Abstract

Enhancing safety and productivity in construction sites is of principal importance, especially in congested sites. Scheduling and visualizing the construction progress in a Four-dimensional (4D) model with a high Level of Detail (LOD) are expected to improve safety, productivity, and constructability in construction sites. In spite of the large number of studies using Building Information Modeling (BIM) for visualization of the construction activities at the macro-level, these research works do not fully consider the scheduling and animating the equipment operations at the micro-level. This study aims to visualize the construction equipment activities to model the erection of a structure with prefabricated components along with other resources, such as workers and temporary equipment. The construction process is modeled in Fuzor Virtual Design and Construction (VDC) and the collision test is run to find the upcoming dangers. In addition, one of the areas where 4D can be used is for safety training. It is expected that the combination of 4D BIM with Virtual Reality (VR) improves the safety knowledge of construction workers, students, and equipment operators. Despite the large number of research works on the use of Three-dimensional (3D) VR in construction training, 4D VR is not sufficiently used for training purposes. This study aims to improve the safety knowledge of construction students by using a VR-based training approach. The specific objectives of the research are: (1) Identifying the requirements for construction equipment modeling and comparing the available commercial and research platforms in terms of visualizing, animating, and simulating equipment movements; (2) Animating and scheduling the construction processes at the micro-level in 4D BIM; and (3) Enhancing and evaluating the safety knowledge of construction management students in terms of Personal Protective Equipment (PPE) and equipment-related hazards using VR. In the first stage, the construction 4D context was developed and the safety scenarios about PPE- and equipment-related hazards were added. Secondly, construction students were given the initial VR-based training regarding hazard scenarios. Then, their safety knowledge was tested and they were asked to express their learning experience.
The conclusions of this research are as follows: (1) When equipment tasks are visualized and scheduled at the micro-level in 4D BIM, the conflicts can be detected in advance and the cycle time of equipment can be determined, leading to the improvement of safety, productivity, and constructability in construction sites; (2) VR safety training improves hazard recognition of construction students since they can experience risky conditions in virtual construction sites; and (3) The capability of students in identifying equipment-related hazards would improve when they experience safety risks applied in 4D VR.