Designing Educational Virtual Environments for Construction Safety: A Case Study in Contextualizing Incident Reports and Engaging Learners
26 Jul 2019-pp 338-354
TL;DR: A case study in system design is conducted to understand how to effectively contextualize raw incident reports into a meaningful 3D educational experience.
Abstract: Safety education is important in the construction industry, with many onsite injuries and fatalities. Reviewing incident reports can be valuable in preventing the same mistakes from reoccurring and in reinforcing the concept of designing for construction safety. However, the required information can be difficult for students and non-experts to understand in a meaningful way without instructor facilitation. Recently research has shifted into using 3D virtual environments for safety education, with applications teaching learners how to identify hazards and operating procedures. While there are exploratory results on student engagement and overall learning, there is less focus on how the design influences the learning outcomes. For these reasons we conducted a case study in system design to understand how to effectively contextualize raw incident reports into a meaningful 3D educational experience. From our case study, we present a single-learner educational application with both a desktop computer and VR version. The desktop version was used in development of the application’s design framework and in a controlled study testing how interaction techniques influence learning and behavioral outcomes. The results showed that interaction technique did significantly affect total time spent using the application, but did not affect remembering and understanding. We discuss how lessons learned from the user study were applied to the VR version, what designs revisions needed to be made, and overall usability. Lastly, we summarize the experiences and evaluations from the case study by listing design guidelines for creating educational virtual environments from existing 2D information records.
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TL;DR: The literature reveals that engineering researchers and instructors have broadly explored the potential of HMD VR in organized engineering instruction and training, but rigorous evaluation appears to be somewhat lacking in the reviewed research, and most studies are conducted in a small‐scale laboratory setting.
Abstract: Engineering education refers to developing an understanding of the principles, methods, and ways of thinking that underlie engineering, and preparing students and engineers for productive engineering careers. The purpose of this review is to explore how head‐mounted display‐based virtual reality (HMD VR) can contribute to these goals. Historically, engineering has not been a focus for VR in education. However, recent technical advances and decreasing prices are driving a growing public interest in applying HMD VR in this field. This article reviews 47 publications on this topic, primarily appearing from 2015 to May of 2020. The literature reveals that engineering researchers and instructors have broadly explored the potential of HMD VR in organized engineering instruction and training. However, rigorous evaluation appears to be somewhat lacking in the reviewed research, and most studies are conducted in a small‐scale laboratory setting. Nonetheless, HMD VR seems to be able to motivate students to learn and it is perceived to be useful in engineering education. Researchers are recommended to explore the methods of using HMD VR to facilitate lifelong learning, especially for the retraining and re‐employment of engineers who seek to change careers or collaborate with researchers in different disciplines. Engineering instructors may benefit from professional development that focuses on student‐centered pedagogies and skills attuned to the latest HMD VR systems.
23 citations
TL;DR: In this paper , the authors focus on extended reality (XR), which encompasses virtual reality (VR), augmented reality (AR), and mixed reality (MR) technologies, and identify two evaluation methods, objective and subjective, which are each broken down into four categories.
Abstract: The construction industry has high accident rates. The sector is exploring various tools to improve safety management, training, and awareness to achieve zero accidents. This work focuses on extended reality (XR), which encompasses virtual reality (VR), augmented reality (AR), and mixed reality (MR) technologies. Several authors have developed training experiences for construction safety in XR environments with positive conclusions about their effectiveness. However, there is no standardization regarding the evaluation methods used in the sector, and many experiences do not use any method. This lack is critical, as whenever the aim is to evaluate the degree of awareness of security issues, the implementation of evaluation systems is indispensable to make known the methods used in the literature to evaluate the effectiveness of the experiences and represent support for future research. This research identifies developments in XR experiences and analyzes the validation methods through a systematic review using the PRISMA methodology. It identifies two evaluation methods, objective and subjective, which are each broken down into four categories. The results show the types of evaluation, safety-related purposes, and safety application objectives used by the database classification.
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References
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TL;DR: This chapter describes the System Usability Scale (SUS) a reliable, low-cost usability scale that can be used for global assessments of systems usability.
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9,101 citations
TL;DR: In this article, a framework is presented that explicitly delineates the roles of metacognition and cognition within small-group heuristic problem solving in mathematics, which is used to describe the videotaped behaviors of 27 seventh-grade students of varying ability working in small groups to solve a mathematical problem.
Abstract: A framework is presented that explicitly delineates the roles of metacognition and cognition within small-group heuristic problem solving in mathematics. This framework is used to describe the videotaped behaviors of 27 seventh-grade students of varying ability working in small groups to solve a mathematical problem. The results suggest the importance of metacognitive processes in mathematical problem solving in a small-group setting. A continuous interplay of cognitive and metacognitive behaviors appears to be necessary for successful problem solving and maximum student involvement. Within the groups, students returned several times to such problem-solving episodes as reading, understanding, exploring, analyzing, planning, implementing, and verifying. Stimulated-recall interviews held after completion of the task underscored an additional dimension of importance. Attitudes, particularly those of high-ability students, seemed to affect the interactions and the problem-solving behaviors of fellow group mem...
442 citations
TL;DR: In this article, the authors established a clear link between construction fatalities and the design for construction safety concept and found that 42% of fatalities reviewed were linked to the concept; the associated risk that contributed to the incident would have been reduced or eliminated had the design-for-construction safety concept been utilized.
433 citations
TL;DR: In this paper, the authors tested the hypotheses that safety training in a virtual reality (VR) construction site would be feasible and more effective, in terms of workers' learning and recall in identifying and assessing construction safety risks, than would equivalent training using conventional methods.
Abstract: Construction workers’ ability to identify and assess risks is acquired through training and experience and is among the key factors that determine their behaviour and thus their safety. Yet researchers have questioned the effectiveness of conventional safety training. This research tested the hypotheses that safety training in a virtual reality (VR) construction site would be feasible and more effective, in terms of workers’ learning and recall in identifying and assessing construction safety risks, than would equivalent training using conventional methods. Sixty-six subjects were provided training in construction safety and their safety knowledge was tested prior to the training, immediately afterward, and one month later. Half of the subjects received traditional classroom training with visual aids; the other half were trained using a 3D immersive VR power-wall. Significant advantage was found for VR training for stone cladding work and for cast-in-situ concrete work, but not for general site safety. VR...
406 citations