Compare VR vs. conventional training for construction workers' safety awareness

In recent years, bicycle-related accidents have increased in Japan; and Virtual Reality (VR) training has shown its effectiveness across various domains. This study aims to examine the effectiveness of VR safety training for bicyclists. A safety training program was developed using both VR and video formats with identical content. A randomized controlled experiment involved 30 subjects receiving VR training (VR group) and another 30 receiving video training (control group). The effectiveness was measured in terms of knowledge acquisition, risk prediction ability and enhancement of safety awareness. Although there was no significant difference between the two groups in terms of traffic rule knowledge acquisition, the VR group showed significantly greater enhancement in risk prediction ability for complex scenarios and in safety awareness. In terms of the training method, VR training was rated higher for ease of understanding, immersion and novelty; though it also led to higher eye strain and mental burden. Accordingly, to maximize VR training’s strength and minimize its negative effects, we recommend that VR safety training be designed for complex content, within an appropriate duration and could be served as a supplement or review to video training.

Evaluating the attitudes of different trainee groups towards eye tracking enhanced safety training methods

Objectives. This research aims to provide information on factors that may affect the accident susceptibility of workers by using various individual characteristics of workers as variables with machine learning algorithms, and the effects of occupational health and safety (OHS) training and workers’ safety awareness within this interaction. Methods. Research data were obtained through surveys administered to port workers (dockers). The data were modeled using binary logistic regression (BLR) and support vector machine (SVM) algorithms, and the results were examined comparatively. Results. Worker’s profession, education level, age, safety awareness and work experience, and the number of OHS professionals are some individual characteristics and managerial factors that significantly influence whether an accident occurs or not. Employees’ OHS examination scores do not have a significant impact on the likelihood of an accident for the worker. As workers believe their safety awareness is increasing, the likelihood of accidents also rises. Conclusion. Workers may have a misleading experience regarding training activities in ports and the managers’ approach. They may have an unrealistic sense of self-confidence. Many accidents occurring in ports are preventable. While BLR provides a greater number of more easily interpretable outputs related to accident causality, SVM offers fewer but more reliable outputs.

PurposeBuilding construction is considered a complex, dynamic and highly hazardous process, which embraces many factors that are potentially dangerous to workers. Many studies proved that the improvement of preventive and proactive measures – dynamically included in the building design, planning and construction – could reduce site accidents as well as increase the site productivity. In this context, process management models and information visualization techniques such as building information modeling (BIM) and virtual reality (VR) seem to be devoted to strongly contribute to the advancement of the current safety management practices. For these reasons, the presented contribution is based on the assumption that a more nuanced approach for construction worker's safety training is warranted and the authors propose a safety training protocol based on BIM-enabled VR activity simulations.Design/methodology/approachThe methodology comprised a safety training protocol based on BIM-enabled VR activity simulations. The protocol addresses three methodological issues: (1) Planning in terms of training typologies and related health and safety contents to be implemented in the VR construction site scenarios; (2) Management regarding the solution to integrate BIM and game technologies to deliver VR training experiences; (3) Administration in terms of definition of standardized rules to define a safety training schedule in a given construction project.FindingsThis work contributes to provide a standardized protocol for a viable integration of BIM and VR technologies for construction safety training in real projects.Practical implicationsThe VR training protocol was applied to a construction project based in Italy that served as case study for the development of the training sessions' contents and their implementation. This case demonstrated the feasibility of the protocol's implementation and pointed out the drawbacks and limitations on which further efforts need to be spent in order to take the proposed protocol from a prototypical stage to a maturity for its larger-scale adoption from the practitioners involved in construction safety training.Originality/valueThe research gives a contribution to reduce the currently existing knowledge gap regarding how BIM and VR can be simultaneously integrated in real projects for construction safety training by using standardized rules to be extensively reproduced in different construction projects. It uses a customized toolkit with a mobile smartphone solution to administer Safety Training Scenarios which increases its portability in construction site compared to PC-based VR solutions.

Critical factors for the use or non-use of personal protective equipment amongst construction workers

Introduction: Previous studies evaluating the effect of virtual reality (VR) training on operating room performance have only analyzed the latter portion of the laparoscopic cholecystectomy (LC), while including many residents beyond their second year of training. The aim of this study was to better understand the impact of VR training on subjects with limited laparoscopic surgical experience during completion of an entire laparoscopic cholecystectomy. Methods: Twelve surgical residents (PGY 1 & 2) were randomized to either standard training (n = 6) or VR training (n = 6). In the VR training group subjects were required to reach expert established performance criterion levels on the manipulation diathermy task of the Minimally Invasive Surgical Trainer (MIST-VR). All subjects then performed a video-recorded LC under the supervision of a surgeon blinded to training status. Recordings were assessed by two blinded surgeon investigators using scores based on expert-defined errors with inter-rater reliability >0.9. Results: VR trained subjects completed the full LC 20% faster than controls (39 min. vs. 31 min.), made half as many errors while exposing cystic structures (5.3 vs 10), and one-third fewer errors in dissecting the gallbladder (5.5 vs. 8.2). Overall, controls made 40% more errors (11.7 vs 19.7, p Conclusions: Criterion based VR training to expert performance levels for junior surgical residents results in fewer intra-operative errors and greater performance consistency during the entire laparoscopic cholecystectomy procedure.

