Hazard-Recognition Training Using Omnidirectional Cinemagraphs: Comparison between Virtual Reality and Lecture-Based Techniques
Ricardo Eiris, Brendan John, Masoud Gheisari, Eakta Jain, Andrew Wehle, Babak Memarian
Abstract
This research conducted a case study to understand the use of omnidirectional cinemagraphs for training purposes, enhancing the hazard-recognition of construction struck-by hazards. Traditional lecture-based training using classroom teaching was compared to virtual reality omnidirectional cinemagraph-based training employing a head-mounted display. A set of six struck-by hazards were identified to train students utilizing both experimental conditions, and posteriorly tested using a paper-based assessment tool. Measures for hazard identification, attitudes, transportability, cognitive absorption, and sense of presence were collected experimentally from junior level construction management students. The results of this investigation found that students presented a higher average of hazard identification score using traditional lectures (Mean: 81%; STD = 14%) with respect to virtual reality training (Mean: 79%; STD = 23%). However, the survey responses suggest that participants felt more positively engaged during the virtual reality training with respect to the lecture-based training as this condition presented lower overall scores.