| description abstract | The construction industry remains the top contributor of fatalities and major injuries despite its stringent laws, safety technologies, and mandatory construction safety courses. Limited safety knowledge, insufficient safety training, lack of work experience, and ineffective pedagogy in institutes of higher learning (IHLs) are some of the possible reasons for the industry’s poor safety performance. Thus, there is an urgent need to improve the construction safety and health (CSH) education in IHLs. Authentic learning was found to be a suitable pedagogical framework to guide CSH education in IHLs. In this study, a simulation game-based assignment was proposed, and feedback was sought from practitioners and undergraduate students. In terms of academic contributions, the study found that the nine characteristics of an authentic learning environment can be grouped into three factors: authenticity, group work, and guidance. Based on a random forest permutation importance evaluation, the three authentic learning factors are more important than the role (student or practitioner) and the number of gaming hours per week. Furthermore, authenticity is the most important factor followed by group work and guidance. From a practice perspective, it is important to note that even though the role is not an important factor in influencing the perceived effectiveness of the proposed simulation game-based assignment, practitioners still have a stronger preference for game design that promotes realism and authenticity, e.g. realistic gaming environment, ability to take pictures of hazards in the game, and an authentic (versus fantasy) game theme. Students have a stronger preference for multiplayer games than practitioners. This study provided the basis for the design of an effective simulation game-based assignment. At the time of writing, a prototype simulation game had been developed based on this study. | |
