Virtual reality technology in construction safety training: Extended technology acceptance model

Zhang, Ming; Shu, Lei; Luo, Xiaowei; Yuan, Mengqi; Zheng, Xiazhong

doi:10.1016/j.autcon.2021.104113

Cited by 101 publications

(40 citation statements)

References 98 publications

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“…Sharifi Fard et al ( 2019) and Akdim et al (2022) highlighted that perceived enjoyment is also referred to as hedonic motivation. Numerous studies have proved that enjoyment is a particularly powerful predictor of usage decisions for technologies, for example, the MOOC (Tao et al, 2022), online education platforms (L. Zhou et al, 2022), virtual reality (Zhang et al, 2022), augmented reality (Alsharhan et al, 2022), and m-learning application (Al-Bashayreh et al, 2022).…”

Section: H2b: Perceived Usefulness (Pu) Has a Positive Effect On Gami...mentioning

confidence: 99%

Investigating Factors That Affect the Continuance Use Intention Among the Higher Education Institutions’ Learners Towards a Gamified M-Learning Application

et al. 2023

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Aim/Purpose: The main purpose of this study is to identify the factors affecting the continuance use intention of gamified m-learning applications by Higher Education Institution (HEI) learners in Malaysia. Background: Mobile learning (m-learning) has been a popular choice among learners in HEIs due to its convenient ‘on-the-go’ concept. On the other hand, embedding gamification elements in m-learning applications help in increasing the users’ interest in continuous use. Therefore, many HEIs have invested in producing their own m-learning products apart from utilizing existing m-learning applications that are widely available online. One of the challenges faced by HEIs is the low technology usage rates towards the ‘in-house’ developed applications, which affect the receptiveness of education stakeholders in investing or maintaining educational applications. Meanwhile, the lack of continuous usage had given a negative impact on their academic-related tasks and performance. Hence, it is important to understand the significant factors that influence learners’ intentions in continuance usage of a gamified m-learning application. This will serve as an insight to the HEIs management regarding the needs and design that better suits their users’ expectations. Methodology: This study employed a correlational cross-sectional research design using an online survey. The participants of the final survey involved first-year students from one of the Malaysian public universities. For the final analysis, 269 responses were analysed using the partial least square-structural equation modelling (PLS-SEM) technique, which is a powerful multivariate analysis mechanism. The Expected Confirmation Model (ECM), which is a post-acceptance model, was extended with the pre-acceptance model named Extended Unified Theory of Acceptance and Use of Technology (UTAUT2), to form the research proposed model that describes the continuance intention in using a gamification-based m-learning application. Contribution: This research contributes to the body of knowledge and helps better understand users’ continuance intention in the post-acceptance phase of the gamified m-learning application. It exposes information at the individual level, regarding the continuance intention of using an m-learning tool that is equipped with gamification elements. This will mostly benefit the educational resource developers in the HEIs in producing effective ‘in-house’ learning tools. Findings: This research develops a theoretical enhancement of the Expectation Confirmation Model (ECM) that affects the HEIs’ m-learning resource developers and management, dealing with IT-related behaviour. Moreover, a solid continuance usage intention conceptual model, which incorporated two important models, was also introduced. Out of all ten hypotheses, only two were not supported that are related to factors facilitating conditions and social influence. Those two factors negatively influence the HEI learners’ continuance use intention. Meanwhile, the core factors for satisfaction, which are perceived usefulness and confirmation, were found to be significant. Lastly, satisfaction was proven to mediate the positive path between perceived usefulness and the continuance intention of using the gamified m-learning application. Recommendations for Practitioners: This study offers insights into strategies that the HEIs’ management should perform in securing continuance usage of the ‘in-house’ developed m-learning products. One of the strategies could be organising technology workshops that will prepare their educators in implementing the institutions’ gamified teaching and learning tools. Another highlighted issue is regarding the need for faculties to design an effective approach to entice educators and learners towards applying new learning technologies. Recommendation for Researchers: This study contributes to the micro-level analysis of the continuance use intention of gamification-based m-learning applications by fostering the understanding of the phenomenon at the individual level. It is recommended that other researchers extend the research model by incorporating other theories, as this study was only based on two models (i.e., ECM and UTAUT2). Additionally, a longitudinal study could be another approach that enables researchers to collect much richer data that includes a wide array of background characteristics or control variables. Another suggestion would be applying related factors that may contribute to the discovery of effective gamified m-learning application designs. Impact on Society: The findings of the study show the importance of confirmation made by the applications’ users towards usefulness and usage satisfaction. Confirmation and perceived usefulness also have an increasingly similar impact on users’ satisfaction with the application and their subsequent continuance use intention. It is also revealed that easy-to-use products are commonly expected nowadays, as users might be reluctant to spend much time on them. On the other hand, for a specific gamification-based product, it is also expected by the users for it to be capable of giving an ‘enjoyable’ experience, hence motivating continuance usage. As a result, an effective gamified m-learning application or product will be able to be used by Malaysian HEI learners if the developers and stakeholders develop and evaluate the usage of their products with the consideration of the information provided by this research. Future Research: Future studies could include respondents from other diploma programmes, resulting in an in-depth analysis. It is needed to support the generalizability of the findings in this study by considering larger populations from all different programmes. In addition, similar research can be done based on different circumstances; for instance, use of the gamified m-learning application during the in-campus physical classes instead of virtual classes (online), which might influence the users’ perception in terms of the social influence and facilitating condition.

