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Using Virtual Environments Simulation to Improve Construction Safety: An Application of 3D Online-Game Based Training Dong Zhao1 and Yincheng Ye2 1

Dept. of Building Construction, Virginia Polytechnic Institute and State University, Blacksburg, VA24061, USA [email protected] 2 Dept. of Statistics, Virginia Polytechnic Institute and State University, Blacksburg, VA24061, USA

Abstract. Construction safety is consistently an important issue in the Architecture, construction and engineering (ACE) industries and attracts continuously effort to worldwide. However, lives are deprived every year due to construction accidents. Taking the United States as example, in 2009 there are 18.8% fatalities occurred in construction. Different efforts have been taken to enhance the safety and mitigate the accidents frequency, and the educational information technology is one of them. Meanwhile with the fast development of internet, the virtual environments based 3D online games present constructive educational features for safety training, especially to the young generations. This approach is especially applicable in construction as most constructionrelated accidents are destructive and are dangerous to teach in a jobsite-based training. This paper presents the new training application that uses 3D online computer games for electrical hazards awareness enhancement in the U.S. construction industry. Keywords: Safety Training, Construction, Information Technology, Online Game, Virtual Environment.

1 Introduction According to the Census of Fatal Occupational Injuries (CFOI 2010) [1] from the U.S. Department of Labor the workers in construction industry continue to incur the most of fatalities among all economic sectors. In 2009, there were 816 fatalities in construction which accounts for 18.8% out of a total of 4,340 fatal work injuries records. About 1 in 5 occupational deaths are related to construction industry. As same as in the United States, the severe safety situation and poor safety performance of the construction industry persists to give international cause for concerns [2]. Meanwhile, the electrical hazard in construction safety is worthy of more attention because of its destructiveness. Most of accidents involving electrical shocks cause severe tissue damage or death [3]. Most accidents are related to human behaviors and worker training turns to be a key element to mitigate the occupational injuries and to increase the capacity of a W. Deng (Ed.): Future Control and Automation, LNEE 172, pp. 269–277. springerlink.com © Springer-Verlag Berlin Heidelberg 2012

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person to respond in ways appropriate to the situation facing them [4]. Informattion technology has been applieed as an effective tool to fit this objective in various waays. This paper presents a new w training application that uses educational-game baased learning theory and Virtu ual Environment (VE) simulation, and discusses hhow information technology cou uld be applied to improve the electrical safety in the U U.S. construction industry.

2 Educational Gamees in Training Training becomes an axiom matic part of accident prevention strategies, but what the effective training is has beeen a question for hundreds of years that. Dale illustraated that the best way for trainin ng and learning is to do the real thing and to simulate the real tasks to obtain experieence (see Figure 1) [5]. Similarly, Rubinsky and Smith [6] found that experience of their simulated accident was a better training aid tthan demonstration of it or a desscription of it, when the criterion of number of "accidennts" and retention over time werre used. Back to the construction n industry, workers are often able to keep new informattion in mind for several days an nd possibly weeks after the attend safety training or vview safety videos. Workers wh ho have not truly internalized safety procedures by thhem may cut corners as other jo ob demands compete with safety for their attentions [7]]. In this regard, based on eitheer research or experience, the simple answer to effecttive training is practice. However, the problem is i that practice by doing in an industrial setting is offten prohibitively risky, which is i why safety training exists in the first place [7]. Workkers may receive on-the-job feeedback only after they make mistakes. Although there are several ways to make learn ning more active and engaging, an educational game woould best serve this context becaause it focuses on teaching a specific body of knowleddge, completing a defined goal, immediate i feedback, and safety [8]. Taking advantage off the current information technology, the training-purposed 3D games may help to simuulate scenarios to enhance traineees the safety awareness but in a physically safe environmeent.

