2,672 research outputs found

    Contextualizing Construction Incident Reports in Virtual Environments

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    Safety education is important in the construction industry. While research has been done on virtual environments for construction safety education, there is no set method for effectively contextualizing safety information and engaging students. In this research, we study the design of an application to represent construction accident reports provided by the Occupational Health and Safety Administration (OSHA). In a Case Study we designed and implemented two applications, each with a unique virtual environment to contextualize an incident report through space, visuals, and text. We also conducted a user study for how interaction techniques affect learning, focusing on the system device and varying levels of navigational control. From the user and case study results we present design guidelines for creating an interactive application to represent a construction incident report

    Proposing Design Principles for Sustainable Fire Safety Training in Immersive Virtual Reality

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    Immersive Virtual Reality (IVR) technologies are frequently adopted by organizations for safety training. Safety training in IVR engages and motivates employees to develop skills in how to manage hazardous situations. By employing IVR for safety training, organizations and employees can develop safety knowledge and increase their sustainability awareness. In this paper we develop design principles for sustainable fire safety training in IVR. The principles were developed through an Action Design Research (ADR) case. The paper demonstrates how ADR can be used to design individual training environments and how the method supports the development of more generic design principles for such environments. The design principles are subsequently proposed as: Design for Multimodal Risk Perception, Design for Empathetic Safety Cognition, Design for Formative Hazard Inspection, and Design for Comfort in Uncomfortable Decision Making

    The use of virtual reality in employee training in occupational health and safety: a literature review

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    Článek vznikl za podpory Studentské grantové soutěže Západočeské univerzity v Plzni v rámci projektu „Výzkum vybraných oblastí managementu a marketingu organizací v kontextu demografických a technologických změn“ SGS-2020-015.One of the top priorities of any company is to solve problems related to occupational safety. Significant investments are made to reduce work-related risks, including training employees in safety procedures. Today, technological advances and the widespread adoption of visual technology offer an exciting opportunity to improve the quality of workplace safety training. One technology that is gaining significant acceptance in the safety field, and which can offer a number of advantages over traditional training programs, is virtual reality. Virtual reality provides companies with the ability to train employees on safety procedures and risk situations in a safe and controlled environment, which could reduce costs and also enhance the effectiveness of training. The rapid evolution of technology has caused newer, cheaper and more universal virtual reality goggles to create new opportunities for the use of this technology in many industries, from construction to healthcare, mining to chemical industries. This paper analyses the current published academic literature reporting on the use of virtual reality in occupational safety and attempts to evaluate the advantages and disadvantages that arise from the use of this technology in this particular area of employee training. It also identifies and analyses the areas in which the use of virtual reality for occupational safety and health is most frequently investigated

    Learning from Past in the Commercial Air Transport Industry: A Bibliometric Analysis and Systematic Literature Review in the Safety Management Framework

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    In the commercial air transport industry, numerous accidents have occurred because stakeholders have failed to learn lessons from the past. The reactive hazard identification (HI) methodology in the current regulatory safety management framework provides a fresh opportunity to negotiate the challenges of the air transportation sector\u27s predicted growth and societal safety expectations. In the regulatory framework, ‘learning from the past’ is related to the reactive method of HI, and it is viewed as a data-driven decision-making process in this review. This literature review aims to investigate academic literature on ‘learning from the past’ in the aviation industry to comprehend an overview and identify the gaps in the scholarly approaches and regulatory provisions. The data sources for the review comprise the research articles indexed in Scopus and Web of Science databases from 2000 to July 2023. This review follows a mixed methodology consisting of a bibliometric analysis using an R tool to develop a broad understanding and, for specific gap identification, a systematic literature review in compliance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. All 283 studies are included in the bibliometric analysis, while only 24 studies are found eligible based on the predefined inclusion/exclusion criteria for systematic review. The results reveal that ‘learning from the past’ has not been explored as a data-driven decision-making process for HI in aviation industry settings. The stagewise barriers in the learning process and the impact of each stage on overall learning remain unexplored. The regulatory provisions associated with safety information from aviation activities\u27 resilient (positive) outcomes for learning from the past purpose, organizational safety culture, and harmonization with the criminal justice system are vulnerable

    Research on Design and Application of Virtual Reality Learning Environment from Perspective of Deep Learning

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    How to design learning environments to promote deep learning? Current studies mostly focus on real classroom environment or online learning environment, and there are few related studies on virtual reality learning environment. This paper tries to focus on the design and application of virtual reality technology learning environment from the perspective of deep learning, discussing the necessity, feasibility, design strategies and application. In the author’s opinion, this research can promote the development and improvement of deep learning theory and learning environment design theory, and the research results can be widely used in STEAM education, popular science education, curriculum experimental teaching, vocational skills training, informal venue learning and other education or teaching fields

    Data visualization using augmented reality for education: a systematic review.

