Investigating the future study area on VR technology implementation in safety training: A systematic literature review

Journal of Safety Science and Resilience, Год журнала: 2024, Номер 5(2), С. 235 - 248

Опубликована: Апрель 16, 2024

Safety training is the exercise normally conducted for all current and future employees of a company to identify recognize occupational hazards diseases as well determine appropriate controlling methods. Moreover, virtual reality (VR) technology developed virtually simulate surrounding environment ensure immersive experience interaction through artificial three-dimensional (3D) platforms. VR devices have been be more compact, easy use, affordable enable people enjoy experiences provide interactive realistic content. This has made one most popular forms media different kinds training, such safety-related ones. Therefore, this study aimed review use in safety systematic literature (SLR) method. The process focused on developing 4 primary questions (PQs) classified into 11 research (SRQs) discussion points concerning developments applications. These were further combined with preferred reporting items reviews meta-analyses (PRISMA) flow diagrams selecting relevant literature. also used investigate scenarios, methods, objectives, outcomes previous studies. results showed need studies application other fields firefighting, chemical industry, maritime, etc. Furthermore, several scenarios construction design, disaster response, rescue procedures, others included. provides information gaps study, including exploration broader range industries scenarios.

Язык: Английский

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Impact of interactive learning elements on personal learning performance in immersive virtual reality for construction safety training

Expert Systems with Applications, Год журнала: 2024, Номер 251, С. 124099 - 124099

Опубликована: Апрель 23, 2024

To improve construction safety through proactive prevention strategies, it is essential to leverage virtual reality (VR) training programs that foster active learning dynamic interaction between VR systems and learners. Addressing this need, study proposed an interactive immersive (IVR)-based framework, incorporating four elements (ILEs): immediate feedback, basic with objects, assembling knowledge testing. This divided sixty trainees into two groups: one experienced the novel IVR-based approach, while other underwent traditional, non-interactive training. accurately evaluate impact of ILEs on individual performance, conducted t-test analyses utilized machine learning-based SHAP (Shapley Additive exPlanations) analysis compare results both groups. The findings indicated method significantly enhanced learning, positively influencing sensory domains more effectively than existing methods. Notably, 'ILE-(1). Immediate feedback' 'ILE-(2). Basic objects' were identified as key factors in improving personal outcomes during contributes field management engineering, demonstrating can offer a superior experience enhance thereby reducing accident rates creating safer sites.

Язык: Английский

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Exploring interactivity effects on learners’ sense of agency, cognitive load, and learning outcomes in immersive virtual reality: A mixed methods study

Computers & Education X Reality, Год журнала: 2024, Номер 4, С. 100066 - 100066

Опубликована: Янв. 1, 2024

This study explored the effects of IVR interactivity on learners' sense agency, cognitive load, and learning outcomes. The research questions were: 1. "How does influence agency?" 2. load outcomes?" A mixed-methods experimental design was applied. Safety training interventions, including individually performed scenarios, were held for 68 participants in groups two to four persons work organizations. Single- repeated-measure questionnaires main source quantitative data. Qualitative data collection by video recordings stimulated recall interviews carried out 23 total. results indicate that high enables a stronger agency learners yields benefits supporting generative processing. Based results, learner involvement may be particularly important achieving affective goals. Considering sociocultural individual factors pre-briefing are also recommended.

Язык: Английский

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Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school

Journal of Computer Assisted Learning, Год журнала: 2024, Номер 40(4), С. 1591 - 1604

Опубликована: Март 17, 2024

Abstract Introduction Media comparison studies examining the effectiveness of immersive virtual reality in education have yielded inconclusive findings, leaving question its impact on learning compared to conventional media unanswered. To address this issue, our study employs a novel approach that combines with an investigation influence broader educational context. Methods In experiment, 262 students from two distinct types lower secondary schools—comprehensive school and multi‐year gymnasium (a selective academic school)—participated. The received lesson topography contour line interpretation, using either environment or PowerPoint slideshow. A transfer test was carried out before, immediately after, 1 month after measure knowledge application. Results (immersive vs. slideshow) outcomes found be minimal, no clear advantage one over other any experimental condition. contrast, significant gains observed due type. Multi‐year consistently outperformed comprehensive pre‐test demonstrated greater gains, regardless media. Conclusion present innovative by integrating comparative analysis different into learner characteristics. By including schools, provides insights differential effects varied contexts.

