Designing SAFE Instruction:
The Use of 3D Animation for Safety
Training in a Forklift Safety Module
I n 2010, steel-related industries
reported 21 fatalities. These
fatalities included employees,
contractors and those employed
by upstream/downstream facili-
ties. Among those fatalities, five
deaths were due to forklift inci-
dents. Most employees are aware
of the inherent dangers that exist
around mobile equipment, such
as crush hazards, sudden move-
ment and decreased visibility.
Facilities can install crosswalks,
gates, stop signs and strobes,
but all safety precautions require
both the operator and pedestri-
an to be aware and observant of
their surroundings and of poten-
tial hazards. However, using and
being around mobile equip-
ment becomes routine, and the
more routine a process becomes,
the easier it is to take shortcuts
or become complacent to the
ever-present dangers that exist.
Using new techniques to train
employees can help increase vis-
ibility and awareness of safety
concerns. Using 3D animation
to simulate events can increase
employee interest and compre-
hension of safety concerns.
This paper will discuss how
to develop SAFE instruction in
eLearning modules — following
the flow of Scenario, Activity,
Feedback and Evaluation — to
create the learning experience.
SAFE instruction introduces the
danger or hazard scenario using
3D animation to simulate the
injuries and fatalities that could
occur if safe material handling
practices are not strictly fol-
lowed. This brings the dangers
into focus. After viewing the pos-
sible outcomes of unsafe mobile
AIST.org 
equipment usage, the employees
will be able to complete activities
to explore the dangers that exist
Abstract
in common workplace activities Safety training using 3D
involving mobile equipment. animation to simulate events
The dangers will be explored can increase employee interest
from the viewpoint of the mobile and comprehension of safety
equipment driver, the pedestrian concerns. This paper discusses
and the infrastructure, highlight- how to develop instruction in
ing how following safety proce- eLearning modules and explores
dures keeps employees safe. The how 3D technologies can be
employee will then receive feed-
applied to other types of training
back to reinforce the instruction
and learn about possible con- to raise awareness and increase
sequences. Finally, the module workplace safety.
will conclude with an evalua-
tion to confirm the employee
has reviewed and completed
the instruction. This paper will
explore the 3D technologies Author
used and how this technique
can be applied to other types of
training to raise awareness and
increase workplace safety.
Sheri Weppel
manager, GP Strategies Corp.,
Safe Instruction Pottstown, Pa., USA
There are a variety of theories sweppel@gpworldwide.com
regarding how to design instruc-
tion. Safety training is a chal-
lenging instructional opportu-
nity, since most safety training
does not convey new informa-
tion. The information is also
very prescriptive, with a list of dos
and don’ts to remember. While
some training is designed to be
interactive through the use of
safety videos, this is still a pas-
sive experience. It is also diffi-
cult to apply traditional methods
to training, such as hands-on
experience. Unfortunately, by
the time an employee might
have hands-on experience, he
or she may already be in dan-
ger. eLearning and 3D animated
scenarios can make hands-on
June 2012 ✦ 59
 Figure 1
SAFE (Scenario, Activity, Feedback and Evaluation)
instruction.
experience possible in a SAFE environment. Learners
can experience typical scenarios and see the possible
consequences while still safely behind the computer
monitor.
Leveraging new techniques and technologies for
safety training can provide employers with a reju-
venated training program which engages both new
and seasoned employees. In this paper, the use of
3D animated eLearning modules for safety training
will be explored, as well as how these modules are
best constructed to provide an authentic and engag-
ing experience for the learner. Similar to on-the-job
training, eLearning modules can provide the learner
with direct instruction, which allows the learner to see
what needs to be done, try to complete an activity and
then test his/her knowledge.1 When these instruction-
al design principles are applied to SAFE instruction,
the learner is engaged in scenario-driven instruction.
This instruction includes kinesthetic activities with
scaffolding in the form of feedback and culminating
in an evaluation.
