Effectiveness of Virtual Reality Technology to teach Gen Z students about Construction Safety: A Pilot Study

Dastider, Swarnali Ghosh

doi:10.18535/ijsrm/v7i2.cs01

Cited by 2 publications

(2 citation statements)

References 4 publications

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“…This paper is a continuation of an earlier research study conducted to investigate the application of Virtual Reality (VR) based games for teaching construction safety to Gen Z students (Dastider, 2019). As part of this research, the students enrolled in the Construction Safety class were first exposed to the traditional 2D teaching aids, demonstrating construction hazards, and then to few commercially available VR safety games.…”

Section: Introductionmentioning

confidence: 99%

“…The research concluded that VR technologies have huge potential as an alternative teaching methodology for Gen Z students because they can provide the real life experience similar to jobsite visit without the potential liability that may arise on a construction site. However, the study also found that, one major challenge with implementing VR in a classroom is lack of customized construction safety related VR content (Dastider, 2019). In order to create customize VR construction safety content the team reached out to several commercial developers; however it became quickly evident that commercial developers are too expensive for pedagogical modules development.…”

Section: Introductionmentioning

confidence: 99%

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Immersive VR Modules for Construction Safety Education of Generation Z Students

Azhar¹,

Han²,

Dastider³

EPiC Series in Built Environment

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This research investigated the potential of immersive Virtual Reality (VR) technology as an assistive teaching tool for construction safety and similar courses that require hands-on training. The most significant advantage of VR technology is creating real-life experiences without exposing the students to the dangers of a jobsite. Earlier studies recognized the need to develop customized VR content for construction safety courses that incorporates specific OSHA standards; hence, this study was conducted with a focus on this objective. After in-depth discussion with two construction firms, the research team identified three most needed areas for safety training namely confined space safety, scaffolding safety, and jobsite clean-up safety. A conceptual framework for VR content design, execution, and method of delivery was designed. Then a storyboard was created for each identified area to graphically depict the concept and workflow for the VR programing. Unity® gaming engine was used as the developing platform and VR modules were created for Oculus Go® head mounted display. Each module contained demonstration of the hazards and mitigation methods based on the OSHA standards. Questionnaire survey and SWOT analysis are used as tools to collect feedback and assessment data from undergraduate and graduate students and industry experts. The survey results indicate that the VR based safety education can play a positive role in improving students’ understanding, knowledge retention, and interest in the subject matter. It can help construction firms to conduct enhanced safety training without the need for physical mockups. The paper explains the strategies and lessons learned as well as provides directions for future research.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Immersive VR Modules for Construction Safety Education of Generation Z Students

Azhar¹,

Han²,

Dastider³

EPiC Series in Built Environment

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Construction hazard-recognition training for generation Z students: a comparison study based on eye-movement data

Liu,

2024

ECAM

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PurposeSafety training can effectively facilitate workers’ safety awareness and prevent injuries and fatalities on construction sites. Traditional training methods are time-consuming, low participation, and less interaction, which is not suitable for students who are born in Generation Z (Gen Z) and expect to be positively engaged in the learning process. With the characteristic of immersive, interaction, and imagination, virtual reality (VR) has become a promising training method. The purpose of this study is to explore Gen Z students’ learning differences under VR and traditional conditions and determine whether VR technology is more suitable for Gen Z students.Design/methodology/approachThis paper designed a comparison experiment that includes three training conditions: VR-based, classroom lecturing, and on-site practice. 32 sophomore students were divided into four groups and received different training methods. The eye movement data and hazard-identification index (HII) scores from four groups were collected to measure their hazard-identification ability. The differences between the participants before and after the test were tested by paired sample t-test, and the differences between the groups after the test were analyzed by one-way Welch’s analysis of variance (ANOVA) test.FindingsThe statistical findings showed that participants under VR technology condition spent less time finding and arriving at the Areas of Interest (AOIs). Both the eye movement data and HII scores indicated that VR-based safety training is an alternative approach for Gen Z students to traditional safety training methods.Originality/valueThese findings contribute to the theoretical implications by proving the applicability of VR technology to Gen Z students and empirical implications by guiding colleges and universities to design attractive safety training lessons.

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Effectiveness of Virtual Reality Technology to teach Gen Z students about Construction Safety: A Pilot Study

Cited by 2 publications

References 4 publications

Immersive VR Modules for Construction Safety Education of Generation Z Students

Immersive VR Modules for Construction Safety Education of Generation Z Students

Construction hazard-recognition training for generation Z students: a comparison study based on eye-movement data

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