Evaluation of Framework System for Making

Safety Training VR Simulation

 

Qiao Xie, Young Jick Jang, Tae Soo Yun

 

Department of Visual Contents

Graduate school, Dongseo University

Busan, South Korea

xieqiao1994@gmail.com, jyj8654@gmail.com, yntaesoo@gmail.com

 

 

                                         

Abstract

 

This thesis proposes and assess the system framework to produce VR safety education simulation. The framework of this thesis consists in three modules: 1) Collaborative Distributed Safety Learning (CDSL), 2)Hazard Inspection and Safety Cognition (HISC), 3)Active Safety Game-based Learning (ASGL). The result from the system assessment of VR simulation, which was personally produced with these three frameworks applied, is more effective to improve the car safety drive cognition and safety training than existing safety education.

 

Keywords-virtual reality; VR simulation; framework;

 

1. Introduction                                        

 

High level education is required in order to prevent safety accidents and conduct duties effectively in disaster. Because hazard disaster situation can’t be encountered except actual disaster scene, safety knowledge gets acquired through various safety accident cases, and improve on-site response capability with various tactical training. But these type of training takes too much time, and gets restricted to limited training space and location. Thus, VR technology, which is safe and reenacts real-life situation, has been applied to safety education simulations and produced them consistently for safety, repeatability, and economical reason. Safety education simulation using VR carries more weight on learning and delivering on educational information than regular VR contents, thus the research on framework for higher efficiency is necessary. In this thesis, safety education VR simulation platform was created and, based on the framework to create systematic safety education VR simulation, and assessed framework system. This thesis will be considered as a useful reference during VR simulation platform development stages.

 

2. Frame Work of Safety Education Based Virtual Reality

 

Safety education based on VR simulation is consisted to three modules. First, CDSL is a traditional education method that generally provides safety educational information. Second, HISC applies driver’s driving information and each testers experiences potential dangerous accidents indirectly through VR. Lastly, ASGL is produced in a VR game form to build behavioral know-how, countermeasure, and other experiences. Read Figure 1 for summary. [1]

 

Fig 1. The VR-based safety education system framework

 

2.1. Active Safety Game-Based Learning

In this thesis, safety drive training simulation was built based on three educational methods: CDSL to learn basic information, HISC to experience indirect accidents, and ASGL to learn how to handle accidents. The main discussion is ASGL module. ASGL consists two stages: safety game preparation and individual safety game. First mission in safety game preparation is to write a security education scenario by making 3D model script. 3D security scenario reflects a real-life scene that includes unsafe site condition and unsafe drive behavior. Testers for individual safety game can select accident story in VR mode. A Warning message appears if there is an error or unsafe incident occur during the game. Testers can improve safety knowledge effectively and usefully in their daily life. Read Figure 2 for summary. [2]

 

Fig 2. Active safety game-based learning

                      

3. Assessment Target: The Car Safety VR Simulation

 

The car safety VR simulation was made based on the framework which was proposed earlier. This VR simulation consists three forms: providing basic information, indirect accident experience, and accident response training. Accident situation was set to flood accident, rain accident, fire accident, and speed accident. Testers can select each accident situation and turn on VR simulation. You can view the setting in Figure 3..

Fig 3. The Car Safety VR Simulation 

4. System Evaluation

 

The conclusion was drawn after the assessment on framework system in order to grasp the strength and weakness of VR simulation system.

 

4.1 Evaluation of Framework System

Assessment was done with questionnaire to organize the result. In first step, 15 participants will join in a VR system prototype to test its applicability. After that, an interview with participants is executed for usability evaluation. then set assessment items after questionnaire discussion. Questionnaire was written based on five standards Dustin B. Chertoff (2010) suggested[3]: 1) Ease Of Use (Sensory), 2) Visual Output (Sensory), 3) Safety Cognition (Cognitive), 4) Safety Memory (Affective), and 5) Safety Accessibility (Active). In second step, the total of 20 testers were divided in half to make two groups. First group ten testers progressed safety education with The Car Safety VR Simulation that was made for this project, and second group ten testers progressed safety education with traditional method. Then all testers took the test about the car safety; the framework system that the thesis proposed was assessed based on the result. Read Figure 4 for summary.

 

Fig 4. System evaluation process

 

4.2. Evaluation Result

The assessment of the framework system was done in Likert Scale to digitize the result: 1–very unsatisfied, 2–unsatisfied, 3–neutral, 4–satisfied, and 5–very satisfied. Most of testers judged that the Car Safety VR Simulation based on framework system brought higher empirical educational effect. They especially judged that ease of use was outstanding compare to traditional educational method, and safety cognition due to visual output had increased. Also, there was outstanding results on safety memory. But safety accessibility was lower than traditional education method. Because of VR contents’ characteristics, space, hardware, and many elements may have brought this result. Table 1 summarizes the questionnaire articles, questionnaire, and the result.

 

Table 1. Summary of questionnaire and interview result

 

5. Conclusion

 

The thesis proposed and assessed the system framework to create VR simulation safety education platform. System framework was consisted with three modules. First, CDSL is the traditional education method, second, HISC increases safety cognition indirectly, and third, ASGL implements safety education through games. In this thesis, the Car Safety VR Simulation platform was created based on three modules. Usability was assessed to prove framework practicality. Assessment was progressed with two methods: using VR simulation platform and traditional education method. As a result, virtual reality platform based on framework that the thesis proposed was more effective and easy to use to improve car safety cognition compare to existing safety education. Also, the result brought the possibility of safety education and responsive education. Subsequent research is planning to assess the feasibility by creating safety education VR simulation for disasters such as fire, earthquake, hurricane, typhoon, etc. based on the framework system presented in this thesis.

 

References

 

[1] L. Quang Tuan, AKeem, A Social Virtual Reality Based Construction Safety Education System for Experiential Learning, Journal of Intelligent & Robotic Systems Volume 79, Issue 3–4, pp 487–506 August 2015.

[2] Heng Li a , Greg Chan a, Martin Skitmore b, Visualizing safety assessment by integrating the use of game technology, Automation in Construction Volume 22, pp498-505, 2011.

[3] Dustin B. Chertoff, Brian Goldiez, Joseph J. LaViola, Virtual Experience Test: A virtual environment evaluation questionnaire, IEEE Virtual Reality Conference, 2010.