SAFE instruction, as shown in Figure 1, follows
a prescriptive flow through a module to include a
Scenario, Activity, Feedback and Evaluation. This
model takes instruction beyond a list of precautions
and procedures an employee needs to remember to
create an authentic experience exploring the con-
sequences of not following those precautions — all
in a safe simulated manner. This model can be used
to facilitate a variety of training needs, from proper
material handling and safety entrance to facilities, lift-
ing and unloading practices, and other safety topics.
To provide concrete examples of the application of
SAFE instruction principles, forklift safety will be the
application focus of this design.
Scenario
People operate in potentially dangerous situations on
a daily basis, which are made more dangerous because
of their routine nature: for example, driving a car.
60 ✦ Iron & Steel Technology
Most drivers spend more time focused on cell phones,
conversation and coffee than they spend on driving.
It isn’t until a driver is involved in an accident that
he/she is buckled into the seat belt and puts the cell
phone away. Sometimes it takes a harsh reminder to
remember how to be safe.
Effective safety training can be challenging due to
the routine nature of the content. The scenario pres-
ents the learner with a visual reminder of what could
happen if safe practices are not employed. eLearn-
ing allows the training to have a visual impact: the
example scenario begins with a typical interaction of a
pedestrian at a crossway. The learners will watch as the
pedestrian, not being aware of his/her surroundings,
is hit by the forklift operator, who has impaired vis-
ibility due to the mobile equipment. The presentation
of the scenario can provide a similar jolt to the learner
to remind him/her about the importance of being
safe, without anyone actually being injured. This can
provide an experience similar to the one employees
have when reading a news story about an incident
occurring, but in a safe and simulated environment.
While this can also be achieved by traditional video
recording, the added value comes from the ability to
customize the video and show multiple perspectives.
As shown in Figure 2, the learner can see an
incident occur, bringing the reality of the inherent
dangers to the forefront. Unlike the use of video foot-
age, 3D animation can be tailored to include specific
details, such as the materials being handled, personal
protective equipment, and corporate branding to
increase the realism and authenticity of the incident.
Changing minor details to ensure the proper message
is conveyed is considerably less time-consuming than
editing video footage. For example, a facility may use
forklifts for a variety of different materials. A simple
edit within the software can easily produce targeted
modules showing a forklift lifting different types of
materials, or in different environments. Rather than
shooting video inside the meltshop, inside the cold
mill and outside in the yard, the same animation can
be repurposed quickly and easily to provide learners
Figure 2
Sample eLearning scenario using 3D animation.
A Publication of the Association for Iron & Steel Technology
 Figure 3
with examples specific to their daily responsibilities.
This can help discourage employees from believing
these safety hazards don’t affect them. The more real-
istic the scenario, the stronger the impact it will have
on the learner.
When the animations are developed, the entire sce-
nario can be customized to include colors, equipment
models, asset placement and the scenario itself. It is
possible to change characteristics about the employ-
ees in the scenario as well, including gender, appear-
ance, personal protective equipment, height, weight
and age. By utilizing this flexibility, it is possible to
ensure there is always a character in the module with
whom an employee can identify. This flexibility allows
an organization to convey a specific message to the
learners about dangers inherent to their facility in a
manner with which they will identify. Operator view.
While increasing the authenticity of the experience,
the scenario will also allow the learner to mentally Figure 4
prepare for and focus on the required task.2 Scenarios
can be used throughout the module to present the Safety Zone Issue

incident from a variety of points of view, including Operator Visibility Impaired

the view of the pedestrian and the equipment opera-
tor. As shown in Figure 3, the same incident can be
reviewed from both the operator’s viewpoint and the
pedestrian’s viewpoint to explore the different factors
that contributed to the incident.
These scenarios will help learners understand fac-
tors outside of their control as a pedestrian, such
as the driver’s impaired visibility. By exploring the
different perspectives, learners will be able to apply
safe practices whether they are the pedestrian or the
operator, while being able to understand the other
employee’s viewpoint simultaneously. Having a more
holistic view of the safety concerns will help the entire
company be more aware of the potential hazards and
work together to provide a safe working environment.
