Hazard perception skill training system, hazard perception skill training method and program

Abstract

To provide techniques for training hazard perception in complex situations. [Solution] The hazard perception skill training system provides content for measuring the attention switching skill, content for measuring the factor integration skill, and content for measuring the contextualization skill, evaluates the skills of the training subject, selects the skills that will be challenged, and provides content for improving the selected skills.

Description

[Technical Field]

[0001] The present invention relates to a hazard perception skill training system, a hazard perception skill training method, and a program. [Background technology]

[0002] Hazard perception is the process of detecting and understanding objects or phenomena that may lead to accidents. Hazard perception training has been developed and implemented primarily in the automotive field. When driving a car, drivers must quickly detect hazards that appear continuously while limiting the time available for response. Therefore, training is being conducted to automatically detect and understand hazards by repeatedly viewing videos containing a variety of typical hazards (e.g., Patent Document 1). Training has also been proposed in which drivers relive accidents that occur while driving a car, such as pedestrians suddenly jumping out into the street. This training improves hazard perception by motivating drivers to prevent accidents through fear. Another proposed training method involves using virtual reality (VR) images to present traffic scenes such as intersections and asking drivers to identify potential dangers in order to confirm their knowledge of hazards. Hazard perception training is also being conducted in the construction field. In the construction field, VR images are used to relive accidents to increase sensitivity to potential dangers at work sites. KYT (Kiken Yochi Training) is also being conducted at the work site level. KYT involves pointing out potential dangers at the work site before work begins and sharing countermeasures for those dangers, and is done verbally or by writing on a blackboard.

[0003] Railway companies employ a variety of employees, including train crew members such as drivers and conductors, and track maintenance staff and other facility staff. Because the work environment for each job involves inherent dangers, training is conducted to improve employee hazard awareness. Train crew members undergo desktop training and training using driving simulators that recreate on-site conditions. Facility staff, such as track maintenance staff, undergo desktop training, re-experience accidents using VR footage that recreates on-site conditions, and training to consider potential accidents using photographs. Furthermore, similar to the construction industry, KYT is conducted before work begins, where workers are informed of potential hazards and countermeasures at the work site. These trainings motivate participants to prevent accidents and improve their hazard awareness by imagining potential accidents and dangers. However, for facility staff, the ability to identify potential factors that could lead to accidents in more complex situations is essential, as multiple people work as a team, each with their own role and using tools as needed. The conventional training described above may not be sufficient to address the hazard recognition process required in railway work sites. [Prior art documents] [Patent documents]

[0004] [Patent Document 1] Patent Publication No. 2021-148910 Summary of the Invention [Problem to be solved by the invention]

[0005] There is a need for a method to train hazard perception in complex situations such as railway work sites, where multiple people work in teams and multiple people use tools.

[0006] Therefore, an object of the present invention is to provide a hazard perception skill training system, a hazard perception skill training method, and a program that can solve the above-mentioned problems. [Means for solving the problem]

[0007] According to one aspect of the present invention, a hazard perception skill training system defines attention switching skill as a skill of recognizing risk factors by switching an object of attention without fixing attention on a specific object, factor integration skill as a skill of discovering risk factors, integrating them, and anticipating possible risk, and contextualization skill as a skill of predicting and discovering risk by linking environments or situations in which risk is likely to occur, and includes means for providing first video information including risk factors for measuring the skill of attention switching skill, second video information including multiple risk factors for measuring the skill of factor integration skill, and third video information including multiple environments or situations for measuring the skill of contextualization skill; The training system comprises: a means for measuring the skills of the training subject's attention switching skill, factor integration skill, and contextualization skill by receiving answers regarding the risk factors contained in the first video information recognized by the training subject, the possible dangers assumed by the training subject from the second video information, and the environment or situation and predicted and discovered dangers contained in the third video information recognized by the training subject; a means for selecting a skill to be addressed based on the results of the skill measurements of the attention switching skill, factor integration skill, and contextualization skill; and a means for providing skill training content for the selected skill, including video information for improving the skill and explanatory information for the skill.

[0008] According to one aspect of the present invention, the means for selecting the target skills selects the skills with a relatively low correct answer rate from the training subject's attention switching skill, factor integration skill, and contextualization skill based on the correct answer rate of the skill measurement, and the means for providing the skill training content provides the skill training content for all of the skills selected by the means for selecting the target skills.

[0009] According to one aspect of the present invention, the means for selecting the target skills selects skills for which the accuracy rate of the skill measurement is lower than a predetermined reference value, and the means for providing the skill training content provides the skill training content for all skills selected by the means for selecting the target skills.

[0010] According to one aspect of the present invention, the skill training content includes, when the selected skills include the attention switching skill, fourth video information including one of the risk factors, instruction on the risk factor included in the fourth video information, the explanation information including the reason why the risk factor cannot be found and advice for improvement, and video information in which guide information for finding the risk factor is added to the fourth video information; when the selected skills include the factor integration skill, fifth video information including a plurality of factors that lead to the risk, instruction on the factors and the possible risk included in the fifth video information, the reason why the possible risk cannot be anticipated and advice for improvement. and advice for improvement; video information in which guide information for discovering factors that lead to the danger and anticipating the possible danger is added to the fifth video information, and if the selected skills include the contextualization skill, sixth video information in which a plurality of the environments or situations are included, the commentary information in which the sixth video information includes the environment or situation and predictions, instructions on the danger to be discovered, reasons why the environment or situation cannot be recognized and the danger cannot be predicted, and advice for improvement; and video information in which guide information for discovering the environment or situation and anticipating and discovering the danger is added to the sixth video information.

