Characteristics of a Digital Environment for Learning Human–Robot Collaboration in Construction: A Focus Group Study

Preparing students for human–robot collaboration (HRC) in construction requires a learning environment that emphasizes situated and experiential learning. Digital learning environments present a solution by simulating authentic construction scenarios and allowing learners to engage in simulated tasks. However, the effectiveness of such environments depends on their specific characteristics, which are training components shaping students’ learning experiences. Grounded in activity theory, this study investigates the characteristics of digital environments for equipping students with HRC competencies through focus group discussions with academic participants. Qualitative data analysis identified key themes, including robotic technologies, HRC applications, and facilitating conditions that support student learning outcomes. This study advances the understanding of HRC training in digital environments by proposing a framework that outlines essential training components required to develop HRC competencies. It also expands the application of activity theory in construction education by contextualizing the characteristics of digital environments for learning HRC within an activity system.