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Drivers of immersive technologies in construction Health and Safety education and training

Drivers of immersive technologies in construction Health and Safety education and training

Umeokafor, Nnedinma ORCID: 0000-0002-4010-5806 , Umar, Tariq, Windapo, Abimbola and Che Ibrahim, C.K.I (2024) Drivers of immersive technologies in construction Health and Safety education and training. In: Umeokafor, Nnedinma ORCID: 0000-0002-4010-5806 , Emuze, Fidelis, Sunindijo, Riza, Umar, Tariq, Windapo, Abimbola, Che Ibrahim, C.K.I and Teizer, Teizer, (eds.) Drivers of Continuous Improvement in Construction Health, Safety, and Wellbeing'. Taylor and Francis, London, UK. (In Press)

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Unlike the traditional methods of training/teaching for example lectures and video learning, immersive technology-based construction education and training such as virtual reality-based ones is one of the ways of equipping workers/learners with the relevant level of practical experience and knowledge required for improving health and safety in the industry. Using systematic literature review of studies from 2008 to 2023, this study examines the major drivers of immersive technologies in construction health and safety (CH&S) education and training. It found that the drivers can be categorised under two main themes of (i) Knowledge and practical experience, and (ii) performance indicators. While Both consist of eight main sub-themes, the former has knowledge retention, real-world experience, and limited conventional pedagogical methods. Also, the performance indicators theme shows that improve safety behaviour, the pressure of improving student satisfaction, meeting industry skills requirement, and avoiding risks from training can drive the technology in CH&S education and training. The quest to ensure optimum knowledge acquisition and retention and ensure that workers/learners experience real-life construction activities and associated risks are also found to drive organisations to embracing the technology for CH&S education and training. However, the findings are subject to empirical validation, and it is unknown the extent to which the factors determine the discourse. Hence, studies that will address this is recommended. Nevertheless, the study has implications for developing strategies for immersive technologies implementation in CH&S education and training.

Item Type: Book Section
Uncontrolled Keywords: digital technology; digital pedagogy; Virtual Reality; technology-aided learning
Subjects: H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
T Technology > T Technology (General)
Faculty / School / Research Centre / Research Group: Faculty of Engineering & Science
Faculty of Engineering & Science > School of Engineering (ENG)
Last Modified: 09 May 2024 11:15

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