[0011] According to one aspect of the present invention, the skill training content, when the selected skills include the attention switching skill, includes fourth video information including one of the risk factors, instruction on the risk factor included in the fourth video information, the commentary information including a reason why the risk factor cannot be found and advice for improvement, video information in which guide information for finding the risk factor is added to the fourth video information, and video information including the same risk factor as the fourth video information; and, when the selected skills include the factor integration skill, includes fifth video information including a plurality of factors that lead to the risk, instruction on the factors and the possible risk included in the fifth video information, a reason why the possible risk cannot be anticipated and advice for improvement. the explanatory information; video information in which guide information for discovering factors that lead to the danger and anticipating the possible danger has been added to the fifth video information, and video information containing factors that lead to the danger similar to the fifth video information; and if the selected skills include the contextualization skill, sixth video information containing a plurality of the environments or situations, instruction on the environment or situation and the predicted danger contained in the sixth video information, the explanatory information containing reasons why the environment or situation cannot be recognized and the danger cannot be predicted and advice for improvement, video information in which guide information for identifying the environment or situation and anticipating the danger has been added to the sixth video information, and video information containing the environment or situation similar to the sixth video information.

[0012] According to one aspect of the present invention, if the selected skills include the attention switching skill, the skill training content further includes video information delivered before the fourth video information, which video information captures only the work site environment included in the fourth video information; if the selected skills include the factor integration skill, the skill training content further includes video information delivered before the fifth video information, which video information captures only the work site environment included in the fifth video information; and if the selected skills include the contextualization skill, the skill training content further includes video information delivered before the sixth video information, which video information captures only the work site environment included in the sixth video information.

[0013] According to one aspect of the present invention, the first video information, the second video information, the third video information and the skill training content include video of a scene in which multiple people work as a team.

[0014] According to one aspect of the present invention, the first video information, the second video information, the third video information and the skill training content include video of a work scene in railway construction.

[0015] According to one aspect of the present invention, the first video information, the second video information, the third video information, and the skill training content include VR (Virtual Reality) video.

[0016] According to one aspect of the present invention, when attention switching skill is defined as a skill of recognizing risk factors by switching an object of attention without fixing attention on a specific object, factor integration skill is defined as a skill of discovering risk factors, integrating them, and anticipating possible risk, and contextualization skill is defined as a skill of predicting and discovering the occurrence of risk by linking the environment or situation where risk is likely to occur, a computer provides first video information including the risk factors for measuring the skill of attention switching skill, second video information including a plurality of risk factors for measuring the skill of factor integration skill, and third video information including a plurality of the environments or situations for measuring the skill of contextualization skill, and the computer and a computer that receives responses from the trainee regarding the risk factors contained in the first video information, the possible hazards that the trainee has assumed from the second video information, and the environment or situation and predicted and discovered hazards that the trainee has recognized in the third video information.The computer then performs a skill assessment of the trainee's attention switching skill, factor integration skill, and contextualization skill, and selects a skill to be addressed based on the results of the skill assessment of the attention switching skill, factor integration skill, and contextualization skill.The computer then provides skill training content for the selected skill, including video information to improve the skill and explanatory information for the skill.

[0017] According to one aspect of the present invention, the program defines attention switching skill as the skill of recognizing risk factors by switching an object of attention without fixing attention on a specific object, factor integration skill as the skill of discovering risk factors, integrating them, and anticipating possible risk, and contextualization skill as the skill of predicting risk occurrence by linking situations, and the program includes a computer, means for providing first video information including the risk factors for measuring the skill of attention switching skill, second video information including a plurality of risk factors for measuring the skill of factor integration skill, and third video information including a plurality of situations for measuring the skill of contextualization skill, By receiving answers regarding the risk factors contained in the first video information, the possible dangers that the trainee has assumed from the second video information, and the situation and predicted dangers that the trainee has recognized that are contained in the third video information, the device functions as: a means for measuring the training recipient's skills in the attention switching skill, the factor integration skill, and the contextualization skill; a means for selecting a skill to be addressed based on the results of the skill measurements of the attention switching skill, the factor integration skill, and the contextualization skill; and a means for providing skill training content for the selected skill that includes video information for improving the skill and explanatory information for the skill. [Effects of the Invention]

[0018] The present invention allows training of hazard perception in complex situations. [Brief explanation of the drawings]

[0019] [Figure 1] FIG. 1 is a block diagram illustrating an example of a hazard perception skills training system. [Figure 2] FIG. 10 is a diagram showing an example of training content for three skills. [Figure 3] FIG. 1 is a diagram illustrating an outline of hazard perception skills training. [Figure 4] FIG. 10 is a diagram showing an example of explanation content for three skills. [Figure 5] 10 is a flowchart illustrating an example of the operation of the hazard perception skill training system. DETAILED DESCRIPTION OF THE INVENTION

[0020] <Embodiment> A hazard perception skills training system according to one embodiment of the present invention will be described below with reference to FIGS. (System configuration) FIG. 1 is a block diagram showing an example of a hazard perception skills training system. As shown in the figure, the hazard perception skill training system 100 includes a training device 10, an input device 1 such as a keyboard, mouse, or touch panel, a display device 2 such as a VR head-mounted display, and a display device 3 such as a display. The display device 2 is a display device used for training by a worker (hereinafter referred to as a trainee) receiving hazard perception skill training. The display device 3 is a display device used by an operator of the training device 10. The display device 3 may be an information processing device such as a PC. The training device 10 is composed of a computer. The training device 10 includes an input receiving unit 11, a control unit 12, a distribution unit 13, an evaluation unit 14, and a memory unit 15.

