• International Journal of Advanced Culture Technology
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• v.11 no.4
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• pp.81-87
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• 2023

In order to create and utilize experiential equipment that can be effectively used in school safety education, this paper uses the Korean Safety Education Association's CPR simulator to utilize the elements of educational games: goals, rules, competition, challenge, fantasy, safety, and fun. When the content that combines game elements with general educational equipment was utilized in school education sites, significant results were obtained on the effectiveness of education with active participation of students.

• Journal of the Korean Society of Safety
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• v.20 no.1 s.69
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• pp.143-147
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• 2005

Immediate responsibilities for occupational health and safety (OHS) management reside in business proprietors and supervisors whose voluntary participation in OHS educational programs, not legal sanctions, may thus lead to safe and pleasant work environments. This study investigates how to promote the effectiveness of OHS educational programs to draw voluntary participations in such programs in Korea To this end, drawbacks of current practices in OHS education are first analyzed, and then OHS related policies in advanced countries in the area of disaster prevention such as United States and Germany, are also scrutinized. Based on the preliminary investigations, the following propositions are made to lay out the foundation for promoting effective OHS educational programs in Korea: improvement of government regulations, revitalizing job training initiatives, on-site OHS education, compensation and incentive programs for OHS education. These propositions may also facilitate the deployment of disaster prevention activities across the organization and prevent various occupational disorders (for example, musculoskeletal disorders). This study emphasizes that monolithic OHS education systems led by regulatory agencies may not be efficient to ensure healthy and safe work environments. Globally competitive OHS educational systems may be established only when they are based on the health and safety requirements specified by proprietors and workers.

• Journal of Integrative Natural Science
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• v.14 no.2
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• pp.57-64
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• 2021

The effect of improving awareness by educational programs for improving the quality of daily life of the disabled and safety depends on the type of disability and individual differences, as well as the difficulty in evaluating education achievement and satisfaction. However, more effective programs can be developed and provided if the factors affecting the effectiveness of education can be identified. Training as one of the factors affecting effectiveness involves motivation. This is thought to be an important factor for any object regardless of the type of disability. It is recognized that "By providing programs for the disabled to immerse themselves, they can be motivated to participate in education and expect greater effects on educational effects." Gamification is convincing enough for general learning. Furthermore, a feature of gamification is the use of the game's structure to achieve its goal, which acts on participants' motivation. Some use game packages such as analog games and digital games, but some include gamification of activities themselves. The use of gamification in education has different characteristics from the development of businesses. Therefore, in this paper, we reviewed the current status and challenges with the aim of promoting the use of gamification in life safety education for the disabled.

• Journal of Industrial Convergence
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• v.22 no.1
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• pp.55-63
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• 2024

This paper discusses the concept and continuously evolving applications of metaverse technology in the field of safety education, and proposes methodologies for employing metaverse technology in safety education. Additionally, it analyzes educational cases using the metaverse to explore specific directions for the advancement of safety education. Therefore, this study aims to propose methodologies for safety education utilizing metaverse technology. Recently, the metaverse has emerged as a new platform in various fields, including education. In particular, safety education using metaverse technology is carried out because it can provide an engaging learning experience by fostering understanding and immersion through interaction, moving away from one-way didactic teaching. This paper proposes a three-stage educational process for safety education using metaverse technology and presents various implementable projects and activity examples for each stage. This approach can contribute to developing practical response skills for various situations, going beyond traditional safety education methods. Future research is expected to deeply explore the long-term effectiveness of this educational methodology and its practical applicability in educational settings.

• Journal of the Korea Safety Management & Science
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• v.16 no.4
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• pp.147-157
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• 2014

Firefighters receive extreme stress and suffer from PTSD in disaster. But we have not been paid attention to them. The purpose of this study is to analyze the problems of previous PTSD education programs in fire academy and to present the practical educational programs for firefighters to use in the disaster field. In the empirical analysis of this practical educational programs(EFT program), this program is more effective than existing theory-focused education training program.

• The Korean Journal of Emergency Medical Services
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• v.15 no.2
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• pp.15-26
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• 2011

Purpose: The purpose of this study was to develop and implement the educational program of Life Safety Support for parent. Methods: This study was used to develop children life safety support education program. The education program was utilized as multimedia, practice and discussions to increase understanding and effectiveness of learning. The data for this study was collected from June to December, 2010. There were two forms of evaluations, pretest and posttest with an intervention of education program. The analysis of the collected data was analyzed by descriptive analysis, t-test and paired t-test using the SPSS 10.0 program. Results: 1. the experimental group, who was given an education program before the test, got higher marks on the Life Safety support knowledge than the control group. There was a significant difference in knowledge between experimental group and control group(t=6.678, p=.000). 2. the experimental group got higher marks on the action evaluation than the control group. There was a significant difference in the certainty of action(t=8.546, p=.000) between experimental group and control group. Conclusion: This study examined how Life Safety support education program increased effectiveness in the knowledge and action of children Life Safety support.

