Feasibility of Embodied Virtual Agents for Augmenting Students’ Knowledge of Robotic Safety in Construction

Abstract

Robotic technologies have considerable potential to revolutionize the construction industry. This capacity has been mostly realized in the realm of human-robot collaboration wherein human dexterity and robotic precision allow the successful completion of tasks. Yet, these joint interactions demand knowledgeable and adept operators and engineers who have the necessary technical competencies to execute safe operations in the human-robot collaborative work environment. However, conventional learning systems (slides and videos) are not able to simulate the authentic complexities of practice. Therefore, this research aims to explore the feasibility of embodied virtual agents for augmenting students’ knowledge in safe practices of human-robot collaboration in construction. To that end, the study developed an immersive learning environment enhanced with a virtual agent to provide procedural instructions that can accompany the user throughout the learning experience. A self-assessment approach was leveraged among twelve students to compare the efficacy of students’ learning outcomes using the proposed learning system and the traditional learning systems (slides). Responses were statistically compared using the Wilcoxon-signed rank test. Results indicated a significant difference in the learning outcomes between the developed system and the traditional system. Findings demonstrated the potential of the simulated learning environment laden with the embodied virtual agents to enhance the students’ learning of robotic safety in construction.