Is there a possibility that the "danger of sparks" has not been communicated?

basic information

Proposal for Solutions | Multilingual Video Education to "Show and Experience" the Dangers of "Sparks" In processes involving sparks and high temperatures, "visuals" and "impressions" are more important than "words." To achieve this, visualizing dangers through video and providing understanding assistance in the native language are essential. ● Show the distance and impact range of flying sparks in live-action footage ● Recreate how sparks hit with and without protective gear in slow motion ● Prepare narration and subtitles in Vietnamese, Chinese, English, etc., for trainees By structuring it this way—"seeing, feeling, and understanding in the native language"—we can realize safety education that does not rely on words.

Price information

Introduction Steps | How to Start Multilingual Safety Education with "Seeing is Believing" STEP 1 | Organize the dangers and accident cases in spark work from the perspective of trainees Extract common danger patterns and the backgrounds of misunderstandings that often occur on-site. STEP 2 | Produce a live-action + multilingual video focusing on the dangers of sparks Create a structure that complements understanding from three directions: the trainee's native language, visuals, and emotions. STEP 3 | Watch before joining the company, on the first day of training, and before assignment to work → Confirm understanding → Deploy on-site Establish a flow of "watching the video" → "confirming understanding" → "reflecting it on-site."

Price range

P3

Delivery Time

Applications/Examples of results

Introduction of Success Stories | Conveying the Dangers of Sparks through Video, Achieving Zero Accidents for Trainees At a steel processing company, there were multiple instances where trainees approached the direction of sparks during grinding operations. Although the danger was communicated in Japanese as "dangerous," the trainees did not understand "what was dangerous." To address this, a video teaching material was introduced that conveyed how sparks fly and their effects on the skin, using live-action footage with subtitles in their native language. As a result of changing the operation to show the video before training: ● The behavior of approaching sparks completely disappeared, and the rate of protective gear usage reached 100%. ● There was an increase in proactive questions from trainees who understood "why this is dangerous." ● Educators also experienced reduced anxiety about whether their explanations were understood, allowing them to focus on instruction. Education has shifted from simply "communicating" to "understanding and being convinced."

Line up（4）