{"title":"基于错误的职业安全健康教育增强现实学习系统。","authors":"Marvin Goppold, Jan Herrmann, S. Tackenberg","doi":"10.3233/wor-211243","DOIUrl":null,"url":null,"abstract":"BACKGROUND\nErrors can have dangerous consequences, resulting in a preventive strategy in most company-based technical vocational education and training (TVET). On the contrary, errors provide a useful opportunity for learning due to mismatches of mental models and reality and especially to improve occupational safety and health (OSH).\n\n\nOBJECTIVE\nThis article presents a didactic concept for developing a learning system based on learning from errors. Learners shall directly experience the consequences of erroneous actions through presenting error consequences in augmented reality to avoid negative, dangerous, or cost-intensive outcomes.\n\n\nMETHODS\nEmpirical data prove errors to be particularly effective in TVET. A formal description of a work system is systematically adopted to outline a connection between work, errors concerning OSH, and a didactic concept. A proof-of-concept systematically performs a use case for the developed learning system. It supports critical reflections from a technical, safety, and didactical perspective, naming implications and limitations.\n\n\nRESULTS\nBy learning from errors, a work-based didactic concept supports OSH competencies relying on a learning system. The latter integrates digital twins of the work system to simulate and visualise dangerous error consequences for identified erroneous actions in a technical proof-of-concept. Results demonstrate the ability to detect action errors in work processes and simulations of error consequences in augmented reality.\n\n\nCONCLUSION\nThe technical learning system for OSH education extends existing learning approaches by showcasing virtual consequences. However, capabilities are limited regarding prepared learning scenarios with predefined critical errors. Future studies should assess learning effectiveness in an industrial scenario and investigate its usability.","PeriodicalId":49090,"journal":{"name":"Cognition Technology & Work","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"An error-based augmented reality learning system for work-based occupational safety and health education.\",\"authors\":\"Marvin Goppold, Jan Herrmann, S. Tackenberg\",\"doi\":\"10.3233/wor-211243\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"BACKGROUND\\nErrors can have dangerous consequences, resulting in a preventive strategy in most company-based technical vocational education and training (TVET). On the contrary, errors provide a useful opportunity for learning due to mismatches of mental models and reality and especially to improve occupational safety and health (OSH).\\n\\n\\nOBJECTIVE\\nThis article presents a didactic concept for developing a learning system based on learning from errors. Learners shall directly experience the consequences of erroneous actions through presenting error consequences in augmented reality to avoid negative, dangerous, or cost-intensive outcomes.\\n\\n\\nMETHODS\\nEmpirical data prove errors to be particularly effective in TVET. A formal description of a work system is systematically adopted to outline a connection between work, errors concerning OSH, and a didactic concept. A proof-of-concept systematically performs a use case for the developed learning system. It supports critical reflections from a technical, safety, and didactical perspective, naming implications and limitations.\\n\\n\\nRESULTS\\nBy learning from errors, a work-based didactic concept supports OSH competencies relying on a learning system. The latter integrates digital twins of the work system to simulate and visualise dangerous error consequences for identified erroneous actions in a technical proof-of-concept. Results demonstrate the ability to detect action errors in work processes and simulations of error consequences in augmented reality.\\n\\n\\nCONCLUSION\\nThe technical learning system for OSH education extends existing learning approaches by showcasing virtual consequences. However, capabilities are limited regarding prepared learning scenarios with predefined critical errors. Future studies should assess learning effectiveness in an industrial scenario and investigate its usability.\",\"PeriodicalId\":49090,\"journal\":{\"name\":\"Cognition Technology & Work\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2022-06-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cognition Technology & Work\",\"FirstCategoryId\":\"5\",\"ListUrlMain\":\"https://doi.org/10.3233/wor-211243\",\"RegionNum\":3,\"RegionCategory\":\"工程技术\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"ENGINEERING, INDUSTRIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognition Technology & Work","FirstCategoryId":"5","ListUrlMain":"https://doi.org/10.3233/wor-211243","RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"ENGINEERING, INDUSTRIAL","Score":null,"Total":0}
An error-based augmented reality learning system for work-based occupational safety and health education.
BACKGROUND
Errors can have dangerous consequences, resulting in a preventive strategy in most company-based technical vocational education and training (TVET). On the contrary, errors provide a useful opportunity for learning due to mismatches of mental models and reality and especially to improve occupational safety and health (OSH).
OBJECTIVE
This article presents a didactic concept for developing a learning system based on learning from errors. Learners shall directly experience the consequences of erroneous actions through presenting error consequences in augmented reality to avoid negative, dangerous, or cost-intensive outcomes.
METHODS
Empirical data prove errors to be particularly effective in TVET. A formal description of a work system is systematically adopted to outline a connection between work, errors concerning OSH, and a didactic concept. A proof-of-concept systematically performs a use case for the developed learning system. It supports critical reflections from a technical, safety, and didactical perspective, naming implications and limitations.
RESULTS
By learning from errors, a work-based didactic concept supports OSH competencies relying on a learning system. The latter integrates digital twins of the work system to simulate and visualise dangerous error consequences for identified erroneous actions in a technical proof-of-concept. Results demonstrate the ability to detect action errors in work processes and simulations of error consequences in augmented reality.
CONCLUSION
The technical learning system for OSH education extends existing learning approaches by showcasing virtual consequences. However, capabilities are limited regarding prepared learning scenarios with predefined critical errors. Future studies should assess learning effectiveness in an industrial scenario and investigate its usability.
期刊介绍:
Cognition, Technology & Work focuses on the practical issues of human interaction with technology within the context of work and, in particular, how human cognition affects, and is affected by, work and working conditions.
The aim is to publish research that normally resides on the borderline between people, technology, and organisations. Including how people use information technology, how experience and expertise develop through work, and how incidents and accidents are due to the interaction between individual, technical and organisational factors.
The target is thus the study of people at work from a cognitive systems engineering and socio-technical systems perspective.
The most relevant working contexts of interest to CTW are those where the impact of modern technologies on people at work is particularly important for the users involved as well as for the effects on the environment and plants. Modern society has come to depend on the safe and efficient functioning of a multitude of technological systems as diverse as industrial production, transportation, communication, supply of energy, information and materials, health and finance.