[0021] The input receiving unit 11 receives operations performed by an operator or a trainee on the training device 10 using the input device 1, and acquires the information input to the training device 10.

[0022] The control unit 12 controls the process of providing training to improve hazard perception. When the skills required for hazard perception are classified into three skills, the control unit 12 performs processes such as measuring each skill of the trainee, determining the skill that the trainee is working on, and delivering skill-specific content for training the three skills. The three skills are "attention switching skill," "factor integration skill," and "contextualization skill." Attention switching skill is the skill of recognizing risk factors by switching attention targets without fixing attention on a specific target. Factor integration skill is the skill of discovering factors that lead to risk, integrating them, and anticipating possible risk. Contextualization skill is the skill of predicting and detecting the occurrence of risk by linking environments or situations in which risk is likely to occur. More specific details of these skills will be described later. The control unit 12 includes a distribution unit 13 and an evaluation unit 14.

[0023] The distribution unit 13 distributes skill-specific content for training three skills. The skill-specific content includes training content for attention switching skills, training content for factor integration skills, and training content for contextualization skills. The training content for attention switching skills is, for example, VR video that tests whether a trainee can pay attention to multiple objects that require attention at a railway site and notice whether they are hazardous as the objects change. The trainee is required to recognize hazardous factors from the video. The training content for factor integration skills is, for example, VR video that includes factors (such as worker behavior, defects in objects, and environmental factors) that are not directly related to accidents but may cause accidents when combined. The trainee is required to integrate the events contained in the video and predict potential accidents. The training content for contextualization skills is, for example, VR video that includes environments and situations that could cause accidents, rather than defects in objects at a railway site. The trainee is required to predict accidents and other incidents by linking situations occurring in the video with future hazards related to those situations. These contents are composed of, for example, VR videos. The trainee watches videos of railway worksites and recognizes hazards contained in the videos, training them to predict accidents and other incidents. By delivering training content in the form of VR videos, the trainee can experience a realistic worksite, which is expected to improve the effectiveness of the training. The content is not limited to VR videos, but may also be composed of still images, videos, audio, text data, etc. The distribution unit 13 distributes the training content by reading VR videos and other data from the storage unit 15 and playing the read VR videos and other data. The distributed content is output to the display device 2. The training content for the three skills can also be used for skill testing. The distribution unit 13 also distributes worksite confirmation content, explanation content, review content, and confirmation content corresponding to each of the three training contents. The work site confirmation content is a video (which may be a VR video or a still image) taken in the same location as the work site used in the training content, but without any workers working.), the explanatory content explains the answers to the training content and the necessary skills, the review content adds hints and explanations on hazard perception to the training content, and the confirmation content confirms the skills learned using the training content, explanatory content, and review content.

[0024] The evaluation unit 14 determines the skills of a user who has viewed training content. For example, a trainee who has viewed training content for attention switching identifies risk factors contained in the content and answers questions about them. A trainee who has viewed training content for factor integration skills integrates events that may lead to risk contained in the content to predict the risk and answers questions about the events he or she has discovered and the predicted risk. In the case of training content for contextualization skills, the trainee answers questions about dangerous situations contained in the content and future risks associated with those situations. The evaluation unit 14 scores the answers for each skill and determines the skills that the trainee needs to work on. For example, the evaluation unit 14 scores whether the trainee's answers are correct and calculates the accuracy rate. Then, the evaluation unit 14 selects a skill with a relatively low accuracy rate from among the attention switching skill, factor integration skill, and contextualization skill as a skill that the trainee needs to work on. Alternatively, the evaluation unit 14 may compare the accuracy rate of each skill with a predetermined reference value and select a skill with a accuracy rate lower than the reference value as a skill that the trainee needs to work on.

[0025] The storage unit 15 stores various types of data. The storage unit 15 stores training content for attention switching skills, training content for factor integration skills, training content for contextualization skills, explanation content that explains the hazard perception skills to be trained using these contents, review content that adds explanations of the skills to the training content, confirmation content that is a different video with the same content as the training content, and work site confirmation content that is a video of only the environment without people or the like, filmed at the same location as the work site treated in the training content.

[0026] (3 skills) Next, specific examples of each of the three skills will be described with reference to Figure 2. In railway work sites, such as track maintenance and civil engineering, the time required to respond to hazards is longer than in automobile driving. However, the work content, tools, and roles of the workers are diverse, and these various factors interact with each other, resulting in complex processes that lead to accidents and other incidents. To improve the ability to detect and understand hazards that arise in complex processes, for example, by repeatedly watching videos containing typical hazards at railway work sites and attempting to automatically detect hazards is not effective. Instead, training is required to demonstrate skills appropriate to the situation and discover risk factors. The applicant has found that training focused on the three skills listed above is effective for this purpose. Furthermore, considering that training is conducted in addition to daily work at railway work sites, hazard perception training must be carried out efficiently. Based on these findings, the hazard perception skill training system 100 is configured to train trainees by focusing on each skill. It also provides a function for training trainees on skills that are of particular importance to the trainee.