It is not enough to be aware of mobile equipment. To
be safe, an employee must also be aware of the blind
spots an operator experiences in order to avoid dan-
gerous situations. Working together, the pedestrian
and operator can have a safe working environment.
Activity
While viewing the scenario is engaging, it is also a
passive experience. To engage kinesthetic learners
and increase interactivity, each scenario should be
followed by an activity that encourages exploration.
In Figure 4, the learner is asked to roll the mouse
over highlighted areas to explore potential hazards.
In each situation, the learner is presented with addi-
tional information regarding how to be safe from
the perspective of the pedestrian, operator and gen-
eral infrastructure. Additional 3D animations can be
added to show other viewpoints.
In Figure 4, the learner is presented with content
about the operator’s impaired visibility simultaneously
with a 3D animation showing the driver’s perspective
to reinforce the content. The module will then con-
tinue to explore that viewpoint in more detail and
Pedestrians: Recognize that equipment
operators have significant blind spots that greatly
reduce their visibility.
Operators: Be aware of personnel in your
vicinity.
Infrastructure: Requires the use of high
visibility clothing in high traffic areas.
Sample eLearning activity in which the learner clicks on
the highlighted items.
include the safety concerns operators should be aware
of and how to safely operate mobile equipment.
The activity can also include interactive branching
scenarios that allow the learner to actively participate
in the content, either through a simulation or other
learning event to encourage the learner to practice
the material.3–7 Branching can be simple or complex,
allowing for a variety of results depending on the
learner’s selections. As shown in Figure 5, the learner
is given the responsibility of selecting when he or she
is able to cross the path. When the learner enters this
scenario, the pedestrian is stopped at a gate. The red
light will then flash, alerting the learner that mobile
equipment is approaching. The learner will use the
go and stop button on the left side of the screen to
participate. This allows the learner to practice being
aware of surroundings, such as the red strobe light,
when in the potential pathway of a forklift.
When the learner enters this scenario, the pedes-
trian is looking at a clipboard. If the learner presses
go, the pedestrian will open the gate without looking
up and begin crossing the pathway. If the learner
presses stop, the learner will stop and look up from

AIST.org  June 2012 ✦ 61

 Figure 5
Scenario activity.
the clipboard to observe the surroundings. Both
resulting scenarios will continue to provide the learn-
er with feedback on his/her selection, as described in
the next section.
Feedback
Feedback can be provided in a variety of ways.
Typically, feedback is included at the end of the
module, letting the learner know what the correct
response is. While this feedback is important, it is
less effective at the end of the module. It is important
to include feedback within the scenario, as well as to
help the learner understand and apply the principles
discussed in the module. Once the training is com-
plete, it is important that the learner is able not only
to recall how to operate in and around mobile equip-
ment safely, but to apply the principles as well.
For example, in the scenario activity, the learner is
presented with feedback within the scenario. If the
red light is flashing and the learner chooses go to tell
the pedestrian to cross, the pedestrian is hit by the
forklift, as shown in Figure 6. This type of feedback
reinforces the content by providing the consequences
of unsafe behavior. Employees will be presented with
this same experience every day, and the possible
feedback is the same. However, in this simulated situ-
ation, everyone is safe regardless of the choice made.
This tactic reinforces the importance of following
proper safety procedures and being aware of one’s
surroundings.
If the learner selected stop in the scenario, the
pedestrian will look up, notice the red light flashing
and the forklift will pass in front of him as he is safely
behind the gate. After the forklift passes, the pedes-
trian will look left and right, open the gate, and cross
to safety.
