Cognitive test of construction safety education effect based on VR technology

doi:10.16265/j.cnki.issn1003-3033.2025.01.0181

Abstract

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

CLC Number:

X925安全教育学

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