Construction hazard-recognition training for generation Z students: a comparison study based on eye-movement data

Abstract

Purpose

Safety training can effectively facilitate workers’ safety awareness and prevent injuries and fatalities on construction sites. Traditional training methods are time-consuming, low participation, and less interaction, which is not suitable for students who are born in Generation Z (Gen Z) and expect to be positively engaged in the learning process. With the characteristic of immersive, interaction, and imagination, virtual reality (VR) has become a promising training method. The purpose of this study is to explore Gen Z students’ learning differences under VR and traditional conditions and determine whether VR technology is more suitable for Gen Z students.

Design/methodology/approach

This paper designed a comparison experiment that includes three training conditions: VR-based, classroom lecturing, and on-site practice. 32 sophomore students were divided into four groups and received different training methods. The eye movement data and hazard-identification index (HII) scores from four groups were collected to measure their hazard-identification ability. The differences between the participants before and after the test were tested by paired sample t-test, and the differences between the groups after the test were analyzed by one-way Welch’s analysis of variance (ANOVA) test.

Findings

The statistical findings showed that participants under VR technology condition spent less time finding and arriving at the Areas of Interest (AOIs). Both the eye movement data and HII scores indicated that VR-based safety training is an alternative approach for Gen Z students to traditional safety training methods.

Originality/value

These findings contribute to the theoretical implications by proving the applicability of VR technology to Gen Z students and empirical implications by guiding colleges and universities to design attractive safety training lessons.