform for triaxial test teaching was established within the MATLAB environment. This platform integrates the Anisotropic Structured Clay Model (ASCM) and the Anisotropic Creep Model (ANICREEP), supporting four key testing conditions. It accommodates various teaching scenarios and experimental designs, clearly illustrating the stress–strain relationships of soil and the evolution of key state variables under different testing conditions. The platform helps students gain a deeper understanding of soil mechanical behavior while alleviating the burden of complex mathematical derivations, thereby establishing a new technology suitable for engineering education. The platform is highly aligned with the teaching needs of triaxial tests in the undergraduate course “Soil Mechanics” and can effectively support the in-depth exploration of constitutive model theory in the graduate course “Numerical Computation in Geotechnical Engineering”, providing robust support for cultivating students’ theoretical understanding and practical analytical skills. This technology not only promotes the deep integration of educational digitalization and modernization within geotechnical engineering teaching but also establishes an economical, sustainable, and innovative teaching paradigm. Furthermore, through its openness and extensibility, the platform injects new momentum into the implementation of educational digitalization strategies and serves as a model for building an open and shared curriculum resource system. Full article

The study explores the capabilities of large language models (LLMs), particularly GPT-4, in understanding and solving geotechnical problems, a specialised area that has not been extensively examined in previous research. Employing a question bank obtained from a commonly used textbook in geotechnical engineering, the research assesses GPT-4’s performance across various topics and cognitive complexity levels, utilising different prompting strategies like zero-shot learning, chain-of-thought (CoT) prompting, and custom instructional prompting. The study reveals that while GPT-4 demonstrates significant potential in addressing fundamental geotechnical concepts and problems, its effectiveness varies with specific topics, the complexity of the task, and the prompting strategies employed. The paper categorises errors encountered by GPT-4 into conceptual, grounding, calculation, and model inherent deficiencies related to the interpretation of visual information. Custom instructional prompts, specifically tailored to address GPT-4’s shortcomings, significantly enhance its performance. The study reveals that GPT-4 achieved an overall problem-solving accuracy of 67% with custom instructional prompting, significantly higher than the 28.9% with zero-shot learning and 34% with CoT. However, the study underscores the importance of human oversight in interpreting and verifying GPT-4’s outputs, especially in complex, higher-order cognitive tasks. The findings contribute to understanding the potential and limitations of current LLMs in specialised educational fields, providing insights for educators and researchers in integrating AI tools like GPT-4 into their teaching and problem-solving approaches. The study advocates for a balanced integration of AI in education to enrich educational delivery and experience while emphasising the indispensable role of human expertise alongside technological advancements. Full article

Remediation and preparation for development is a crucial aspect of the valorization of post-mining areas. This study is focused on technologies devoted to the cement stabilization of post-industrial waste and petroleum contaminated soils. Two case studies are presented. Case 1 is based on the stabilization works of waste from a closed chemical plant in order to turn it into an engineered landfill. The results form the basis for numerical studies of slope stability. The shorter case 2 is based on the laboratory testing of a soil–cement composite with regard to petroleum contamination and the application of active carbon to neutralize it in the course of deep soil mixing. Both cases, due to the use of slag cement, are not considered to be sustainable (due to a relatively high carbon footprint), but they represent current geotechnical practice and form a reference for a wide range of applications. Both cases show the positive impact of stabilization by means of the addition of a hydraulic binder. The effect of soil improvement is measurable in terms of the stability factor of landfill slopes. The effect of active charcoal addition seems to be a valuable improvement to standard deep soil mixing technology in the case of contaminated soil. The presented results, despite their local importance related to the cases under scrutiny, have an important educational and scientific value for the energy sector, where contaminated sites need to be valorized. Full article

The integration of technology and new tools in engineering education has created opportunities for the advancement of geotechnical engineering education (GEE). Technology-enhanced learning (TEL) has been implemented in GEE by many educators, and its impacts have been studied by different researchers. This review paper presents a comprehensive analysis of the state-of-the-art implementation of TEL in GEE based on published journal articles. This study adopts a systematic approach in examining the literature on TEL in GEE, identifies emerging trends and challenges, presents potential solutions, and outlines research gaps and recommendations. The literature indicates that, over the past couple of decades, the major trends of TEL in GEE have included computer-based simulations and computations, physical and centrifuge modeling, virtual laboratory and field experimentation, internet-based online resources, and virtual and augmented reality. The implementation of TEL in GEE can support students in effectively comprehending complex engineering concepts and augment their preparedness for the demands of professional practice. Furthermore, the integration of TEL with instructional design strategies involving problem-based learning, experiential learning, collaborative learning, and critical thinking cultivation is recognized as a favorable strategy. However, challenges such as a lack of resources and experience, optimization of pedagogies, alignment with course content, and quantification of TEL’s impact on GEE and student learning experiences remain to be addressed by continuing research and development in this field. In addition, an outcome-based education (OBE) theory-inspired quadruple framework is proposed in this study for the efficient implementation of TEL in GEE. Full article