Instructional Design Framework for VR-Based Safety Education
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Industrial accidents continue to underscore the critical need for effective safety education. Therefore, this study structuredly derivesdesign elements for VR education through literature review, comparison of design models, text mining, and frequency analysis,based on previous studies. These elements are then applied to the context of safety education, and cases from various industriessuch as construction, maritime, manufacturing, and healthcare are analyzed. The results indicate that VR-based safety education iseffective in reproducing hazardous situations, providing immersive experiences, and supporting practice-focused education. However,it demonstrates limitations in fostering conceptual understanding, encouraging self-reflection, promoting collaboration, andsustaining long-term motivation. To address these limitations, this study proposes an instructional design framework that integratescore, complementary, and supporting elements across the stages of exploration, practice, conceptualization, and feedback and evaluation. Unlike previous studies that were limited to a single industry or effect measurement, this study provides design guidelines thatcan be applied across various industries, offering both academic and practical significance.
Abstract
Industrial accidents continue to underscore the critical need for effective safety education. Therefore, this study structuredly derivesdesign elements for VR education through literature review, comparison of design models, text mining, and frequency analysis,based on previous studies. These elements are then applied to the context of safety education, and cases from various industriessuch as construction, maritime, manufacturing, and healthcare are analyzed. The results indicate that VR-based safety education iseffective in reproducing hazardous situations, providing immersive experiences, and supporting practice-focused education. However,it demonstrates limitations in fostering conceptual understanding, encouraging self-reflection, promoting collaboration, andsustaining long-term motivation. To address these limitations, this study proposes an instructional design framework that integratescore, complementary, and supporting elements across the stages of exploration, practice, conceptualization, and feedback and evaluation. Unlike previous studies that were limited to a single industry or effect measurement, this study provides design guidelines thatcan be applied across various industries, offering both academic and practical significance.