Cortical excitability of motor anticipatory in subacute stroke patients after virtual reality training: A preliminary movement-related potential study

This study investigates the key factors influencing construction workers' safety behaviour, focusing on safety knowledge, safety awareness, safety intervention, and safety rules and procedures. A mixed-methods approach was employed, starting with a conceptual model developed through a literature review and validated via the Delphi method with safety experts. A quantitative survey was then conducted with construction workers, and data were analysed using partial least squares structural equation modeling (PLS-SEM) to test the hypothesised relationships. The findings show that safety knowledge and safety awareness have significant direct effects on safety behaviour. Safety rules and procedures impact safety behaviour both directly and indirectly by enhancing safety knowledge, while safety intervention plays a crucial role in shaping safe work practices. Additionally, importance–performance map analysis (IPMA) identified key areas that require immediate managerial focus for improving safety performance. This research contributes to the safety behaviour literature by providing an empirically validated model specific to the construction sector. Practically, it offers actionable insights for project managers and safety practitioners to develop targeted safety strategies that reduce occupational accidents in construction projects.

Standard surgical training has traditionally been one of apprenticeship, where the surgical trainee learns to perform surgery under the supervision of a trained surgeon. This is time-consuming, costly, and of variable effectiveness. Training using a virtual reality simulator is an option to supplement standard training. Virtual reality training improves the technical skills of surgical trainees such as decreased time for suturing and improved accuracy. The clinical impact of virtual reality training is not known. To assess the benefits (increased surgical proficiency and improved patient outcomes) and harms (potentially worse patient outcomes) of supplementary virtual reality training of surgical trainees with limited laparoscopic experience. We searched the Cochrane Central Register of Controlled Trials (CENTRAL) in The Cochrane Library, MEDLINE, EMBASE and Science Citation Index Expanded until July 2012. We included all randomised clinical trials comparing virtual reality training versus other forms of training including box-trainer training, no training, or standard laparoscopic training in surgical trainees with little laparoscopic experience. We also planned to include trials comparing different methods of virtual reality training. We included only trials that assessed the outcomes in people undergoing laparoscopic surgery. Two authors independently identified trials and collected data. We analysed the data with both the fixed-effect and the random-effects models using Review Manager 5 analysis. For each outcome we calculated the mean difference (MD) or standardised mean difference (SMD) with 95% confidence intervals based on intention-to-treat analysis. We included eight trials covering 109 surgical trainees with limited laparoscopic experience. Of the eight trials, six compared virtual reality versus no supplementary training. One trial compared virtual reality training versus box-trainer training and versus no supplementary training, and one trial compared virtual reality training versus box-trainer training. There were no trials that compared different forms of virtual reality training. All the trials were at high risk of bias. Operating time and operative performance were the only outcomes reported in the trials. The remaining outcomes such as mortality, morbidity, quality of life (the primary outcomes of this review) and hospital stay (a secondary outcome) were not reported. Virtual reality training versus no supplementary training: The operating time was significantly shorter in the virtual reality group than in the no supplementary training group (3 trials; 49 participants; MD -11.76 minutes; 95% CI -15.23 to -8.30). Two trials that could not be included in the meta-analysis also showed a reduction in operating time (statistically significant in one trial). The numerical values for operating time were not reported in these two trials. The operative performance was significantly better in the virtual reality group than the no supplementary training group using the fixed-effect model (2 trials; 33 participants; SMD 1.65; 95% CI 0.72 to 2.58). The results became non-significant when the random-effects model was used (2 trials; 33 participants; SMD 2.14; 95% CI -1.29 to 5.57). One trial could not be included in the meta-analysis as it did not report the numerical values. The authors stated that the operative performance of virtual reality group was significantly better than the control group. Virtual reality training versus box-trainer training: The only trial that reported operating time did not report the numerical values. In this trial, the operating time in the virtual reality group was significantly shorter than in the box-trainer group. Of the two trials that reported operative performance, only one trial reported the numerical values. The operative performance was significantly better in the virtual reality group than in the box-trainer group (1 trial; 19 participants; SMD 1.46; 95% CI 0.42 to 2.50). In the other trial that did not report the numerical values, the authors stated that the operative performance in the virtual reality group was significantly better than the box-trainer group. Virtual reality training appears to decrease the operating time and improve the operative performance of surgical trainees with limited laparoscopic experience when compared with no training or with box-trainer training. However, the impact of this decreased operating time and improvement in operative performance on patients and healthcare funders in terms of improved outcomes or decreased costs is not known. Further well-designed trials at low risk of bias and random errors are necessary. Such trials should assess the impact of virtual reality training on clinical outcomes.