[0027] FIG. 2(a) shows an example of training content for attention switching skills. The distribution unit 13 distributes the VR video (content) shown in FIG. 2(a) to the display device 2. This provides the trainee with an opportunity to train their attention switching skills. The attention switching skill is the ability to discover hazards by switching attention to various objects in a work environment filled with a large amount of audiovisual information. The trainee selectively searches for objects in the work environment based on knowledge and experience to determine whether or not there is a hazard. However, if the object is not hazardous, they must appropriately switch their attention to search for the next object. When this skill is not fully utilized, for example, they may focus their attention on objects unrelated to the hazard and fail to notice a worker engaging in dangerous behavior. For example, the trainee may train this skill by viewing the image (VR video) shown in FIG. 2(a). Image 2a1 in FIG. 2(a) is an image of a railway site at a certain time, and image 2a2 is an image of the railway site at a later time. In images 2a1 and 2a2, multiple workers are performing their respective tasks. This training focuses attention on each worker and their surrounding environment, regardless of the passage of time or changes in the scene, and trains the trainee to quickly recognize, for example, when a dangerous factor occurs regarding one of the workers. For example, if the trainee is distracted by the worker in the foreground who moves off the tracks to answer a phone call in image 2a2 and loses attention to the worker (lookout) in the background, the trainee will not notice that the lookout, who was off the tracks in image 2a1, is interfering with the construction gauge in image 2a2, and will miss it. On the other hand, a trainee who can watch the images while switching his attention to each worker will be able to notice the lookout's dangerous positioning.

[0028] FIG. 2(b) shows an example of training content for factor integration skills. The distribution unit 13 distributes the VR video shown in FIG. 2(b) to the display device 2. This provides the trainee with an opportunity to train in factor integration skills. Factor integration skills are skills that allow trainees to anticipate potential dangers arising from multiple factors in the work environment. Trainees must not only detect dangers themselves, but also anticipate potential dangers arising from factors that lead to danger and prevent them from occurring. For example, trainees can train this skill by viewing the VR video shown in FIG. 2(b). Images 2b1 to 2b3 in FIG. 2(b) are images of a railway site included in the VR video. Image 2b1 shows two workers moving a cart on a station platform when they notice a train passing by and hastily move to a safe location. At this time, the workers did not apply the hand brakes to the cart. Image 2b2 shows a drainage slope near the location where the cart was placed on the platform. Image 2b3 shows a worker distracted by a passing train after the train had finished evacuating, letting go of the trolley. This VR video trains the trainer to integrate factors such as the lack of hand brakes (Image 2b1), the drainage slope of the platform (Image 2b2), and the worker's letting go of the trolley (Image 2b3). By integrating these factors, the trainer is trained to predict and anticipate a situation in which the trolley falls to the platform. When factor integration skills are not fully utilized, for example, when a worker hurriedly evacuates a train while working on a platform (with a slope toward the tracks), they fail to anticipate the trolley falling to the tracks due to three environmental factors: (2) forgetting to attach hand brakes to prevent the trolley from rolling, and (3) raising their hands and letting go of the trolley to signal to the train that the evacuations are complete. If you are unable to grasp the factors (1) to (3) contained in images 2b1 to 2b3, or even if you are able to grasp them, you are unable to predict the danger that will ultimately occur, then you may have problems with your factor integration skills.

[0029] FIG. 2(c) shows an example of training content for contextualization skills. The distribution unit 13 distributes the VR video shown in FIG. 2(c) to the display device 2. This provides the trainee with an opportunity to train their contextualization skills. Contextualization skills are the skill of associating (contextualizing) hazards occurring in the work environment with the environment or situation in which they are likely to occur in order to recognize typical hazards that may occur during work. Even when there are no visually obvious hazards in the work environment (different from attention switching skills) or when there is no clear audiovisual information to anticipate the hazard (different from factor integration skills), hazards can still occur. For example, the trainee trains this skill by viewing the VR video shown in FIG. 2(c). Images 2c1 to 2c3 in FIG. 2(c) are images of a railway work site included in the distributed content. Image 2c1 shows a scene in which a worker arrives late at the work site. Image 2c2 shows a scene in which an insufficient meeting is held with the late worker. Image 2c3 shows a scene in which work begins without an insufficient meeting. If the trainee's contextualization skills are not fully utilized, they will not be able to recognize the danger of a late worker joining the work without sufficient information sharing just before entering the tracks after the pre-work meeting has finished. In this case, the trainee's contextualization skills may be insufficient. On the other hand, a trainee who is able to connect the flow of this situation with future accidents will be able to respond to the training content by saying that the workers' late arrival, insufficient meetings, and the work proceeding without any explanation are all dangerous.