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Section: H2b: Perceived Usefulness (Pu) Has a Positive Effect On Gami...mentioning

confidence: 99%

Investigating Factors That Affect the Continuance Use Intention Among the Higher Education Institutions’ Learners Towards a Gamified M-Learning Application

et al. 2023

View full text Add to dashboard Cite

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“…With this simple example, we can understand that one of the keys to improvement is to automate processes. Virtual education helps in any sector [38], [39], but it is better when the whole institution applies the technology in a single management system. People who develop an educational system must have a holistic view of education in order to implement the best automation of the educational process by integrating science, technology, reading, art, and mathematics into a computer system.…”

Section: Resultsmentioning

confidence: 99%

Technology in the educational processes of basic education in Peru

León-Velarde

Vega-Infantas²,

Gavino-Ramos³

et al. 2023

IJERE

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This research project aimed to give a perspective on the implementation of technologies in basic education in Peru. How the automation of basic education processes in Peru helps students, parents, teachers, and administrative staff to reduce time, to have better educational quality, and to obtain indicators for the teacher and student. The methodology of the research is a sequence of activities that allow us to design a framework for process technologies in basic education in Peru. Based on online surveys, it was possible to obtain information from people who want a change in the processes of education, such as: having more reach to information with the help of the internet for which mobile applications or web applications are needed, the delivery of evaluations and enrolment via online, taking advantage of technology for the benefit of the student and teachers, and other processes. The research has a qualitative approach. It is also descriptive in scope with the help of other studies or tests conducted. For the creation of this article, we used surveys, scientific journals, and our own experience as practitioners. If we want to improve education, it is necessary to improve educational processes with the help of technology and the internet.

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“…The gamification element of immersive training elements has been found to have a positive impact on the motivation of the participants [8] and immersive training methods seem to have a stronger impact when related to specific, activity-based safety topics than for general site safety inductions [9]. There is also an indication that while advanced immersive approaches are generally regarded as attractive by prospective users (perceived usefulness), there are still limitations to the extent with which such applications are applied in practice (intention to use) [10].…”

Section: Means Of Effective Safety Communications and Trainingmentioning

confidence: 99%

The Power of Visualization – Instilling Safety Excellence in Multinational Workforces at Wind Farm Construction Sites

Nienhaus¹,

Widdes²

2022

IOP Conf. Ser.: Earth Environ. Sci.

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The construction of wind farms involves a mixture of – often centrally deployed – highly specialized experts and local resources depending on the type of activity. The common denominator is that crews are increasingly multinational. For the prevention of accidents and adverse impacts, safety requirements have to be communicated to the workforce in a form which is adequate to the workforce composition and easy to deploy to remote worksites. Field work performed by the authors indicates that visual and/or digital tools for effective safety communication are not yet widely employed, and many field safety trainings and toolbox talks rely on written communication of rules with often repetitive content and no checks of effectiveness. Ways of effective field safety communication are analysed and an approach is presented for enhancing in-the-field conversations and toolbox talks for field sites with limited access to digital learning tools. Simple and easy-to-deploy visuals will remain to be important in-the-field aids for safety communication in remote areas, even as advanced immersive training methods become increasingly available. Any tools should be designed for or should be adaptable to the composition of workforces in terms of language skills, workers qualifications and demographic aspects such as age or diversity. Lastly, field safety communication and training should always be accompanied by personal interactions between workers and supervisors and/or peer multipliers to highlight the “why” behind safety, i.e. the role of every single individual for providing a sound and healthy operating environment and ultimately protecting human lives.

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Virtual reality technology in construction safety training: Extended technology acceptance model

Cited by 101 publications

References 98 publications

Investigating Factors That Affect the Continuance Use Intention Among the Higher Education Institutions’ Learners Towards a Gamified M-Learning Application

Investigating Factors That Affect the Continuance Use Intention Among the Higher Education Institutions’ Learners Towards a Gamified M-Learning Application

Technology in the educational processes of basic education in Peru

The Power of Visualization – Instilling Safety Excellence in Multinational Workforces at Wind Farm Construction Sites

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