Fig. 1. Dale’s cone of experience

Using Virtual Environments Simulation to Improve Construction Safety

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3 Online Virtual Environments Simulation Virtual Environments (VEs) has been recognized as a way to immerse participants in situations that might otherwise be too dangerous to experience [9]. Using VE’s for training offers enhancement of cognitive learning, learning by active participation, increased motivation, and flexibility in terms of time and location. Studies have been completed that conclude the brain reacts in similar ways in both the virtual and real environment which suggests a transfer of knowledge between simulated activities and real world activities [10]. Through repetitive simulation, processes become second nature to people as part of their muscle memory and their reactions become automatic [11]. Eschenbrenner [12] summarized benefits of learning within a 3D environment. Those benefits include the ability for students to experiment without concern for “real-world repercussions” and the ability to “learn by doing.” With a VE program, the user controls the objects and couples this with information and descriptions and later task-based testing, thus, an interactive and active-learning experience is created.

Fig. 2. Network of 3D online-game based training

An important characteristic of the online VE-based program is the all-weather training capability (in terms of time and location) that they offer to the user. In traditional classroom-based training, availability of the training provider and trainees need to be coordinated to schedule the training session. VE, especially when designed for use with online features, allow for convenience of location and time. The users can participate in the training using a laptop computer, a video game station, a PDA as long as it connects with internet. They do not even have to download and install the program. Moreover, with the development of 3G mobile telecommunication, trainees can access the training program via their cell phones (see Figure 2). There is no limitation to classroom or training schedules. Tracking the user performance can be built into the applications, which reduces the need for direct trainee observation.

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4 Training Program Development As shown in Figure 3, the training program development started from a review of literature and industry training practices. This allowed for the development of a list of training points that need to be incorporated into an electrical safety training program. To structure the training program, all the training points are arranged into the training elements matrix.

Fig. 3. Electrical training program structuring

Training elements were extracted from the U.S. Occupational Safety and Health Administration (OSHA) regulations for work around electricity and suggestions received from industry members, other literature review. Each training element is then categorized into the Training Elements Inventory. This inventory consists of four training categories: (1) Electricity Basics which includes electricity fundamentals such as current flow and shock sources; (2) Working around Electricity which deals with safety regulations for working around electrical power sources and what precautions that need to be taken; (3) Working with Electricity, which includes topics of proper use of temporary power, extension cords, electric tools, personal protective equipment, and identifying equipment decay and environmental deterioration; and (4) Safe Emergency Response Procedures which includes proper response procedures to use when attempting to administer aid to someone who comes in contact with an electrical hazard.


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Each hazard module consists of a series of scenarios based on the completed training elements matrix. Each scenario has a storybook for game and is simulated independently. This allows the user to choose which scenarios they would like to complete. This allows the user to complete specific training relevant to their working task or work environment (see Figure 4). Based on the storybook in the scenario, each training element is programmed as an independent interactive event. These events are triggered by various approaches depending on the desired reaction. For examples, a touch approach is used to trigger the training event for safety emergency responses on “contact power line” when the user touches a power line. Another example would be when arriving in the area of a torn-down power line, a proximity approach triggers the event dealing with broken power lines emergency. These events are a mixture of animations and text used to present material to the user. All presenting methods used in the scenario are aimed at increasing the learning efficiency and enhancing the training effectiveness. The learning efficiency and training effectiveness will be studied through evaluation processes discussed in future research.

Fig. 4. Screenshot on scenario series selection

In the prototype scenario of overhead power line hazard, the simulation is set in an outside environment. There is a building on the site in close proximity to an overhead power line. A simulated piece of construction machinery is also included for training purposes. In this scenario, the user has free navigational control of the environment in either first-person or third-person view. The view switching function is intended to avoid dead angles or prevent the user from being stuck in an area of the 3D environment. At the same time the view switching provides the user with a more engaged visual feeling and allows them to explore situations from multiple angles for a better spatial understanding. While the user is walking through the scenario various triggers are touched causing the game engine to respond with the programmed reactions. For example, when the user walks close to the 10-foot distance line

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indicating the distance from the overhead power lines’ upright projection allowed by safety regulations, the training element of “safe working distance and clearance” is triggered and a text panel appears on the screen explaining this safety regulation (see Figure 5). Clues are used throughout the scenario to attract the user and lead them to finish all interactive training events and view all simulations within the scenario. For example, a warning sign is set near a high voltage power tower. A flashing light on the sign is the clue drawing the user to approach and read it. When the user stops at the sign, the information of training element “voltage checking” shows up near that sign explaining the importance of understanding the voltage of the line when working in close proximity to the line. Learning occurs unconsciously and impresses the trainee in a positive manner through these training simulations. In addition, the triggers are repeatable so that the reactions may be repeated to reinforce the training elements.