There is limited data assessing simulation and virtual reality training as a standardized tool in medical education. This feasibility study aimed to evaluate the effectiveness of virtual reality training and a student-led simulation module in preparing medical students to perform a lumbar puncture. Twenty-five medical students completed a pre-intervention survey, and a baseline video recorded lumbar puncture procedure on a task trainer. Students were randomly distributed into the virtual reality group, or the curriculum's standard student-led procedural instruction group. Participants were then given 45min to practice the lumbar puncture procedure. After the intervention, all participants were video recorded again as they performed a post-intervention lumbar puncture and completed a post-intervention survey. Pre- and post-intervention videos were scored using a critical action checklist in conjunction with time needed to complete the procedure to evaluate proficiency. At baseline, there were no major statistically significant differences between groups. Assessing overall post-intervention performance, both groups showed improvement in aggregate score (p < 0.001) and time required to complete (p = 0.002) the lumbar puncture. Following interventions, the student-led group improved over the virtual reality group in a variety of metrics. The student-led group increased their aggregate score by 3.49 and decreased their time to completion by 34s over the VR group when controlling for baseline measures. Both virtual reality and student-led simulation training were useful training modalities, with hands-on simulation showing better results versus virtual reality training in this setting. The online version contains supplementary material available at 10.1007/s40670-020-01141-6.

BackgroundIt appears that active video games (AVGs) and training apps that allow for physical activity (PA) in immersive virtual reality (VR) may be useful for sports, health-enhancing PA, and physical education (PE). Therefore, research is needed to identify their potential.ObjectiveThe study aimed to evaluate the intensity and attractiveness of exercise during table tennis (TT) training in VR in arcade and simulation modes and to assess the potential for using such exercises in health-enhancing PA, sport, and PE.MethodsThe research used the Racket Fury: Table Tennis VR. Exercise intensity during TT training in VR was evaluated by heart rate (HR) monitoring and rating of perceived exertion (RPE 6–20). The effectiveness of short-term TT training in VR was estimated based on the user’s performance in playing against an opponent with artificial intelligence (AI), satisfaction with playing TT was measured using the Physical Activity Enjoyment Scale (PACES), and the potential usefulness of the tested app in PA, sport, and PE was assessed based on a questionnaire for participating PE teachers (30 participants).ResultsPA intensity during TT training in VR expressed as a percentage of maximum heart rate (HRmax) was moderate but was significantly (p < 0.001; d=-0.830) higher in the easier arcade mode (69.50 ± 12.58%HRmax) than in the simulation mode (64.10 ± 9.67%HRmax). Despite the greater fatigue of respondents, user satisfaction was significantly higher in arcade mode. Users’ performance when playing with AI was significantly better after 20 min of training in VR than before training. PE teachers recognize the great potential of the app.ConclusionsThe application tested is characterized by a beneficial PA intensity, with its level depending on the game mode. Facilitating strokes during a game of virtual TT promotes increased intensity of exercise and increased enjoyment of the PA. Short-term TT training in VR improves playing skills in a virtual environment. PE teachers spoke highly of the app and recognized the potential for using VR technology in PA, sports, and school PE.

Objectives This study is aimed at exploring the effects of virtual reality (VR) training on postural control, measured by anticipatory and compensatory postural adjustments (APAs and CPAs, respectively), in patients with chronic nonspecific low back pain (CNLBP) and the potential neuromuscular mechanism of VR training. Methods Thirty-four patients were recruited and randomly assigned to the VR group (n = 11), the motor control exercise group (MCE, n = 12) and the control group (CG, n = 11). The VR group received VR training using Kinect Xbox 360 systems and magnetic therapy. Besides magnetic therapy, the participants in the MCE group performed real-time ultrasound-guided abdominal drawing-in maneuver (ADIM) and four-point kneeling exercise. The CG only received magnetic therapy. Surface muscle electromyography (sEMG) was used to record the muscle activities of transverse abdominis (TrA), multifidus (MF), lateral gastrocnemius (LG), and tibialis anterior (TA) during ball-hitting tasks. The muscle activation time and integrals of the electromyography activities (IEMGs) during the APA and CPA stages were calculated and used in the data analysis. The visual analogue scale (VAS) and Oswestry dysfunction index (ODI) scores were also recorded. Results A significant interaction effect of time × group was observed on the activation time of TrA (p = 0.018) and MF (p = 0.037). The post-intervention activation time of the TrA was earlier in the VR group (p = 0.029). In contrast, the post-intervention activation time of the MF was significantly delayed in the VR group (p = 0.001). The IEMGs of TrA (p = 0.002) and TA (p = 0.007) during CPA1 significantly decreased only in the VR group after the intervention. The VAS scores of three group participants showed significant decreases after intervention (p < 0.001). Conclusions Patients with CNLBP showed reciprocal muscle activation patterns of the TrA and MF muscles after VR training. VR training may be a potential intervention for enhancing the APAs of the patients with CNLBP.

