Tixier, A. J., & Albert, A. (2013, June), Teaching construction hazard recognition through high fidelity augmented reality  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22524

\bibitem{asee_peer_22524}
  Tixier, A. J., \& Albert, A. (2013, June), \emph{Teaching construction hazard recognition through high fidelity augmented reality}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22524

Antoine Jean-Pierre Tixier and Alex Albert.  "Teaching construction hazard recognition through high fidelity augmented reality".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22524 Internet.  30 Dec, 2024

\bibitem{asee_peer_22524}
  Antoine Jean-Pierre Tixier and Alex Albert.
  "Teaching construction hazard recognition through high fidelity augmented reality".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22524 Internet.  30 Dec, 2024

@INPROCEEDINGS{asee_peer_22524
author = "Antoine Jean-Pierre Tixier and Alex Albert"
title = "Teaching construction hazard recognition through high fidelity augmented reality"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22524}
number = {10.18260/1-2--22524}
}

TY  - CPAPER
AB  -              Teaching construction hazard recognition through high fidelity                 augmented reality and industry-student teamsABSTRACTMany topics in construction engineering and management education require the development ofcontext in order to achieve inductive, global, and active problem-based learning. Thispedagogical challenge partially explains the traditional paradigm of sequential, passive, anddeductive instruction in the construction management field. This project explores a novelapproach to the integration of teaching and outreach using a combined andragogical andpedagogical instruction strategy. In a series of pre-tests, students and industry members wereprovided with randomly-selected set photographs of construction worksites and were asked toidentify the hazards present. In a one-month randomly staged series, small industry-studentteams used an augmented reality construction safety training system (SAVES) that immersesparticipants in a realistic construction environment. In this environment they were asked toidentify hazards and the system provided real-time assessment of their performance. Followingthis experience, a second series of post-tests was administered. The impact of the augmentedreality and industry-student teaming experience was empirically measured using multiplebaseline testing and inferential statistics. The results indicate that students’ and workers’ abilitiesto recognize hazards increased, on average, by 33 percent and 26 percent, respectively (p<0.001).Qualitative feedback indicates that the approach enhanced intellectual excitement and retention.
AU  - Antoine Jean-Pierre Tixier
AU  - Alex Albert
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Teaching construction hazard recognition through high fidelity augmented reality
UR  - https://peer.asee.org/22524
DO  - 10.18260/1-2--22524
ER  -