Fig. 5. Training example in overhead power line hazard module

Other than the instruction-based scenario the user will complete a connected testbased training scenario. This test-based training section will contain most of the same triggers as in the training section but the reaction will change. For example, if the user walks to close to the power line, no instruction will be given, but an electric arc will take place reducing the user’s health points for failure to take proper safety precautions. At the test beginning, the user are given 100 health points, if they do something correctly according the training matrix, their health points will increase, otherwise their health points will drop until reaching 0 which indicates test failure. The number of health points reduced represents the severity of the infraction. The more likely a failure is to cause electrocution and death, the higher number of health points will be removed.


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Fig. 6. Training Program development flowchart

Within the online-game based training program, module simulations fall within an overall training program that consists of six steps (Figure 6). Information gathering and analysis (step 1) was first completed to gain a basic understanding of industry needs and training practices. Then that information was organized into the Training Elements Matrix (step 2). With the Training Elements Matrix developed, the training elements are then simulated for the training prototype (step 3). The prototype development consists of several scenarios designed to teach and test the user of proper working procedures within the overhead power lines hazard module. The information presented in the new modules will be evaluated by the industry. The entire program will then be evaluated with a focus on its usefulness and effectiveness. After completing the piloting prototype and confirming its functionality, it will go through industry evaluation (step 4). Collected feedback will be used for prototype modification in terms of usability and information rationality. The feedback of industry evaluation will help to modify the ease of navigation and environmental

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interaction, completeness of training points, and the understandability of information. The prototype will go through several rounds of evaluation and refinement. Once these rounds of evaluation on the prototype are complete, the other hazard modules will be designed and implemented (step 5). The complete training program will then be evaluated by the industry (step 6). The information presented in the new modules will be evaluated by the industry. The entire program will then be evaluated with a focus on its usefulness and effectiveness.

5 Discussion and Conclusion This paper presents the application of virtual environment simulation and online game engine in the training program design for the construction safety improvement. This information technology application provides several positive features: the effective interactivity, content flexibility, all-weather accessibility and continuous tractability. In contrast with traditional training methods, this presented program allows workers to actually play the real role in the virtual working scenarios. Workers choose actions or responses all by their own knowledge or even intuition. Also, they will accept learn from all the results while practice. During the game, they will experience the hazards in the simulation without dangers and finally find the correct way to finish the task. This interactivity will largely improve their safety senses and skills. All the scenarios are created based on different real-life hazards and working environments, and the training content may change according to training requirements. This flexibility extends the application of this training approach, as it may be applied to most types of hazards. In another word, workers may be trained in this program for various training purposes. Moreover, the simulation content may even be built based on a specific project. The involved workers may rehearse their tasks and get experiences in advance. With internet and 3G mobile telecommunication, the user can participate in the training in a job trailer, office, restaurant or even conceivably the back of a truck. It may thoroughly get rid of the time and location limitations. Trainees may arrange their training schedule and duration based on their own needs individually. Testing and tracking the training effectiveness are functions of the presented training program. When the user log in the online training game, their task logs and test information are being recorded and stored on the game server (see Figure 2). These records can be pulled out for users to review their mistakes and progresses. Also, it may facilitate the trainer to track the trainees’ performance. It is the goal of this research that a developed training program that utilizes the VE simulation for training and testing workers within the construction industry can help to cut down on accidents and fatalities related to electrical shock and electrocution. If adequate evaluation of the program is performed during and after development such a program can allow for the creation of a safer working environment and help protect the safety of workers with in the construction industry.


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