Workplace Safety Training Using Visual-Simultaneous-Localization-and-Mapping-Based Mobile Augmented Reality
Abstract
:1. Introduction
2. Background
2.1. Workplace Safety
2.2. Digital Educational Media
- Szabó (2024) [35] presents a combination of the learning management system Moodle and the video conferencing system BigBlueButton as a digital online environment for teaching workplace safety competencies.
- Pink et al. (2016) [28] evaluate digital videos to improve workplace safety in the construction industry.
- Vukićević et al. (2021) [36] introduce a mobile app to promote workplace safety.
- Castaneda et al. (2013) [37] examine the extent to which a telenovela promotes workplace safety.
- Hussain et al. (2024) [26] highlight the positive effect of using AI tools in the form of large language models to increase knowledge gain from WST for foreign-language employees in the construction industry.
2.3. Immersive Media
2.4. Mobile AR
3. Materials and Methods
3.1. AR App
3.2. Safety Training Scenario
3.3. Study Design
3.4. Participants
3.5. Evaluation
- Introduction
- 2.
- Tutorial
- 3.
- Pre Survey
- 4.
- AR-Guided Tour
- 5.
- Post SurveyFollowing the safety training, participants were asked to complete a questionnaire consisting of the following standardized instruments:
- (1)
- System Usability Scale (SUS, Brooke, 1996) [63]. A key feature of an app is its user friendliness, which is crucial, especially for developing prototypes such as the one used here. The SUS by Brooke is an established short 10-item questionnaire that can be used universally, including for apps. Breaking it down to a single value makes the usability values comparable.
- (2)
- Cognitive Load (CL, Klepsch et al., 2017) [64]. In addition to usability, the mental load on the participants, also known as cognitive load (CL), was measured. Cognitive load theory [65] assumes that learning is associated with cognitive effort. A high CL can overwhelm users and limit the usability of an app, whereas a low CL often enables efficient task processing. In particular, the CL of AR apps might be high compared to traditional learning tools [45]. The CL was measured using the subscales Intrinsic Cognitive Load (ICL), Extraneous Cognitive Load (ECL) and Germane Cognitive Load (GCL).
- (3)
- Motivation [66]. Motivation is one of the prerequisites for learning and has a significant influence on learning success since it determines how intensively learners engage with the subject matter [67]. The Isen & Reeve questionnaire systematically assesses the fundamentals of learning motivation in just 8 items.
- (4)
- 6.
- Semi-Structured InterviewFollowing the post survey, the experimenter conducted a 10 min semi-structured interview with each participant. The interviews allowed participants to elaborate on specific aspects of the user experience as well as to pick up on unforeseen topics. The following questions structured the interview:
- (1)
- How well did you get on with the app?
- (2)
- Do you think that the app allows you to grasp the key elements of the workshop, i.e., can you get to know the workshop if all the important stations are included in the tour?
- (3)
- How do you see the app compared to a face-to-face introduction to the workshop?
- (4)
- What do you think of the concept of an app-based introduction overall? What do you see as the advantages? What are the disadvantages? (Compared to a face-to-face introduction/compared to a group-based introduction?)
4. Results
4.1. Quantitative Results
4.1.1. Interest in the Workshop
4.1.2. Perceived Knowledge
4.1.3. System Usability Scale (SUS)
4.1.4. Motivation
4.1.5. Emotion
4.1.6. Cognitive Load
4.2. Semi-Structured Interviews
4.2.1. Previous AR Experience
4.2.2. AR Visualization
4.2.3. Learning Objectives
4.2.4. AR App vs. Face-to-Face Training
4.2.5. User Interface
4.2.6. Improvements
4.2.7. Comprehensibility of the App
4.2.8. Information and Safety
4.2.9. Summary
5. Discussion
- (1)
- User-centered design: AR-based learning environments should be optimized in a user-centered and individualized (adaptive) way to promote immersion and thus learning success [73,74,75]. Although the quantitative results were positive, the feedback from the interviews should be incorporated into the necessary further development of the app.
- (2)
- Inclusion of further domains: The not yet completed design integration of learning theories into the app and didactic scenario is acknowledged [76]. The integration of additional technologies may further enhance the learning experience, for example, the pose can be evaluated to provide AI-generated hints for the next action [77,78]. It is also conceivable to generate a VR environment from the model created by vSLAM, in which pre-training can then take place in the case of more complex environments [42,79]. Gamification could be used as a didactic tool to increase motivation and engagement [80,81]. By utilizing Metaverse or Internet of Things principles, current operational data of the devices could be integrated into the safety training via AR [82,83].
- (3)
- Assessment of learning success. Answering integrated MCQs provides a basic way of checking learning success. However, it is likely that much more detailed data will be collected in the future, such as usage times or retention times. Learning analytics principles could be used for this purpose, i.e., the data generated when using the AR app, which can serve as indicators for optimizing learning success [84,85,86]. The assessment of cognitive load conducted as part of the study already provided acceptable values overall. However, physiological measurements, such as EEGs or heart rate, are preferable to self-reported measurements for continuous measurement [87,88].
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Söbke, H.; Friedel, T.; Wehking, F.; Haupt, T.; Wiggenbrock, J. Workplace Safety Training Using Visual-Simultaneous-Localization-and-Mapping-Based Mobile Augmented Reality. Digital 2025, 5, 8. https://doi.org/10.3390/digital5010008
Söbke H, Friedel T, Wehking F, Haupt T, Wiggenbrock J. Workplace Safety Training Using Visual-Simultaneous-Localization-and-Mapping-Based Mobile Augmented Reality. Digital. 2025; 5(1):8. https://doi.org/10.3390/digital5010008
Chicago/Turabian StyleSöbke, Heinrich, Tobias Friedel, Florian Wehking, Thomas Haupt, and Jens Wiggenbrock. 2025. "Workplace Safety Training Using Visual-Simultaneous-Localization-and-Mapping-Based Mobile Augmented Reality" Digital 5, no. 1: 8. https://doi.org/10.3390/digital5010008
APA StyleSöbke, H., Friedel, T., Wehking, F., Haupt, T., & Wiggenbrock, J. (2025). Workplace Safety Training Using Visual-Simultaneous-Localization-and-Mapping-Based Mobile Augmented Reality. Digital, 5(1), 8. https://doi.org/10.3390/digital5010008