Strategies for construction hazard recognition
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| Biological Living organisms that can present a hazard. Examples: animals, bacteria, viruses, insects, blood-borne pathogens, improperly handled food, contaminated water Radiation The energy emitted from radioactive elements, or sources, and naturally occurring radioactive materials. Examples: lighting issues, welding arc, X-rays, solar rays, microwaves, naturally occurring radioactive material (NORM) scale, or other non-ionizing sources Sound Sound is produced when a force causes an objector substance to vibrate––the energy is transferred through the substance in waves. Examples: impact noise, vibration, high-pressure relief, equipment noise 52 Serious games Serious games are an emerging educational concept that uses game-based instructional approaches to accomplish learning objectives. Several empirical studies reveal the efficacy of incorporating game features to improve learning (Beale et al. 2007; Papastergiou 2009). The efficacy of serious games as training and learning tools has led to its use in numerous applications in the military, manufacturing, and healthcare (Graafland et al. 2012; Orvis et al. 2010). Designing serious games that integrate essential gaming features such as the inclusion of a clear and specific goal, a set of rules or constraints to achieve the goal, decisions or choices that the learner can make, and a feedback protocol to indicate progress towards set goals (Charsky 2010) can intrinsically motivate and engage trainees. According to Garris (2002), these features when coupled with instructional content can develop learners who are self-directed and self-motivated. The objective of SAVES was to improve hazard recognition capability of construction workers. In order to accomplish this, the instructional content was imported into the SAVES gaming environment. In SAVES, the learner controls the avatar and explores the D construction environment. The goal of the learner is to accurately detect hazard stimuli that are dispersed throughout the augmented environment. When a hazard stimulus is successfully detected, a popup window appears with a representative construction scenario and the learner is tasked with identifying all relevant hazards and associated energy sources. After having received the learner’s input the system provides immediate feedback regarding performance using a points system and also reveals those hazards that were successfully identified and those that were not 53 Detect hazard Stimuli (Sensory cue) Hazard recognition Trainee perception behavior input Performance feedback Cognitive retrieval mnemonics Representative construction/hazard scenarios Stimuli/Hazard detection skills identified. This feedback system reveals the workers strengths and weaknesses with respect to the goal and triggers motivation to improve (Kernan and Lord 1990). We hypothesized that this iterative assessment process would improve workers hazard-signal detection skills. Figure 3 depicts the conceptual framework of SAVES. Download 2.75 Mb. Share with your friends:
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