[0030] The training device 10 distributes training content for the three skills shown in FIG. 2 to evaluate the trainee's skill level and determine the trainee's challenges. The training device 10 then distributes training content for the skills that are challenges corresponding to the trainee's weaknesses, thereby focusing on training the challenged skills. This allows for hazard perception training appropriate for situations where accidents and other incidents occur in complex processes, such as railway worksites. FIG. 3 shows an example of a training system provided by the hazard perception skill training system 100. The hazard perception skill training system 100 first measures skills and determines challenges. For example, the training device 10 distributes training content (VR video) shown in FIG. 2. The trainee watches the distributed content using the display device 2. The trainee uses the input device 1 to input answers, such as risk factors discovered in the content and anticipated dangers, into the training device 10. The training device 10 scores the trainee's answers and evaluates the trainee's three skills. For example, if the trainee's accuracy rate for attention switching skill is low among attention switching skill, factor integration skill, and contextualization skill, the trainee is determined to lack attention switching skill. The training device 10 outputs the determination result to the display device 3. Next, the operator explains to the trainee how to conduct hazard perception training. The operator also prepares for the hazard perception training. In this example, the operator prepares for the training task by setting attention switching skill as the training task. For example, the operator inputs settings for distributing training content for attention switching skill into the training device 10. Once the training preparation is complete, the training task is implemented. The training task implementation consists of the following parts: (a) pre-explanation, (b) confirmation of the work site, (c) viewing and answering video, (d) explanation, (e) review, and (f) confirmation. In (a) pre-explanation, the operator explains to the trainee how to proceed with the training, how to watch the training video, and how to answer questions. For example, the trainee watches slides that explain what role (worker, work supervisor, lookout, etc.) he / she will play while watching the video, and what work will be performed in the video. (b) In the work site confirmation, the trainee watches VR video (or a VR still image) of the work site. No workers or other people are visible in the VR video.Trainees can freely view the VR footage to check the work site conditions (such as visibility, whether the tracks are double-track or single-track, and where the railroad crossings are located). By checking the work site, even those without work experience can receive effective training. In the (c) Video Viewing and Answering section, VR footage (training content) related to the skills identified as issues in the "Skill Measurement and Assessment" section is streamed, and trainees respond with any hazards they discover while watching the VR footage. In the (d) Explanation section, explanatory content is streamed to the display device 2, using the VR footage streamed in (c) as a subject. The content includes slides explaining the correct answers (such as hazards hidden in the VR footage), slides explaining why hazards are not noticed, and slides explaining the skills needed to discover hazards. By viewing the explanatory content, trainees deepen their understanding of the hazards contained in the training content viewed in (c) and link their experiences with the VR footage to their skills. In the next (e) Review section, they rewatch the training content streamed in (c) based on the explanations presented in (d). For example, the training device 10 delivers VR video (review content) in which the correct answers (hazard factors) and explanatory information for recognizing hazard factors are superimposed on the training content (c). This allows the trainee to confirm and practice the skill. Multiple training contents, etc., may be prepared for each skill, and steps (b) to (e) may be repeated as many times as the number of prepared training contents while switching between the training contents. Finally, the confirmation process (f) is performed. In the confirmation (f), another VR video (confirmation content) with the same content as the training content used in (c) is delivered. The other VR video (confirmation content) may, for example, be a video in which the work members, work content, hazard factors to be discovered, and anticipated hazards contained in the VR video are the same (or approximately the same), but the location of the railway work site is different. The trainee watches the confirmation content and answers the questions. This allows the trainee to re-practice and re-confirm the skills trained and learned in steps (b) to (e). When the trainee answers correctly, the training of that skill is completed.

[0031] FIG. 4 shows an example of explanatory content delivered in "(d) Explanation." Regarding attention switching skills, the trainee is presented with reasons why a dangerous factor was not noticed and countermeasures to address it. For example, one reason given for not noticing a dangerous factor is that the trainee was distracted by a worker who had left the tracks to answer a phone call, making it difficult to notice the movement of the watchman in the distance. As a countermeasure to this, it is suggested that when looking at multiple areas, rather than looking vaguely, the trainee should switch between areas and look carefully at each one. After receiving this explanation, the trainee puts the countermeasures explained into practice in the next section, "(e) Reflection."

[0032] For factor integration skills, the reasons why danger could not be anticipated and countermeasures for that are presented. For example, the reason why danger could not be anticipated is explained as being that danger rarely occurs for a single reason alone, but rather occurs due to a combination of multiple reasons. As a countermeasure to this, it is suggested that in order to anticipate danger, trainees should find multiple signs in the workplace and get into the habit of combining these signs. After receiving this explanation, trainees put the explained countermeasures into practice in the next step, "(e) Reflection."

[0033] Regarding contextualization skills, the trainees are presented with reasons why they were unable to recognize an emerging danger and countermeasures to address them. For example, one reason for not recognizing an emerging danger is that even knowledge may not be recalled in the field, and examples of "environments and situations where it is likely to occur" are given, explaining that knowledge often cannot be recalled when there is a lack of connection between "what will happen" and "the environment or situation where it is likely to occur." As a countermeasure to this, it is suggested that the trainees experience VR footage in a realistic situation while imagining the situation where they were unable to recognize it. After receiving this explanation, the trainees put the countermeasures explained into practice in the next "(e) Reflection" section.

[0034] In this way, the hazard perception skill training system 100 has the subject watch multiple videos for each of the three hazard perception skills necessary for detecting danger, in which it would be impossible to detect or anticipate danger without the relevant skill, and determines the target skill that requires training based on the accuracy rate. Then, for the determined target skill, the subject is asked to detect and anticipate danger while watching different videos with the same content as used during testing, and then the subject is given an explanation using slides or other means about the skills required to detect and anticipate danger in the videos, allowing the subject to learn the skills. After learning, the subject is asked to watch the same video again with a guide based on the explanation, and then to practice the skills by watching a new video with the same content and anticipating danger.

[0035] Hazard perception, which is necessary at railway work sites, occurs through a complex process, making effective training difficult. In contrast, this embodiment organizes hazard perception training into three skills and focuses on each skill, enabling training in hazard perception, which occurs through a complex process. Furthermore, considering that training is conducted in addition to daily work, effective training is desirable. In contrast, this embodiment efficiently trains hazard perception by determining the skills that are problematic for the trainee and focusing training on the skills that need to be trained. This increases the rate of hazard detection in complex situations. In fact, when the applicant used the hazard perception skill training system 100 to train railway workers, it was confirmed that the hazard detection rate and the time required to detect a hazard were reduced.

