Utilization of Adult Learning Theories for Effective Virtual Reality Safety Training in Construction

Abstract

Virtual reality (VR) training programs have seen substantial growth due to their ability to improve trainee learning outcomes. Despite this, there is a noticeable gap in the availability of conceptual frameworks that incorporate social learning theories as a basis for creating VR-based safety training programs. This research aims to address this gap by developing and validating a framework that integrates social learning theories into the design and development of VR-based safety training programs specifically for the construction industry. The research started with a thorough investigation of adult learning theories such as behaviorism and constructivism. This was followed by developing the framework of construction safety training integrating such learning theories. Then, a comprehensive VR-based training model for high-rise construction was developed based on the developed framework. Finally, validation took place through multiple experimentation of five primary learning outcomes, namely, hazard identification, accident path awareness, risk probability and impact assessments, and hazard mitigation skills. The findings yielded significant improvements in the identification of hazards, associated accidents, and applicable safety measures which are attributed to the consideration of andragogy principles. Also, significant improvements to the trainees’ hazard management skills were attributed to their exposure to the applicable hazard mitigation measures in the virtual environment. In addition, the developed framework is envisaged to advance the effectiveness of VR in construction through basing future models on a concrete pedagogical basis.