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Traditional lectures have difficulties instilling pragmatic skills in construction engineering students due to the inability to illuminate the complexities within the human-robot collaborative construction environment. While on-site can acclimatize construction students to reality and construct knowledge that can solve safety challenges, it is challenging to organize on-site training trips owing to the dangerous nature of construction workplaces. This research aimed to explore virtual reality (VR) as a tool to enhance students’ perception and knowledge of construction robotic safety. For this purpose, the study developed a virtual training platform for providing construction engineering students with safety knowledge on interacting with simulated robots within the virtual environment of construction sites. A self-assessment approach was leveraged among 20 recruited students to demonstrate the efficacy of students’ engagement and learning outcomes from the proposed learning approach over the traditional learning approach. Results indicated a statistical difference in students’ learning outcomes and engagement levels between the developed approach and the traditional approach. Findings demonstrated the implications of VR as an experiential tool to enhance the students’ learning of robotic safety in construction.
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Enhancing experiential learning through virtual reality: System design and a case study in additive manufacturing
Abstract The recent advancement in additive manufacturing (AM) leads to an extensive need for an industrial workforce in the near future. Workforce training in AM requires expensive capital investment for installing and maintaining this technology and proper knowledge about potential safety hazards. Traditional classroom settings often fail to bridge the critical gap between textbook learning and practical applications. Virtual reality (VR) training can simulate real‐world scenarios in a safe and controlled environment and improve student involvement to foster practical learning. In this paper, a virtual training platform for 3D printing has been developed and studied to improve AM education. The developed environment contains a selective laser sintering printer, a preparation station with necessary supplies, a control panel for process planning, and a post‐processing station. This platform provides students with excellent learning opportunities to gain hands‐on experiences and critical engineering skills on operating process parameters and safety measures. Undergraduate students majoring in industrial engineering were exposed to this learning approach to enhance their engagement and cognitive processing skills. Students' attentions were measured using eye metrics (fixation duration and preference index), and their exposure experiences were collected through the simulation sickness questionnaire, presence questionnaire, and system usability scale. Pre‐ and post‐VR training questionnaires and performance metrics (task completion time and accuracy) evaluated students' learning outcomes. Results provide valuable insights into students' attention, performance, and satisfaction with virtual training environments. Users' gaze behavior and subjective responses revealed many challenges that will help future researchers develop assistive instructions within this virtual educational platform.
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- Award ID(s):
- 2202598
- PAR ID:
- 10544671
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- Human Factors and Ergonomics in Manufacturing & Service Industries
- ISSN:
- 1090-8471
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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