Nondirective information presentation for on-site safety training in chemistry experiments
Kaori Fujinami, Akifumi Sokan · 2012
A chemistry experiment in a school should be conducted safely, yet provide an effective education. In this paper, we explore the impacts of a nondirective presentation on on-site safety training, particularly for experimental operations. The nondirective presentation is intended for a student's future independent operation by facilitating active thinking, which is realized by two aspects of presentation ambiguity: multiple interpretations of the content of a message and the message positioning on a table. Simulation-based experiments suggest that a message presented at a dedicated (static) area with a less semantically ambiguous message (Low semantic - High spatial ambiguities, LH) is the most appropriate combination of ambiguity levels compared to the other three combinations, LL, HL, and HH. Additionally, we examine the necessity of applying different levels relevant to the danger.