• Korean Journal of Construction Engineering and Management
• /
• v.19 no.3
• /
• pp.23-32
• /
• 2018

As the size of the construction industry becomes larger, there are many tries to change the construction education for growing the pre-engineering who has many directly experience. However, architectural construction education, which requires a lot of practical understanding, is still limited to educational textbooks and field trips. Therefore, this study proposed the development of educational contents which can indirectly experience by combining smart media such as time-lapse, video and animation. Also, we verified the effectiveness of contents developed based on usability, practicality(fitness of education), necessity, possibility of commercialization. We will contribute to enhance the effectiveness of education through building construction education contents that take advantage of contents based on this.

• Journal of the Korea Construction Safety Engineering Association
• /
• s.22
• /
• pp.103-104
• /
• 1996

• Journal of the Korea Construction Safety Engineering Association
• /
• s.27
• /
• pp.73-75
• /
• 1998

• Construction Engineering and Management
• /
• v.6 no.5 s.27
• /
• pp.4-7
• /
• 2005

• Journal of the Korea Construction Safety Engineering Association
• /
• s.25
• /
• pp.100-101
• /
• 1997

• Construction Engineering and Management
• /
• v.23 no.6
• /
• pp.69-71
• /
• 2022

• Construction Engineering and Management
• /
• v.25 no.5
• /
• pp.47-49
• /
• 2024

• Korean Journal of Construction Engineering and Management
• /
• v.15 no.1
• /
• pp.20-27
• /
• 2014

Construction safety training has mostly relied on one-way transference of instructors' knowledge to trainees through traditional media such as textbooks and lecture slides. However, safety knowledge could be more effectively acquired in experiential situations. The authors proposed a serious game to provide a comprehensive safety training environment. Trainees who assume the roles of safety inspectors in the game explore a virtual construction site to identify potential hazards and learn from the contents of feedback created by the game as a result of trainees' input. The paper reports details of the game design and development process. The test results indicated that trainees were motivated to refresh their safety knowledge, increased their learning interests, and enjoyed the learning process. In addition, trainees showed positive attitudes towards using the game scoring as a way of evaluating their safety knowledge. The test results encouraged the continuous development of the game.

• Korean Journal of Construction Engineering and Management
• /
• v.2 no.1 s.5
• /
• pp.98-106
• /
• 2001

The Ministry of Education and Human Resource Development has implemented the Construction Cost Saving Policy since 1998. The National Universities and Regional Education Committee have been required to follow the details of the Policy in constructing educational facilities in their jurisdiction. While the Policy has positive effect on construction cost saving of the entities, it has been criticized from the beginning of the Policy implementation because of its negative impact on project quality, education quality, trust in the public sector construction business, and solvent operation of the private construction companies which build the educational facilities in the entities. The research aims at investigating the pitfalls of the Policy and suggesting more reasonable approaches that can satisfy both the governmental entities and the private companies.

• Journal of the Society of Disaster Information
• /
• v.19 no.1
• /
• pp.161-172
• /
• 2023

Safety education delivered to construction workers in a lecture manner has limitations in concentration and immersion, so delivery power and interest are low. In order to improve unstable behavior through education and prevent safety accidents, it is necessary to change the paradigm to hands-on education. Purpose: Experiential safety education aims to contribute to preventing accidents for construction workers by quickly recognizing risks, improving emergency response skills, and verifying the effectiveness of pre- and post-learning. Method: Based on a survey of workers who experienced the same work environment as the actual construction site, an opinion survey on the pre- and post-safety experience education and a variable measurement tool were planned, and a research hypothesis was established. Results: The Bayesian theory and MC simulation analysis were used to analyze the structural equation model, and the change in construction worker behavior was confirmed through the intended safety (A), non-experiential education in the sub-area of anxiety (B), average, standard deviation, and minimum and maximum values. Conclusion: The effect of education and industrial accidents are reduced only when construction workers are motivated to participate.