Participants matter: Effectiveness of VR-based training on the knowledge, trust in the robot, and self-efficacy of construction workers and university students

Abstract

Virtual Reality (VR)-based training has gained attention from the scientific community in the Architecture, Engineering, and Construction (AEC) industry as a cost-effective and safe method that eliminates the safety risks that may impose on workers during the training compared to traditional training methods (e.g., in-person hands-on training, apprenticeship). Although researchers have developed VR-based training for construction workers, some have recruited students rather than workers to understand the effect of their VR-based training. However, students are different from construction workers in many ways, which can threaten the validity of such studies. Hence, research is needed to investigate the extent to which the findings of a VR-based training study are contingent on whether students or construction workers were used as the study sample. This paper strives to compare the effectiveness of VR-based training on university students’ and construction workers’ knowledge acquisition, trust in the robot, and robot operation self-efficacy in remote operation of a construction robot. Twenty-five construction workers and twenty-five graduate construction engineering students were recruited to complete a VR-based training for remote operating a demolition robot. We used quantitative analyses to answer our research questions. Our study shows that the results are dependent on the target sample in that students gained more knowledge, whereas construction workers gained more trust in the robot and more self-efficacy in robot operation. These findings suggest that the effectiveness of VR-based training on students may not necessarily associate with its effectiveness on construction workers.