Simulation-Based Safety Training for Plant Maintenance in Virtual Reality

This paper presents a 3-D simulation model for safety training in an interactive and fully immersive virtual environment (IVE). The training comprises application of serious games (SGs) designed for filter replacements on a gas-powered plant (GPP) engine model by participants based on plant maintenance health and safety environment (HSE) regulations. Although maintenance work on GPP constitutes significantly in the share of hazards in the industry, there is however, scanty research related to simulation-based training for safety. Research nonetheless indicates the success of this technology in other industrial fields. For this reason, this study explored the possibility for training in safe work practices during maintenance in a gamified virtual environment. The Unreal real-time 3D game engine software was employed for creating virtual objects in the simulation. In total, 38 participants individually undertook the training in the virtual realm and provided feedback on a 5-point Likert scale. Questions pursuant to the assessment included the efficacy of acquired safety knowledge and skills, proximity of the simulation-based training to reality, and the interests and preference of SGs-IVE towards safety training. Results demonstrates participant’s perception of the prospects and learning outcome of SGs-IVE towards safety training: A factor that promotes greater cognitive learning for mindful safety practices.© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021. This is a post-peer-review, pre-copyedit version of an article published in Advances in Simulation and Digital Human Modeling: Proceedings of the AHFE 2020 Virtual Conferences on Human Factors and Simulation, and Digital Human Modeling and Applied Optimization, July 16-20, 2020, USA. The final authenticated version is available online at: http://dx.doi.org/10.1007/978-3-030-51064-0_22fi=vertaisarvioitu|en=peerReviewed

Game Based Learning for Safety and Security Education

Safety and security education are important part of technology related education, because of recent number of increase in safety and security related incidents. Game based learning is an emerging and rapidly advancing forms of computer-assisted instruction. Game based learning for safety and security education enables students to learn concepts and skills without the risk of physical injury and security breach. In this paper, a pedestal grinder safety game and physical security game have been developed using industrial standard modeling and game development software. The average score of the knowledge test of grinder safety game was 82%, which is higher than traditional lecture only instruction method. In addition, the survey of physical security game shows 84% average satisfaction ratio from high school students who played the game during the summer camp. The results of these studies indicated that game based learning method can enhance students' learning without potential harm to the students

Addressing Radicalisation into the Classroom - A New Approach to Teacher and Pupil Learning

This article examines one response to the UK Governments directive that radicalisation and extremism should be tackled in all UK secondary schools. The small scale study, which is set in the broader literature of teaching often difficult PHSE topics to young people in secondary school and also the use of simulations as tools for learning in the classroom, analyses the responses of teachers to being trained with and using ‘Zak’ a bespoke research based simulation on the radicalisation process. An analysis of the teacher’s’ responses indicated that it was recognised that the principales of adults manipulating children, whether for sexual gratification or radicalisation, are considered to be very important topics for staff working with young people in school settings to address. It was also recognised as to be a flexible learning tool which enabled various pathways to be explored with young people in lessons to explore and raise issues regarding many aspects of e- safety, not just radicalisation. Additionally, the teachers remarked that the social media ‘Facebook’ format of the simulation was appreciated by the young people and this appeal resulted in their immersion with it as a teaching aid. Also of significance was how the ‘Zak’ package was delivered into schools with the staff reporting that the inter-professional training delivered by specialist police trainers and the accompanying materials enhanced the learning and confidence of the teachers on this multi-faceted and complex topic

Understanding Engagement within the Context of a Safety Critical Game

One of the most frequent arguments for deploying serious games is that they provide an engaging format for student learning. However, engagement is often equated with enjoyment, which may not be the most relevant conceptualization in safety-critical settings, such as law enforcement and healthcare. In these contexts, the term ‘serious’ does not only relate to the non-entertainment purpose of the game but also the environment simulated by the game. In addition, a lack of engagement in a safety critical training setting can have serious ethical implications, leading to significant real-world impacts. However, evaluations of safety-critical games (SCGs) rarely provide an in-depth consideration of player experience. Thus, in relation to simulation game-based training, we are left without a clear understanding of what sort of experience players are having, what factors influence their engagement and how their engagement relates to learning. In order to address these issues, this paper reports on the mixed-method evaluation of a SCG that was developed to support police training. The findings indicate that engagement is supported by the experience situational relevance, due to the player’s experience of real-world authenticity, targeted feedback mechanisms and learning challenges

Against Professional Development

This paper raises questions about the sort of knowledge which has come to count as professional development knowledge. The author interrogates the curriculum and pedagogy of academic professional development programs in Australian universities, drawing parallels with Third World development programs. She argues that professional development knowledge is privileged over disciplinary knowledge in setting lifelong learning agendas for academics, and notes some problematic consequences of this for academics engaged in professional development programs

Evaluation of the game development process of a location-based mobile game

There is a growing interest of government bodies and NGOs in using (serious) video games in awareness campaigns. Until now, however, little was known on how to set up such a campaign so as to effectively cater to the needs of different stakeholders including the target audience. Hence designing, developing and translating a game for educational purposes whilst balancing between fun and learning is a complex process, this paper aims to evaluate this by presenting a methodological framework for involving stakeholders in the design and development of a game-based awareness campaign based on a user-centered software design methodology and assesses its effectiveness in a concrete use case: the development of the location-based mobile game City Jam. The goal was to develop a game-based road safety campaign to confront adolescents with road traffic situations with the aim to positively influence road safety attitude and behavior. Mobile technologies offer new opportunities to embed digital game based learning by in different contexts. Given the nature of the road safety campaign, a location-based game format was chosen, aiming to facilitate learning by means of an extended three-way interaction (human interaction, game and context). Different user-centered design methods were deployed throughout several phases of the game development process: In phase one (the opportunity identification) a literature review was performed to investigate relevant fields for the game’s goal. In phase two (the game concept development) expert interviews and a focus groups were conducted with relevant stakeholders and in phase three (the game concept design) co-design sessions and a focus group resulted in a game design document. In phase four (game development and testing) the beta version of City jam was developed and tested in an iterative field testing design and resulted in the final game. Results obtained throughout the game development process provided us the opportunity to evaluate several major aspects. Firstly the impact of stakeholder involvement on the different phases of the design process and the final product resulted in a game that was tailored to the preferences and needs of the target group. Secondly translating the game concept into practice, such as game elements, proposed educational game elements, were evaluated based on the usability, playability principles and social and technological aspects. Benefits and challenges of user-centered design methods are discussed and how budget constraints and differing desired outcomes of different stakeholders challenge but also enrich the process

A review of the evidence on the use of ICT in the Early Years Foundation Stage

This report reviewed existing evidence on the potential of technology to support the development of educational policy and practice in the context of the Early Years Foundation Stage. Reference is made to the use of ICT by young children from aged birth to five years and its potential impacts, positive and negative on their cognitive, social, emotional educational, visual and physical development