[0036] (operation) Next, the flow of processing when hazard perception training is carried out will be described with reference to Fig. 5. Fig. 5 is a flowchart showing an example of the operation of the hazard perception skill training system 100. It is assumed that multiple training contents for each of the three skills, and one work site confirmation content, one explanation content, one review content, and one confirmation content corresponding to each training content are stored in the storage unit 15. The confirmation content is VR video that shows the same risk factors to be discovered and predicted hazards as the training content, but differs only in the location of the railway work site. Prior to training, the skills of the trainee are measured. First, the operator makes advance preparations for the skills to be measured and for the skill measurement (step S1). The operator provides advance explanations to the trainee and prepares for the distribution of content for skill measurement. Here, the skill measurement will be performed in the order of attention switching skill, factor integration skill, and contextualization skill. The operator sets the training device 10 to distribute workplace confirmation content and training content for each skill, accept answers, and score the answers in this order.

[0037] Once preparation is complete, skill measurement is performed (step S2). The distribution unit 13 reads out one of the workplace confirmation content and training content for attention switching skill from the storage unit 15 and sequentially distributes them to the display device 2. The trainee checks the workplace confirmation content that was distributed first to confirm the situation at the workplace. Then, when the training content is distributed, the trainee watches the distributed training content and inputs any risk factors he or she discovers into the training device 10. In the training device 10, the evaluation unit 14 checks whether the input risk factors are correct and calculates the accuracy rate of the answers. Next, the control unit 12 determines whether measurement of all skills has been completed (step S3). If measurement of all skills has not been completed (step S3; No), steps S1 and S2 are repeated until measurement of all skills is completed. The training device 10 similarly measures factor integration skill and contextualization skill. Measurement may be performed multiple times using different content for each skill. When measurement of all skills has been completed (step S3; Yes), the evaluation unit 14 selects a task (step S4). The evaluation unit 14 calculates the correct answer rate for each skill. If measurements are taken multiple times for each skill, the evaluation unit 14 calculates the average of the correct answer rates for each measurement, and sets this average as the correct answer rate. For example, if the correct answer rate for the factor integration skill is lower than the other two by a predetermined value or more, the evaluation unit 14 selects the factor integration skill as the task. Also, for example, if the correct answer rates for all three skills are below a predetermined reference value, the evaluation unit 14 may select all three skills as the task. The evaluation unit 14 outputs the skill to be the task to the display device 3. Here, it is assumed that the attention switching skill is selected as the task.

[0038] The operator checks the skills to be trained and prepares for the training (step S5). For example, the operator sets the training device 10 to conduct training in attention switching skills. The operator also provides the trainee with a preliminary explanation of the attention switching skill training (such as an explanation of the trainee's position). Next, the distribution unit 13 distributes work site confirmation content (step S6). The distribution unit 13 reads out one piece of work site confirmation content corresponding to the attention switching skill training content different from the one distributed in the skill measurement of step S2 from the storage unit 15 and distributes it to the display device 2. The trainee watches the work site confirmation content and checks the situation of the work site (such as visibility, whether the tracks are double-track (single-track), and where the railroad crossings are located) to confirm what points he or she should pay attention to in this particular work site. Next, the distribution unit 13 distributes the training content (step S7). The distribution unit 13 reads out one piece of attention switching skill training content corresponding to the work site confirmation content distributed in step S6 from the storage unit 15 and distributes it to the display device 2. The trainee watches the delivered content and inputs any risk factors he or she finds into the training device 10. In the training device 10, the evaluation unit 14 checks whether the input risk factors are correct and calculates the accuracy rate of the answer. After the content delivery and answering are completed, the delivery unit 13 then delivers explanatory content (step S8). The delivery unit 13 reads out explanatory content corresponding to the training content delivered in step S7 from the storage unit 15 and delivers it to the display device 2. The trainee watches the delivered explanatory content to learn the skills necessary for hazard perception.

[0039] Next, the distribution unit 13 distributes review content (step S9). The distribution unit 13 reads out review content corresponding to the training content distributed in step S7 from the storage unit 15 (for example, the training content distributed in step S7 with superimposed text data of explanations for each scene included in the explanation content distributed in step S8) and distributes it to the display device 2. The trainee watches the distributed review content to confirm and re-practice the skills required for hazard perception.

[0040] Next, the distribution unit 13 distributes confirmation content (step S10). The distribution unit 13 reads out confirmation content corresponding to the training content distributed in step S7 from the storage unit 15 and distributes it to the display device 2. The trainee watches the distributed confirmation content, finds risk factors, and answers by inputting the discovered risk factors into the training device 10. The evaluation unit 14 checks whether the input risk factors are correct and calculates the accuracy rate of the answer. The evaluation unit 14 compares the accuracy rate with a predetermined reference value to determine whether the trainee passes or fails.

[0041] If the correct answer rate for the confirmation content is acceptable or the training has been performed a predetermined number of times (step S11; Yes), the processing of FIG. 5 is terminated. The predetermined number of times is, for example, the same number of times as the value obtained by subtracting the number of contents distributed in the skill measurement from the number of training contents prepared. If the correct answer rate for the confirmation content is unacceptable and the training has not been performed a predetermined number of times (step S11; No), the processing from step S5 is repeated. In step S7, the distribution unit 13 distributes training content for the attention switching skill that has not yet been trained.

[0042] In step S11, the termination condition is that the training has been completed a predetermined number of times, but this condition does not have to be met. In other words, even if the exact same training content is delivered several times, the training may be repeated until the trainee passes. Alternatively, if the trainee wishes to repeat the same training even if the correct answer rate is high, the training may be repeated as many times as desired using the same training content. Alternatively, if the trainee wishes to receive training in a skill other than the task selected in step S4, the trainee may be allowed to train in the desired skill.

