基于VR技术的施工安全教育效果认知试验

doi:10.16265/j.cnki.issn1003-3033.2025.01.0181

摘要/Abstract

摘要：

为弥补虚拟现实(VR)技术在安全教育中理论支撑和实际效果检验的不足,以影响工程安全教育效果的相关影响因素为切入点,采用结构方程模型(SEM)构建安全教育影响因素分析框架,并开展认知试验以评估实际效果。结果表明: 教育频率、教育方式、个体主动性、内容趣味性以及过程舒适性是影响施工安全教育效果的主要因素;“VR+讲授”的混合模式是试验效果最好的教育方式,但使用VR技术仍需要人员辅助;教育频率的最佳周期建议≤30天;趣味性、舒适性和教育效果呈显著正相关,但结合VR技术的施工安全教育应用中,舒适性更为重要。

关键词: 虚拟现实(VR)技术, 施工安全教育, 教育效果, 认知试验, 结构方程模型(SEM), 影响因素

Abstract:

In order to make up for the deficiency of VR technology in safety education theory support and practical effect tests, the relevant influencing factors affecting the effect of engineering safety education were taken as the entry point. SEM was used to establish an analytical framework for the influencing factors of safety education and the cognitive experiments were carried out to test the effect. The results show that the frequency of education, the mode of education, individual initiative, fun and comfort are the main factors affecting the effectiveness of construction safety education. The hybrid mode of "VR + lecture" is the most effective educational method at present, but the use of VR technology still requires personnel assistance. The optimal frequency of education is recommended to be less than 30 days. The main factors of fun, comfort are significantly positively correlated with educational effect, but comfort is more important in the application of construction safety education with VR technology.

Key words: virtual reality (VR) technology, construction safety education, education effect, cognitive test, structural equation modeling (SEM), impact factors

中图分类号:

X925安全教育学

丁超, 张向轲, 王琨, 宋紫薇, 郭晓文. 基于VR技术的施工安全教育效果认知试验[J]. 中国安全科学学报, 2025, 35(1): 84-93.

DING Chao, ZHANG Xiangke, WANG Kun, SONG Ziwei, GUO Xiaowen. Cognitive test of construction safety education effect based on VR technology[J]. China Safety Science Journal, 2025, 35(1): 84-93.

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影响因素	频数	频率/%
教育方式^{[12⇓⇓⇓⇓⇓⇓⇓⇓⇓⇓⇓-24]}	13	32.50
个体主动性^{[13,15 -16,18,20,25 -26]}	7	17.50
内容趣味性^{[13⇓-15,17,19,22,27]}	7	17.50
教育频率^{[20,22,24,26,28]}	5	12.50
过程舒适性^{[15,22,27 -28]}	4	10.00
考核^[13,19,22]	3	7.50
成本^[19]	1	2.50

通用指标	评判标准	取值	拟合结果
卡方自由度比	<3	1.172	良好
近似误差均方根	<0.08	0.031	良好
拟合优度指数	>0.90	0.872	可接受
增值拟合指数	>0.90	0.982	良好
塔克-刘易斯指数	>0.90	0.979	良好
比较拟合指数	>0.90	0.982	良好
相对拟合指数	>0.90	0.875	可接受
规范拟合指数	>0.90	0.889	可接受
不规范拟合指数	>0.50	0.788	良好

假设	路径	标准路径系数	p值
H₁	教育频率→教育效果	0.259	^***
H₂	教育方式→教育效果	0.253	^**
H₃	个体主动性→教育效果	0.228	^**
H₄	趣味性→教育效果	0.158	^*
H₅	舒适性→教育效果	0.197	^*
H₆	教育频率→个体主动性	0.021	0.806
H₇	教育方式→个体主动性	0.234	^**
H₈	趣味性→个体主动性	0.216	^*
H₉	舒适性→个体主动性	0.229	^*

被试特征	选项	频数	频率/%
性别	男性	47	65.28
性别	女性	25	34.72
年龄/岁	16岁以下	0	0.00
	16~24岁	57	79.17
	25~30岁	15	20.83
	大于30岁	0	0.00
学历情况	高中及以下	54	75.00
	大学本(专)科	18	25.00
	大学本(专)科以上	0	0.00
专业情况	建筑行业	50	69.44
专业情况	非建筑行业	22	30.56
是否有施工现场经验(包括实习经验)	是	10	13.89
是否有施工现场经验(包括实习经验)	否	62	86.11

分析项	项	均值±标准差	F值	p值
预测试成绩	VR1组(n=6)	48.50±5.09	0.803	0.507
	VR2组(n=6)	51.17±5.34
	VR3组(n=6)	47.83±4.40
	VR4组(n=6)	47.00±4.82
	总计(n=24)	48.63±4.86
	混合1组(n=6)	47.50±3.62	0.997	0.414
	混合2组(n=6)	50.17±5.23
	混合3组	51.33±3.01
	混合4组	49.83±3.54
	总计(n=24)	49.71±3.94
	传统1组(n=6)	50.92±5.79	4.555	0.054
	传统2组(n=6)	46.25±4.88
	总计(n=24)	48.58±5.76
	VR组(n=24)	48.63±4.86	0.405	0.668
	混合组(n=24)	49.71±3.94
	传统组(n=24)	48.58±5.76