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Teaching construction hazard recognition through high fidelity augmented reality

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2013 ASEE Annual Conference & Exposition


Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013



Conference Session

Incorporating Technology into Construction Education

Tagged Division


Page Count


Page Numbers

23.1139.1 - 23.1139.15



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Paper Authors

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Antoine Jean-Pierre Tixier University of Colorado at Boulder


Alex Albert University of Colorado

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Alex Albert is a PhD Candidate in the Construction Engineering and Management Program at the University of Colorado at Boulder. He has conducted research for the Construction Industry Institute and ELECTRI International, studying hazard recognition and response. Alex specializes in implementing experimental research methods in engineering education to perform hypothesis testing and draw causal inferences.

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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.

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

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