[0043] In addition, in the above explanation, attention switching skill is selected as the task in step S4, but if multiple skills are selected as tasks, the training device 10 executes the processing of steps S5 to S11 for each skill.

[0044] Furthermore, the delivery of the confirmation content in step S10 can be omitted. In this case, the determination in step S11 may be configured to exclude passing as a condition, and the processes in steps S5 to S9 may be repeated until a predetermined number of training sessions are completed.

[0045] As described above, according to this embodiment, the skills required for hazard perception in complex situations are organized into three skills, and hazard perception training is conducted for each skill. This allows for training in hazard perception that occurs in complex processes based on various factors in situations where various factors that could lead to danger may occur, such as in a railway work site where multiple people with different roles work as a team or where multiple people use tools. Furthermore, by determining the skills that the trainee needs to improve and conducting training that focuses on the skills, efficient hazard perception training can be conducted within a limited time.

[0046] Hazard perception training for railway workers has traditionally been conducted through desktop training, accident re-experiment using VR video that recreates on-site conditions, training using photographs to consider potential accidents, and on-site KYT (Know Yourself Test). However, these training methods have faced three challenges. The first challenge is that they do not adequately address the hazard perception process required at work sites. Work sites involve various roles, such as work supervisors who supervise workers and their work, and train watchers who monitor train operation status and alert workers to approaching trains. Each facility employee is required to quickly recognize actual hazards in the work flow, anticipate potential hazards based on the behavior of workers and the location of tools, and anticipate hazards typical of the work they perform. However, traditional training alone has proven difficult to uniformly train these various aspects of hazard perception. The second challenge is the lack of opportunities to practice what they have learned. If workers can think for themselves about what kinds of dangers are expected at the workplace and take measures to prevent those dangers from being overlooked, it is possible to expect an improvement in hazard perception. The third challenge is the need for efficient training. Given that hazard perception is a complex cognitive process with many different aspects, a system that suggests what training should be prioritized is desirable in order to conduct training within a limited time frame.

[0047] This embodiment provides the following solutions to these three problems. To address the first problem, which is the complex process of hazard perception, hazard perception is organized into three skills, and training specialized for each skill can be conducted individually. To address the second problem, which is the implementation of training content, and the third problem, which is the efficient implementation of training, a training system is developed that measures the three skills and determines for each trainee which skills require particular training. The training system consists of (1) skill measurement and assessment and (2) training tasks, and in (2) the training tasks, phases are provided in which the trained skills are put into practice ("(c) Watching and answering video," "(e) Review," and "(f) Confirmation" in Figure 2). This allows the above three problems to be solved.

[0048] Each processing step in the training device 10 described above is stored in the form of a program on a computer-readable recording medium, and the computer in the training device 10 reads and executes this program to perform the above processing. Here, the computer-readable recording medium refers to a magnetic disk, magneto-optical disk, CD-ROM, DVD-ROM, semiconductor memory, etc. Alternatively, the computer program may be distributed to a computer via a communication line, and the computer that receives the program may execute the program.

[0049] The program may also be a program for implementing some of the functions described above, or may be a so-called differential file (differential program) that can implement the functions described above in combination with a program already stored in the computer system. Furthermore, the training device 10 may be configured with one computer, or may be configured with multiple computers connected to each other so that they can communicate with each other.

[0050] In addition, the components in the above-described embodiments can be replaced with well-known components as appropriate without departing from the spirit of the present invention. Furthermore, the technical scope of the present invention is not limited to the above-described embodiments, and various modifications can be made without departing from the spirit of the present invention. [Explanation of symbols]

[0051] 100... Hazard perception skill training system, 10... Training device, 11... Input reception unit, 12... Control unit, 13... Distribution unit, 14... Evaluation unit, 15... Storage unit, 1... Input device, 2... Display device, 3... Display device,

Claims

1. If attention switching skills are defined as the skill of recognizing risk factors by switching the object of attention without fixing attention on a specific object, factor integration skills are defined as the skill of discovering factors that lead to risk, integrating them, and anticipating possible danger, and contextualization skills are defined as the skill of predicting and discovering the occurrence of said risk by linking it to environments or situations where danger is likely to occur, then: a means for providing first video information including the risk factors for measuring the skill of the attention switching skill, second video information including a plurality of factors that may lead to the risk for measuring the skill of the factor integration skill, and third video information including a plurality of the environments or situations for measuring the skill of the contextualization skill; a means for measuring the training subject's skills of attention switching skill, factor integration skill, and contextualization skill by receiving answers regarding the risk factors included in the first video information recognized by the training subject, the possible dangers assumed by the training subject from the second video information, and the environment or situation and predicted and discovered dangers included in the third video information recognized by the training subject; A means for selecting a skill to be challenged based on the results of the skill measurements of the attention switching skill, the factor integration skill, and the contextualization skill; a means for providing skill training content for the selected skill, the skill training content including video information for improving the skill and explanatory information for the skill; A hazard perception skills training system comprising:

2. The means for selecting a target skill selects a skill with a relatively low rate of correct answers from the attention switching skill, the factor integration skill, and the contextualization skill of the training subject based on the rate of correct answers in the skill measurement; The means for providing skill training content provides the skill training content for all of the skills selected by the means for selecting target skills. The hazard perception skills training system according to claim 1 .

3. The means for selecting a skill to be challenged selects a skill for which the rate of correct answers in the skill test is lower than a predetermined reference value, The means for providing skill training content provides the skill training content for all of the skills selected by the means for selecting target skills. The hazard perception skills training system according to claim 1 .

