ORCID Profile
0000-0001-6506-0547
Current Organisations
Birmingham City University
,
Bond University
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Publisher: Vilnius Gediminas Technical University
Date: 20-12-2022
Abstract: Accidents and injuries continue to be major problems in the construction industry despite persistent endeavours over the years to improve health and safety management. Novel approaches using emerging technologies can enhance construction safety performance. Given their limited adoption and lack of empirical evidence in the context of developing countries, this paper examines the predictors influencing the successful adoption of safety technologies in the construction industry. Using a survey questionnaire involving 133 Malaysian construction professionals, the significance of the predictors is prioritised. A factor analysis is used to reduce the predictors involved into a fewer number of dimensions. The most influential predictors are presented. Four underlying dimensions of the surveyed predictors are uncovered, comprising organisational commitment/technology orientation, supporting technological attributes, personal perception erformance expectancy and government support. The rate of technology implementation to improve safety risk mitigation in construction is still limited. By taking cognisance of the critical influential predictors involved, the adoption level of safety technology could be raised. This paper bridges the identified knowledge gap regarding the dimensionality of safety technology adoption predictors in construction, with findings that shed new light on the factors influencing technology adoption in a developing country to stimulate technological innovations to streamline construction safety.
Publisher: Wiley
Date: 27-02-2023
DOI: 10.1111/BJET.13311
Abstract: While gamification and game‐based learning have both been demonstrated to have a host of educational benefits for university students, many university educators do not routinely use these approaches in their teaching. Therefore, this systematic review, conducted using the PRISMA guidelines, sought to identify the primary drivers and barriers to the use of gamification and game‐based learning by university educators. A search of multiple databases (Web of Science, Scopus and EBSCO (Business Source Complete ERIC Library, Information Science & Technology Abstracts)) identified 1330 articles, with 1096 retained after duplicates were removed. Seventeen articles (11 quantitative, two mixed‐methods and four qualitative) were included in the systematic review. The primary drivers described by the educators that positively influenced their gamification and game‐based learning usage were their beliefs that it encourages student interactions and collaborative learning provides fun and improves engagement and can easily be used by students. Alternatively, the university educators' major barriers included a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. Many of these and other less commonly reported drivers and barriers can be categorised as attitudinal, design‐related or administrative in nature. Such categorisations may assist university educators, teaching support staff and administrators in better understanding the primary factors influencing the utilisation of gamification and game‐based learning and develop more effective strategies to overcome these barriers to its successful implementation. Gamification and game‐based learning may have many benefits for university students. The majority of university educators do not routinely use gamification and game‐based learning in their teaching. University educators' major drivers that positively influence the use of gamification and game‐based learning include their perceptions that it encourages student interactions and collaborative learning, provides fun and improves engagement and can easily be used by students. University educators' major barriers that negatively influence the use of gamification and game‐based learning include their perceptions of a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. These drivers and barriers may be classified as attitudinal, design‐related and administrative, with these categories providing a useful way for universities to develop strategies to better support educators who wish to use these approaches in their teaching. Attitudinal factors such as university educators' intention to use gamification and game‐based learning are influenced by a host of their perceptions including attitude, perceived usefulness and ease of use. A range of design‐related and administrative barriers may need to be overcome to increase the use of gamification and game‐based learning in the university sector.
Publisher: Informa UK Limited
Date: 22-03-2022
Publisher: University of Technology, Sydney (UTS)
Date: 10-09-2019
Abstract: A comprehensive review of megaproject performance propositioned the issues leading to project failure as behavioral. Project failure linked cost overruns and schedule delays to acts of delusion and deception, citing the ability to learn lessons, and the misalignment of incentives as influencing factors. A mixed-methods study was designed to gain insight into the decision-making behaviors of undergraduate civil engineers, and the role that education could play in enhancing decision-making. A co-curricular intervention led to qualitative exploration of decision-making in civil engineering undergraduates. Motivation featured heavily, particularly a conflict between interest and enjoyment, and the reward structures of traditional education and industry. Results led to a quantitative measure of intrinsic motivation and critical thinking ability. Findings from the educational environment have implications for industry and led to recommendations regarding the importance of autonomy and relatedness, to a megaproject environment.
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Danielle Lester.