Regardless of the learner’s selection, the module
will continue to allow the learner to see the opposite
result. If the pedestrian was hit during the activ-
ity, the module will continue to alert the learner as
to what the pedestrian should have done to travel
safely. Conversely, if the learner selected the correct
response, the module will continue to alert the learn-
er as to what could have happened if the pedestrian
62 ✦ Iron & Steel Technology
Figure 6
Feedback.
had not waited. This recursive feedback will ensure
the learner not only received the feedback from his/
her selection, but also received reinforcement on why
that was the correct or incorrect response. This inter-
action presents the content ingrained in the authentic
scenario and includes specific directive information
to ensure the message is clear.
Evaluation
The module should conclude with an evaluation,
which can be handled in a variety of manners.
Formative evaluations have been used throughout
the module by having the learner participate in sce-
narios such as choosing when the pedestrian should
cross the walkway. A summative evaluation is included
with feedback to ensure retention and transfer of the
information presented during the module. Regardless
of technique, the evaluation presents the learner
with the content previously practiced and asks the
learner to complete the task with minimal direction to
retrieve the knowledge stored.8 These evaluations are
important to confirm and enhance retention for the
learner, and also to provide confirmation of compli-
ance that training was completed and effective.
In Figure 7, the learner is presented with the same
screens from the Activity sections of the module.
However, now the learner needs to act fast as the timer
on the left counts down to find all of the hazards in
the image shown. This allows the learner to practice
thinking and acting quickly when in a potentially
dangerous situation. The learner can select hints (as
shown on the right) if needed; however, he or she will
receive no points for the selection. This assessment
allows the learner to check his/her knowledge in a
fun and interactive manner, while still receiving feed-
back. Upon successful completion of the evaluation,
the learner will be able to roll over the highlighted
areas again to review the content in more detail.
Standard knowledge evaluations should also be
included in a module to evaluate, from a compliance
standpoint, whether the learner has achieved the
desired knowledge transfer. This assessment should
have scenario-based, multiple choice questions that
require the learner to recall information from the
A Publication of the Association for Iron & Steel Technology
 Figure 7
Game-based evaluation.
module and apply to the situation presented. The
summative assessment should include a few questions
from each principle of the module to ensure all areas
of the content are assessed. While the passing score is
often prescribed by an organization, a perfect score
should be required in this type of training, with the
learner able to review the content again if the score is
not achieved. The learner should receive specific feed-
back, as shown in Figure 8, to provide remediation
and clarify correct and incorrect responses.
Summary
While this discussion centered on forklift safety, the
principles and concepts could be applied to a variety
of learning content. Using the SAFE design method
for instruction, the learner can be engaged in an
authentic, online experience for safety training. The
SAFE method first gains the learner’s attention by pre-
senting the possible outcomes of unsafe material han-
dling practices. The outcomes are presented through
the use of 3D animation to simulate the environment
and the incident for greatest impact. The module con-
tinues with activities and feedback to convey the con-
tent in an engaging manner. The learner can “mouse
over” areas, click on items to reveal more information
and interact with scenarios to explore the principles
presented. The activities include authentic feedback
such as branched scenarios, allowing the learner to
see the possible negative outcomes of unsafe prac-
tices. The SAFE method concludes with a summative
Nominate this paper
Did you find this article to be of significant relevance to the advancement of steel technology? If so, please consider nominating it for the
AIST Hunt-Kelly Outstanding Paper Award at AIST.org/huntkelly.
This paper was presented at AISTech 2011 — The Iron & Steel Technology Conference and Exposition, Indianapolis, Ind., and published in the Conference Proceedings.
AIST.org 
Figure 8
Standard evaluation.
evaluation to ensure the learner has gained the
desired knowledge and is able to apply the principles
to scenarios.
The SAFE method for safety training instruction is
an engaging, interactive and authentic way of present-
ing compliance training. Effective safety training can
be the difference between life and death. Using new
technologies and techniques can increase the effec-
tiveness of training and potentially save lives. In the
same way that technologies can increase productivity
and effectiveness in a facility, technology can increase
the effectiveness of training and create a safe environ-
ment for all employees.
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June 2012 ✦ 63