The diffusion of Building Information Modeling (BIM) and advanced visualization technologies in the increasingly digitalised construction sector is fostering the development and implementation of disruptive approaches for workforce Health and Safety (H&amp;S) training. Project-specific risks, safety procedures and information can be administered through immersive Virtual Reality (VR) experiences where construction site environments and activities are reproduced without exposing the trainees to real hazards. However, despite numerous research and industry applications demonstrating the potential benefits of these technologies, a standardized framework and methodology for the evaluation of VR safety training effectiveness for construction workers is still lacking hence hindering its large scale-adoption and recognition from policymakers. Within the scope of previous authors contributions on the development and implementation of BIM-based VR experiences for construction workers’ safety training, this paper aims to address the evaluation of their effectiveness proposing a novel semi-qualitative approach based on the integration of trainees’ subjective and objective data. A post-experience evaluation questionnaire is developed to collect trainees’ direct and qualitative feedback about the experience immersivity and perceived safety content transfer. Furthermore, the integration with trainees’ spatial tracking data is proposed to complement the qualitative feedback with the quantitative evaluation of their use of the virtual space for safety training purposes. The application of the presented approach in case study is currently undergoing and the related results will be subject of future contributions

The study focuses on exploring the effectiveness of various training modalities, including pictorial, video and virtual reality, in safety training for a multicultural workforce, specifically in the context of solar panel cleaning processes. Drawing on cognitive load theory and Kolb's learning cycle, the research aims to enhance self-efficacy and knowledge retention despite language barriers. The research questions center on learning modalities, working memory, information retention, self-efficacy, and real-world work performance, addressing the gap in safety training for multicultural workers in the building industry. By comparing the impact of different training modalities on learning outcomes, the study found that virtual reality training led to higher self-efficacy and task value scores, even with increased workload demand. However, no significant differences were observed in self-efficacy, task value and workload demand between the pictorial, video, and virtual reality training modalities. The research underscores the importance of addressing language barriers and different learning styles in safety training effectiveness, emphasizing the benefits of using pictorial aids, vide, and virtual reality technology. The research underscores Virtual Reality’s role in boosting training retention and engagement. The study's methodology involved six participants, randomly assigned to different training groups, with a focus on the solar panel cleaning process. The evaluation of training modalities was based on their effectiveness in improving knowledge retention and skill development. The findings suggest the need for further research to explore the long-term effects and scalability of virtual reality training in safety training across various industries, shedding light onto the role of cognitive load theory in information processing within safety training contexts.

Background The aim of this study was to investigate whether the presence of a teacher affects learning related outcomes in teaching basic surgical tasks with a Virtual Reality (VR) headset. Methods 26 fourth-year medical studentsparticipated in a voluntary exercise. Students practiced basic surgical procedure exercises using the VR4HEALTHCARE application in VR with OCULUS Rift S glasses. 12 students performed the exercises under the guidance of a teacher and 14 without the teacher present. After the exercise, the groups filled out a feedback form. Statistical analysis was performed using IBM SPSS Statistics 25.0 software using the Mann-Whitney U test and multivariate analysis of variance. Results The most important data collected related to whether the student learned something new and whether VR adds value to medical education. Ratings were based on a scale of 0–10 (0 = worst, 10 = best). When the teacher was present, on average, the students felt that they were learning something new and gave an average rating of 7.8 ± 1.8, and when the teacher was not present 5.3 ± 2.6 (p = 0.003). VR added value to teaching with a rating of 7.8 ± 1.7 when the teacher was present and 5.5 ± 3.0 when not present (p = 0.045). This study also analyzed specific use of VR for abscess incision, suturing and insertion of a suprapubic catheter. Discussion When a teacher was present VR added value to teaching and the usefulness and usability of VR was experienced more positively. The student should also have adequate knowledge of the subject to be taught before VR training. Conclusions VR adds value to teaching, but VR exercises may not completely replace high-quality traditional teaching methods. Consequently, it is important to determine the differences between VR and traditional teaching methods and how to combine these methods in the future.