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    Current education systems use data visualization to present the data in a more comprehensible format. Augmented data visualization is an extended version to present the data in a 2D or 3D form in our field of vision. This study conducted a systematic literature review to identify the current state-of-the-art research in augmented reality and potential future research. Research paid especial attention towards the effective use of augmented reality for data visualization to offer a better pedagogical experience. A total of 39 studies have been filtered between 2017 to 2021 from two recognized databases, IEEE Xplore and ScienceDirect. Three research questions are designed for further analysis. Finally, the paper concludes with a future projection and uncovers research gaps that need to be addressed

    Online risk, harm and vulnerability: reflections on the evidence base for child Internet safety policy

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    After a decade or more in which research has examined the opportunities and risks encountered by children on the internet, this article assesses the contribution and challenges of producing an evidence base to inform policy in a hotly contested field. It offers critical analysis and new findings, drawing on the EU Kids Online project, a major study of children’s internet use in 25 countries. Building on the distinction between risk (a calculation based on the probability and severity of harm), and harm itself, research and policy on children’s online risk faces particular problems in measuring harm and, therefore, risk. Further complications arise from the interdependencies among opportunity, risk-taking, resilience and vulnerability. Such complexities must be recognised if we are to advance beyond the entrenched positions that so often polarise debate

    Online risk, harm and vulnerability : reflections on the evidence base for child Internet safety policy

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    Hamarraldi bat edo gehiago eman du ikerkuntzak adingabekoek Interneten aurkitzen dituzten aukera eta arriskuak aztertzen. Hori kontuan izanik, eremu oso eztabaidagarri batean politika sustatzeko informazio-base baten sorrerak dakartzan ekarpen eta erronkak aztertzen ditu artikulu honek. Hala, EU Kids Online egitasmoa adingabekoen Interneten erabilera 25 herrialdetan aztertzen duen ikerlan garrantzitsu bat oinarri harturik, analisi kritiko bat eta emaitza berriak eskaintzen ditu. Arriskua (probabilitatearen eta kalte-mailaren arabera neurtzen dena) eta kaltea bera argi bereiziz, online dabiltzan adingabekoen arriskuen inguruko ikerketak zein politikak kaltea eta, ondorioz, arriskuak ere neurtzeko arazo espezifikoak jasaten dituzte. Halaber, arazo gehiago sortzen dira aukera, arrisku onartze, erresistentzia eta zaurgarritasunaren arteko interdependentziatik. Zailtasun horiek aintzat hartu behar dira sarri-askotan eztabaida polarizatzen duten jarrera hertsiak gainditu nahi baldin baditugu.; After a decade or more in which research has examined the opportunities and risks encountered by children on the internet, this article assesses the contribution and challenges of producing an evidence base to inform policy in a hotly contested field. It offers critical analysis and new findings, drawing on the EU Kids Online project, a major study of children¿s internet use in 25 countries. Building on the distinction between risk (a calculation based on the probability and severity of harm), and harm itself, research and policy on children¿s online risk faces particular problems in measuring harm and, therefore, risk. Further complications arise from the interdependencies among opportunity, risk-taking, resilience and vulnerability. Such complexities must be recognised if we are to advance beyond the entrenched positions that so often polarise debate.; Después de una década o más en la que la investigación ha examinado las oportunidades y los riesgos que los menores encuentran en Internet, este artículo estudia la contribución y retos que implican la creación de una base de información para motivar la política en un campo muy controvertido. Presenta un análisis crítico y nuevos resultados, basados en el proyecto EU Kids Online, un importante estudio sobre el uso de Internet de los menores en 25 países. Haciendo una clara distinción entre el riesgo (que se calcula sobre la base de la probabilidad y el grado de daño), y el daño mismo, la investigación y la política sobre los riesgos de los menores online afrontan problemas específicos para medir el daño y, por lo tanto, los riesgos. Más complicaciones surgen de las interdependencias entre oportunidad, asunción del riesgo, resistencia y vulnerabilidad. Tales complejidades deben ser reconocidas si queremos superar las posturas atrincheradas que tantas veces polarizan el debate

    Exploration of the reflective supervision relationship: Meaning making, communication, and transformative learning in educational environments

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    Reflective supervision is ongoing professional development, often utilized by the social work field that originates from infant mental health supervisory practices. Reflective supervision increases one’s capacity to become aware and manage the strong emotions that are inherent in direct service work and understand relational dynamics within families and between professionals and family members. Using the 3 central tenets of collaboration, reflection and regularity, the goal of reflective supervision is to develop and maintain effective service delivery by understanding the practitioner’s positionality. This study utilized the practice of reflective supervision with five educators over a 10-week period of time. The goal of the study was to explore and understand the reflective relationship and the impact of the reflective practice on educators, and to illuminate the parallel process to the students and learning environment. Five tenets of reflective supervision in education environments emerged from this qualitative study: (a) historical meaning making; (b) perspective taking; (c) finding voice and choice; (d) inviting a different perspective; and (e) reconnecting, revisiting and re-reflecting. The positive impact on the educator’s reflective capacity, reduction of secondary stress responses, and professional growth, along with the reinforcement of the parallel process, illustrate the powerful role that reflective supervision can play in educational environments. The findings call for increased opportunities for intentional reflective practice in the field of education and the overall view of education to be viewed through a human service lens

    EXPLORING SENIOR CHEMICAL ENGINEERING STUDENTS’ APPROACH TO PROCESS SAFETY DECISION MAKING

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    Despite investments in chemical process safety education, evidence suggests that engineers’ decision making may contribute to process safety incidents. Currently, limited educational endeavors in process safety decision making exist, raising the need for a better understanding of how to prepare chemical engineering students for industry decisions. This dissertation fortifies current process safety education through three studies involving senior chemical engineering students. Study One developed the Engineering Process Safety Research Instrument (EPSRI) through exploratory and confirmatory factor analyses. Educators may use the EPSRI to evaluate their students’ moral development. Study Two evaluated a digital process safety game, Contents Under Pressure, on students’ moral decision making. Study Two supports supplementing process safety curriculum with digital games because the game simulates process safety decisions in a plant environment, providing immersive first-hand experience without real-world risks. Study Two showed that students who played Contents Under Pressure made authentic decisions in the game, advancing their moral development. Study Three explored how students consider process safety criteria when making decisions, finding that safety takes precedence over other criteria, such as productivity, despite potential negative implications. Study Three supports educators contextualizing incident case studies with discussion on how process safety criteria compete
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