4. The skill training content includes: If the selected skills include the attention switching skill, the image processing device includes: fourth video information including one of the risk factors; instruction on the risk factor included in the fourth video information; the commentary information including a reason why the risk factor cannot be found and advice for improvement; and video information in which guide information for finding the risk factor is added to the fourth video information, If the selected skill includes the factor integration skill, the fifth video information includes a plurality of factors that may lead to the danger, the explanation information includes instructions on the factors and the possible danger included in the fifth video information, the explanation information includes reasons why the possible danger cannot be anticipated and advice for improvement, and video information in which guide information for discovering the factors that may lead to the danger and anticipating the possible danger is added to the fifth video information, If the selected skill includes the contextualization skill, the sixth video information includes a plurality of the environments or situations, the sixth video information includes the environments or situations and the prediction and the danger to be detected, the explanation information includes the reason why the environment or situation cannot be recognized and the danger cannot be predicted and advice for improvement, and video information to which guide information for recognizing the environment or situation and predicting and detecting the danger is added to the sixth video information. The hazard perception skills training system according to claim 1 .

5. The skill training content includes: If the selected skills include the attention switching skill, the information includes fourth video information including one of the risk factors, instruction on the risk factor included in the fourth video information, the commentary information including a reason why the risk factor cannot be found and advice for improvement, video information in which guide information for finding the risk factor is added to the fourth video information, and video information including the same risk factor as the fourth video information, If the selected skill includes the factor integration skill, the video information includes fifth video information including a plurality of factors that may lead to the danger, instructions about the factors and the possible danger included in the fifth video information, the commentary information including reasons why the possible danger cannot be anticipated and advice for improvement, video information in which guide information for discovering the factors that may lead to the danger and anticipating the possible danger is added to the fifth video information, and video information including factors that may lead to the danger similar to the fifth video information, When the selected skill includes the contextualization skill, the video information includes sixth video information including a plurality of the environments or situations, instructions on the environments or situations and the predicted danger included in the sixth video information, the commentary information including the reason why the environment or situation cannot be recognized and the danger cannot be predicted and advice for improvement, video information in which guide information for recognizing the environment or situation and predicting the danger is added to the sixth video information, and video information including the same environment or situation as the sixth video information. The hazard perception skills training system according to claim 1 .

6. The skill training content includes: When the selected skills include the attention switching skill, the video information to be delivered before the fourth video information further includes video information capturing only an environment of a work site included in the fourth video information, When the selected skills include the factor integration skill, the video information to be delivered before the fifth video information further includes video information capturing only an environment of a work site included in the fifth video information, If the selected skills include the contextualization skill, the video information to be delivered before the sixth video information further includes video information capturing only an environment of a work site included in the sixth video information.

6. A hazard perception skills training system according to claim 4 or claim 5.

7. the first video information, the second video information, the third video information, and the skill training content include a video of a scene in which a plurality of people work as a team; 3. A hazard perception skills training system according to claim 1 or 2.

8. The first video information, the second video information, the third video information, and the skill training content include a video of a railway construction work scene.

3. A hazard perception skills training system according to claim 1 or 2.

9. The first video information, the second video information, the third video information, and the skill training content include VR (Virtual Reality) video.

3. A hazard perception skills training system according to claim 1 or 2.

10. If attention switching skills are defined as the skill of recognizing risk factors by switching the object of attention without fixing attention on a specific object, factor integration skills are defined as the skill of discovering factors that lead to risk, integrating them, and anticipating possible danger, and contextualization skills are defined as the skill of predicting and discovering the occurrence of said risk by linking it to environments or situations where danger is likely to occur, then: a computer provides first video information including the risk factors for measuring the skill of the attention switching skill, second video information including a plurality of factors that may lead to the risk for measuring the skill of the factor integration skill, and third video information including a plurality of the environments or situations for measuring the skill of the contextualization skill; the computer receives responses regarding the risk factors contained in the first video information recognized by the trainee, the possible dangers assumed by the trainee from the second video information, and the environment or situation and predicted and discovered dangers contained in the third video information recognized by the trainee, thereby measuring the training recipient's skills of the attention switching skill, the factor integration skill, and the contextualization skill; the computer selects a skill to be challenged based on the results of the skill measurements of the attention switching skill, the factor integration skill, and the contextualization skill; providing skill training content for the selected skill, the content including video information for improving the skill and explanatory information for the skill; Hazard perception skills training methods.

11. If we define attention switching skills as the skill of recognizing risk factors by switching the object of attention without fixing attention on a specific object, factor integration skills as the skill of discovering factors that lead to risk, integrating them, and anticipating possible danger, and contextualization skills as the skill of predicting the occurrence of danger by linking situations, then: Computer, a means for providing first video information including the risk factors for measuring the skill of the attention switching skill, second video information including a plurality of factors that lead to the risk for measuring the skill of the factor integration skill, and third video information including a plurality of the situations for measuring the skill of the contextualization skill; a means for measuring the training subject's skills of the attention switching skill, the factor integration skill, and the contextualization skill by receiving answers regarding the risk factors included in the first video information recognized by the training subject, the possible dangers assumed by the training subject from the second video information, and the situation and predicted dangers included in the third video information recognized by the training subject; a means for selecting a skill to be challenged based on the results of the skill measurements of the attention switching skill, the factor integration skill, and the contextualization skill; a means for providing, for the selected skill, skill training content including video information for improving the skill and explanatory information for the skill; A program to function as a

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