Язык: Английский

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Teach a man to fish: Hyper-brain evidence on scaffolding strategy enhancing creativity acquisition and transfer

NeuroImage, Год журнала: 2024, Номер 297, С. 120757 - 120757

Опубликована: Июль 26, 2024

Creativity is an indispensable competency in today's innovation-driven society. Yet, the influences of instructional strategy, a key determinant educational outcomes, on creativity-fostering process remains unresolved mystery. We proposed that strategy affects creativity cultivation and further investigated intricate neural mechanisms underlying this relationship. In naturalistic laboratory setting, 66 instructor-learner dyads were randomized into three groups (scaffolding, explanation, control), with divergent thinking instructions separately. Functional near-infrared spectroscopy (fNIRS) hyperscanning simultaneously collected brain signals prefrontal cortex temporal-parietal junction regions. Results indicated learners instructed scaffolding demonstrated superior creative performance both acquisition (direct learning) transfer (use novel context) skills, compared to pretest levels. contrast, control explanation did not exhibit such effects. Notably, we also observed remarkable interbrain synchronization (INS) between instructors left frontal group, but or groups. Furthermore, INS positively predicted enhancements (acquisition transfer), indicating it crucial mechanism process. These findings reveal facilitates deepen our understanding creativity-fostering. The current study provides valuable insights for implementing teaching strategies fostering creativity.

Язык: Английский

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Unveiling the pedagogical advantage of tutoring‐style videos in an authentic biology class

Journal of Computer Assisted Learning, Год журнала: 2023, Номер 40(3), С. 946 - 959

Опубликована: Дек. 22, 2023

Abstract Background While the effectiveness of tutoring‐style videos has been reported in previous studies conducted laboratories, how these types facilitate students' learning experiences and achievement not much explored prior studies, which prevents discussion on to design such videos. Objectives In this study, we addressed limitations authentic classes attempted explore patterns with involving interactions between instructor agents. addition, reveal what instructional strategies can be used enhance engagement achievement. Methods The study took place an undergraduate introductory biology class offered at a university located Midwest United States. same taught two sections course lasted for 15 weeks during Spring semester. were randomly assigned experimental group participants watched control watching traditional experiment was administered module lasting half focused microbiology. Surveys tests determine whether had positive impact student video content analysis carried out elicit insights effective Results For emotional perceived usefulness, no significant difference found groups, even though descriptive statistics indicated slightly higher scores from than both subscales. terms achievement, significantly more learned concepts rich‐interactions group; they also smaller number one‐interactions participants. We that instruction facilitating participation cognitive processing. Conclusions Our findings indicate materials by allowing students engage instructors agents agents, expected viewers. would inform development

Язык: Английский

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The influence of learning analytics dashboard information design on cognitive load and performance

Education and Information Technologies, Год журнала: 2024, Номер unknown

Опубликована: Апрель 1, 2024

Язык: Английский

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Comparing desktop 3D virtual reality with web 2.0 interfaces: Identifying key factors behind enhanced user capabilities

Heliyon, Год журнала: 2024, Номер 10(11), С. e31717 - e31717

Опубликована: Май 24, 2024

Язык: Английский

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Visual Analysis of the Evolution of Application of Virtual Reality Technology in Education: A Bibliometric Study from 2010 to 2023

Опубликована: Июнь 14, 2024

Язык: Английский

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The effect of instructor's voice enthusiasm and visual cueing in multimedia learning

Journal of Computer Assisted Learning, Год журнала: 2024, Номер 40(6), С. 3044 - 3054

Опубликована: Авг. 12, 2024

Abstract Background Given the current technological advancements and growing need for remote education, multimedia learning has become more popular among teachers students. Therefore, creation of teaching programmes that can improve outcomes increasingly important. However, there is a lack research on whether incorporating visual cues into instructors' emotional designs effective than using only one approach. Objectives Based cognitive‐affective theory with media cognitive affective model e‐learning, this study aimed to explore how instructor's voice enthusiasm cueing affect students' experience outcomes. Methods A 2 (instructor's enthusiasm: high vs. low) × (visual cueing: no cues) between‐subjects design was used, college students unfamiliar immunomodulation learned about subject in video lesson. Then, they then took retention test completed scales. Results Conclusions The results indicated both vocal independently have positive impact learners' scores. if present simultaneously, their effects are not cumulative. Specifically, when provided, did significantly test. Without cueing, positively impacts In addition, mediated between These findings offer insights enhancing efficacy by foregrounding engagement refining instructional content cues.

Язык: Английский

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