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This paper focuses on the discussion of the impact of IM-SmartSAFETY courseware on foreign workers in the construction industry. This courseware was developed as an alternative media of information delivery in bilingual multimedia and two directional teaching aids for foreign workers in Health and Safety Induction Course (HSIC). The study discovered that the IM-SmartSAFETY courseware have contributed a great impact and meets the needs of the foreign workers on construction sites as well as one of the mechanism to help tackle the language problem. The study was conducted quantitative research methods supported by qualitative research is found a parallel in terms of data acquisition which is seen IM-SmartSAFETY courseware has helped meet the needs of foreign workers regarding personal protective equipment (PPE) in terms of knowledge about the types and uses of PPE, safety regulations related to PPE, proper wear of PPE and the effect of the proper usage of PPE which include safety helmets, safety boots, protective clothing or safety jackets, ear protection, eye and face protection, safety belts, protective glove and protective breathing after using the courseware. The findings also exhibits that the overall of helpfulness of courseware also found that language issues have been resolved. In fact, the acquisition of knowledge foreign workers on safety at construction sites and the way of delivery information by the trainers to foreign workers have been enhanced while reducing the rate of accidents on construction sites and increase foreign workers awareness about the hazard and improve occupational safety of foreign workers in Malaysia.
This paper focuses on the discussion of the impact of IM-SmartSAFETY courseware on foreign workers in the construction industry. This courseware was developed as an alternative media of information delivery in bilingual multimedia and two directional teaching aids for foreign workers in Health and Safety Induction Course (HSIC). The study discovered that the IM-SmartSAFETY courseware have contributed a great impact and meets the needs of the foreign workers on construction sites as well as one of the mechanism to help tackle the language problem. The study was conducted quantitative research methods supported by qualitative research is found a parallel in terms of data acquisition which is seen IM-SmartSAFETY courseware has helped meet the needs of foreign workers regarding personal protective equipment (PPE) in terms of knowledge about the types and uses of PPE, safety regulations related to PPE, proper wear of PPE and the effect of the proper usage of PPE which include safety helmets, safety boots, protective clothing or safety jackets, ear protection, eye and face protection, safety belts, protective glove and protective breathing after using the courseware. The findings also exhibits that the overall of helpfulness of courseware also found that language issues have been resolved. In fact, the acquisition of knowledge foreign workers on safety at construction sites and the way of delivery information by the trainers to foreign workers have been enhanced while reducing the rate of accidents on construction sites and increase foreign workers awareness about the hazard and improve occupational safety of foreign workers in Malaysia.
Les effets de l’accroissement des interactions entre les apprenants et un système de E-learning ont été étudiés dans l’expérience 1, tandis que l’accroissement des interactions via un agent pédagogique a été étudiée dans l’expérience 2. Dans l’expérience 1, nous avons comparé un système d’apprentissage en ligne avec et sans animation interactive pour enseigner des logiciels à des utilisateurs novices. L’animation interactive a considérablement réduit la charge cognitive dans la phase d’apprentissage pour les contenus ayant un fort ou un faible niveau de complexité, cependant, elle n’a pas eu d’effet significatif sur l’évaluation des connaissances. Les effets positifs d’une animation interactive peuvent s’expliquer par la cognition incarnée, qui établit des liens entre l’esprit et le corps, permettant au mouvement de soutenir les tâches cognitives. Dans l’expérience 2, les interactions entre le contenu à apprendre et les apprenants ont été accrue en proposant un avatar, parlant et animé, qui ne nécessitait aucune activité supplémentaire de la part des apprenants, éliminant ainsi les effets de cognition incarnée. Les résultats ont montré que lorsque l’avatar était utilisé avec d’autres éléments visuels, il augmentait la charge cognitive des étudiants. Ce résultat est cohérent avec l’effet de redondance, en particulier pour les contenus très complexes.
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