Collaborative Research: Immersive Virtual Reality with Haptic Feedback to Improve Safety Hazard Recognition, Assessment, and Decision-Making Among Construction Professionals

协作研究：具有触觉反馈的沉浸式虚拟现实可改善建筑专业人员的安全隐患识别、评估和决策

• 批准号: 1917763
• 负责人: Steven Ayer
• 金额: $ 50万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1917763&HistoricalAwards=false
• 关键词: Collaborative; Research; Immersive; Virtual; Reality

The construction industry accounts for hundreds of fatalities and hundreds of thousands of non-fatal injuries annually. The current modes of safety training do not effectively prepare practitioners to build safely. Research shows that safety learning occurs to a great extent through experiential learning - especially when individuals experience or witness an injury firsthand. While these experiences may be impactful for learning, it is impossible to wait for all practitioners to sustain (or witness) a serious injury in order to learn safe construction practices. Therefore, this work aims to explore the use of increasingly affordable virtual reality and haptic feedback technologies to provide realistic, yet safe, learning environments that aim to replicate the types of situations where injuries have historically occurred onsite. The research team will develop construction site training modules where participants may navigate a virtual job site with the aim of identifying safety hazards. Unlike prior virtual-reality-based safety training, when hazards go unnoticed, users will see, hear, and feel haptic feedback to simulate the ramifications of the missed hazard. The research team will collect data before, during, and after experimental treatments to determine the extent to which this mode of simulation supports safety learning among users. The team envisions this work providing evidence to guide both researchers and practitioners interested in using enhanced safety training simulations by studying how immersive virtual experiences can impact learners on a psychological level to make them care about safety in order to catalyze learning related to safe construction practices.The objectives of this research are to (1) create a novel and fully immersive Virtual Reality safety education environment that provides haptic feedback to users when hazards go unrecognized and unaddressed; (2) measure the extent to which instruction in this environment enhances learning outcomes in construction safety compared to traditional media; and (3) measure and explain the psychological mediators of cyberlearning in this multimedia-rich environment. The following research questions guide this study: How can haptic technology be incorporated with Virtual Reality technology to create an immersive visualization experience for construction safety education; and to what extent does Virtual Reality with haptic activate emotional arousal, generate situational awareness, and foster meaningful safety learning through multimedia? The experiment defined in this work will enable testing of explanatory hypotheses that examine the mediating roles of emotional arousal and situational interest in the cyberlearning process. Qualitative findings regarding multimedia learning will be explained using open-ended constructive interviews with the research subjects. This work will provide a novel approach for developing and using immersive cyberlearning experiences aimed at improving construction safety training. This will advance the body of knowledge related to designing cyberlearning environments, and will also provide empirical evidence of the ways in which this mode of education impacts safety learning. In terms of broad impact, this work directly aims to teach behaviors that will reduce injuries and save lives in construction. Furthermore, this work aims to target this form of learning using a scalable and cost-effective medium, which may broaden access to this critical form of cyberlearning.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

建筑业每年造成数百人死亡和数十万非致命伤害。当前的安全培训模式并不能有效地为从业人员准备安全建造。研究表明，安全学习在很大程度上是通过体验式学习进行的，尤其是当个人亲身经历或亲眼目睹伤害时。尽管这些经历可能对学习有影响，但不可能等待所有从业者维持（或见证）严重伤害以学习安全的建筑实践。因此，这项工作旨在探索使用越来越负担得起的虚拟现实和触觉反馈技术的使用，以提供现实但安全的学习环境，旨在复制历史上发生在现场发生伤害的情况的类型。研究团队将开发建筑工地培训模块，参与者可以在该模块中浏览虚拟工作现场，以确定安全危害。与以前的基于虚拟现实的安全培训不同，当危害没有引起注意时，用户会看到，听到并感受到触觉反馈，以模拟错过的危害的后果。研究团队将在实验治疗之前，期间和之后收集数据，以确定这种模拟模式支持用户安全学习的程度。 The team envisions this work providing evidence to guide both researchers and practitioners interested in using enhanced safety training simulations by studying how immersive virtual experiences can impact learners on a psychological level to make them care about safety in order to catalyze learning related to safe construction practices.The objectives of this research are to (1) create a novel and fully immersive Virtual Reality safety education environment that provides haptic feedback to users when hazards go unrecognized and unaddressed; （2）衡量与传统媒体相比，在这种环境中的指导在多大程度上增强了建筑安全的学习成果； （3）在这个多媒体丰富的环境中测量和解释网络学习的心理介体。以下研究问题指导了本研究：如何将触觉技术与虚拟现实技术合并，从而为建筑安全教育创造沉浸式可视化体验；虚拟现实的触觉在多大程度上激活情绪唤醒，产生情境意识并通过多媒体促进有意义的安全学习？这项工作中定义的实验将实现解释性假设的测试，这些假设研究了网络学习过程中情绪唤醒和情境兴趣的中介作用。有关多媒体学习的定性发现将使用与研究对象的开放式建设性访谈来解释。这项工作将为开发和使用旨在改善建筑安全培训的沉浸式网络学习经验提供一种新颖的方法。这将推动与设计网络学习环境有关的知识体系，还将提供经验证据，证明这种教育方式影响安全学习的方式。在广泛影响方面，这项工作直接旨在教授将减少伤害并挽救施工生命的行为。此外，这项工作旨在使用可扩展且具有成本效益的媒介来针对这种学习形式，该媒介可能会扩大对这种关键形式的网络学习形式的访问。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛影响标准通过评估来进行评估的。

项目成果

Analysis of YouTube Comments to Inform the Design of Virtual Reality Training Simulations to Target Emotional Arousal

• DOI: 10.1061/jcemd4.coeng-13245
• 发表时间: 2023-09
• 期刊: Journal of Construction Engineering and Management
• 影响因子: 5.1
• 作者: Karan R. Patil;S. Bhandari;Ameeta Agrawal;Steven K. Ayer;Logan A. Perry;Matthew R. Hallowell

Virtual Reality and Construction Industry: Review of Current State-of-Practice and Future Applications

虚拟现实和建筑行业：当前实践状况和未来应用回顾

• DOI: 10.1061/9780784483961.019
• 发表时间: 2022
• 期刊: and Data Analytics
• 作者: Lopez, Jazmin;Bhandari, Siddharth;Hallowell, Matthew R.
• 通讯作者: Hallowell, Matthew R.