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Electrocution is one of the major causes of fatalities in the construction industry. Despite periodic safety training aimed at retaining workers’ vigilance (i.e., sustained attention) to electrical hazards, workers tend to fail to maintain vigilance toward frequent encounters with electrical hazards. Providing an effective intervention that restores workers’ vigilance is thus critical to reducing electrocution accidents. To this end, this study proposes a Virtual Reality (VR) safety training environment that exposes workers to repeated electrical hazards and simulates an electrocution accident when workers come in contact with the hazards. A pilot experiment was conducted, and participants’ vigilance (i.e., eye fixations on the hazard) was measured using eye-tracking sensors. The results reveal the potential effect of experiencing VR-simulated electrocution on enhancing workers’ vigilance to electrical hazards. The outcomes of this study will lay the foundation for further studies to employ VR as a safety training environment that allows workers to experience a simulated electrocution, thereby contributing to a potential reduction in fatal electrocutions.
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Multimedia and Immersive Training Materials Influence Impressions of Learning But Not Learning Outcomes
Although the use of technologies like multimedia and virtual reality (VR) in training offer the promise of improved learning, these richer and potentially more engaging materials do not consistently produce superior learning outcomes. Default approaches to such training may inadvertently mimic concepts like naïve realism in display design, and desirable difficulties in the science of learning – fostering an impression of greater learning dissociated from actual gains in memory. This research examined the influence of format of instructions in learning to assemble items from components. Participants in two experiments were trained on the steps to assemble a series of bars, that resembled Meccano pieces, into eight different shapes. After training on pairs of shapes, participants rated the likelihood they would remember the shapes and then were administered a recognition test. Relative to viewing a static diagram, viewing videos of shapes being constructed in a VR environment (Experiment 1) or viewing within an immersive VR system (Experiment 2) elevated participants’ assessments of their learning but without enhancing learning outcomes. Overall, these findings illustrate how future workers might mistakenly come to believe that technologically advanced support improves learning and prefer instructional designs that integrate similarly complex cues into training.
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- Award ID(s):
- 1948254
- PAR ID:
- 10357475
- Date Published:
- Journal Name:
- Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC)
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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