• Journal of the Korea Safety Management & Science
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• v.23 no.4
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• pp.31-42
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• 2021

Recently, virtual reality (VR) and augmented reality (AR) technologies are attracting attention as core technologies in the era of the 4th industrial revolution. These virtual and augmented reality technologies are being used in a variety of industries, including the construction industry, healthcare industry, and manufacturing industry, to innovate in communication and collaboration, education and simulation, customer service and reinvention of the customer experience. In this paper, VR-based experiential safety education was conducted for workers of shipbuilding companies in Ulsan city, and for them, the educational effectiveness such as immersion, site applicability, safety accident prevention, education satisfaction, overall performance, and safety behavior in VR-based safety experience education were measured. In addition, we examined whether the immersion of VR-based safety experience education affects site applicability, safety accident prevention, educational satisfaction, overall performance, and safety behavior. Furthermore, it was analyzed whether site applicability plays a mediating role in the relationship between immersion and safety accident prevention. As a result, it was found that the immersion of VR-based safety experience education affects site applicability, safety accident prevention effect, education satisfaction, overall performance, and safety behavior, and that site applicability mediates between immersion and safety accident prevention. Based on these results, we suggests a direction for the development of VR-based contents in the field of safety and health and the transformation of safety and health education in the future.

• Journal of Korean Society of Occupational and Environmental Hygiene
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• v.33 no.2
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• pp.156-170
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• 2023

Objectives: This study conducted practical training to improve the proper usage of personal protective equipment(PPE), which greatly impacts workplace safety and health management. Personal protective equipment education was conducted through active participation, without theoretical modules, and aimed to identify the effects of repeated practical education and determine ways to increase participant satisfaction. Methods: Study data were analyzed using the IBM SPSS Statistics ver.29 software. First, participants' general characteristics were analyzed with frequency analysis. Second, the normality and equality of variances (Leven's test) were tested for the dependent variables prior to statistical analyses to determine the use of parametric tests. In general, normality is assumed when the sample size is 30 or more per the central limit theorem (Park et al., 2014). As our sample size of health management workers was 43, normality can be assumed. However, to ensure rigor of the study, we examined skewness and kurtosis. The results confirmed that the data were normally distributed. Third, the effects of repeated PPE training were analyzed using paired t-tests. Fourth, differences in satisfaction with PPE training according to the safety and health job position and safety and health certification were analyzed with t-test and Welch's t-test. For parameters that did not meet the assumption of equal variances, the Welch's t-test was performed. Results: Repeated PPE training improved the educational outcomes, and the improvements were significant in the 1st and 2nd respiratory PPE and safety and hygiene PPE training evaluations (p<.001). In terms of safety and health job position, repeated training led to improvements in educational outcomes, with significant improvements observed among supervisors and specialized health management institution workers in the 1st and 2nd training evaluations (p<.005). In terms of safety certification, repeated training led to improvements in educational outcomes, with significant improvements observed among both certified and non-certified individuals (p<.005). Regarding satisfaction with PPE training according to safety and health job positions, specialized health management institution workers showed greater satisfaction than supervisors, with significant differences in the satisfaction for expertise of lecture, work relevance, and lecturer's attitude (p<.001). Regarding satisfaction with PPE training according to safety and health certification, satisfaction was higher among certified individuals, with significant differences in satisfaction for work relevance and lecture attitude (p<.05) Conclusions: PPE education should be recommended to be provided as practical training. Repeated training can enhance educational outcomes for individuals with inadequate knowledge and understanding of PPE prior to education. For individuals with high levels of pre-existing knowledge and understanding of PPE, the results show that various training experiences should be provided to enhance their satisfaction. Therefore, it suggests that the workplace should actively seek educational media and methods to acquire expertise and skills in wearing personal protective equipment and improve the ability to use

• Journal of the Korean Society of Safety
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• v.14 no.2
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• pp.127-139
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• 1999

Two studies were conducted to examine the relationship between self-efficacy beliefs and industrial accidents. In the preliminary study, focus group interviews were conducted with employees working in manufacturing and construction sector, safety managers, and government officials to understand factors that were associated with industrial accidents. Based on interviews, a questionnaire survey was constructed to assess individual factors (such as self-efficacy beliefs, following safety procedures, life-satisfaction, and stress) that were identified as affecting industrial accidents (such as minor and major accident rates). The questionnaire were administered to a total of 917 respondents (542 employees working in the manufacturing and construction sector, 210 safety managers, and 165 government employee officials overseeing government regulations). The result indicated that three subscales of self-efficacy for employees (self-regulation, enlisting social support, and controlling the environment) were negatively correlated with the company's industrial accident rates. Moreover, those employees with higher self-efficacy were more likely to follow safety procedures and had higher life-satisfaction and lower stress levels. For safety managers, the self-efficacy beliefs were positively correlated with better implementation and higher effectiveness of the educational programs and negatively correlated with their company's accident rates.

• The Journal of the Convergence on Culture Technology
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• v.8 no.4
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• pp.361-366
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• 2022

Although safety and health education is reported to be very effective in reducing the industrial accident rate, the demand for improvement in safety and health education is also very high. The purpose of this study is to present measures to enhance effectiveness by investigating the effectiveness and demand for safety and health education for supervisors among the safety and health education systems. As a result of the study, it was found that the satisfaction and effectiveness of safety and health education were low. As the most important competency required for supervisors, it was investigated that job competency was the ability to discover harmful risk factors and formulate disaster prevention measures in the work process and work environment, and base competency was communication ability. In addition to designated safety and health education institutions, there was a high demand for recognition as education completion time even when professional education by job was completed by other professional education institutions. Therefore, in safety and health education for supervisors, it is necessary to focus on major items to improve supervisors' job competency and base competency, and to recognize that they have completed education at a wide range of educational institutions. We believe that it can increase the supervisor's capacity for safety management and improve the effectiveness of safety and health education.