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Panorama video of art suppiles3/17/2023 ![]() However, these models hinder and diminish the full perception of the real-world environment, providing users with an unrealistic, computer-generated simulation of a construction environment that does not render all the dynamic elements that may be at play on a real-world jobsite. These virtual models simulate and address the replacement of full, real-world conditions in terms of time, physical space, and material properties. Currently, virtual modeling methods such as Building Information Modeling (BIM) provide media to visualize components and to manage and coordinate associated construction-management activities. In particular, a gap in knowledge remains about the use of real construction projects-as compared to computer-generated virtual representations of the environments-to create true-to-life training experiences for construction workers. Virtual jobsites have been presented as a promising tool for safety education, but the effectiveness of harnessing these digital construction sites have not yet been fully investigated for educational purposes. Virtual reality (VR) technology can create active learning experiences that engage the learners, increase learning retention scale comparing to passive learning practices, and most effectively provide them with on-demand learning opportunities for deliberate practice. ![]() ![]() The emergence of a new technology-savvy generation obliges instructors to abandon passive means of teaching and allocate more emphasis on creating engaging learning experiences that adopt virtual technologies and digital sites. The backbone of any occupational health and safety discussion is hazard identification however, current lecture-based and passive methods of teaching hazard identification are losing their relevancy. The results of this study will foreseeably help researchers in developing engaging training platforms to improve the hazard-identification skills of workers. The usability reviews demonstrate that the trainees found the platform and augmentations advantageously to learning hazard identification. Thirty subjects participated in a usability test that evaluated the PARS training platform and its augmented 360-degree images captured from real construction jobsites. This proof-of-concept study developed and evaluated a platform using augmented 360-degree panoramas of reality (PARS) for safety-training applications to enhance trainees’ hazard-identification skills for four types of sample hazards. Augmented 360-degree panoramas of reality offers an innovative alternative that creates low-cost, simple-to-capture, true-to-reality representations of the actual construction jobsite within which trainees may practice identifying hazards. However, current virtual reality techniques sacrifice realism and demand high computational costs to reproduce real environments. Considering the inadequacies of traditional safety-training methods (e.g., passive lectures, videos, demonstrations), researchers have employed advanced visualization techniques such as virtual reality technologies to enable users to actively improve their hazard-identification skills in a safe and controlled environment. Training the construction workforce to recognize hazards therefore plays a central role in preparing workers to actively understand safety-related risks and make assertive safety decisions. Improving the hazard-identification skills of construction workers is a vital step towards preventing accidents in the increasingly complex working conditions of construction jobsites.
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