scholarly journals A Virtual Reality Platform for Safety Training in Coal Mines with AI and Cloud Computing

2020 ◽  
Vol 2020 ◽  
pp. 1-7
Author(s):  
Mei Li ◽  
Zhenming Sun ◽  
Zhan Jiang ◽  
Zheng Tan ◽  
Jinchuan Chen
Keyword(s):  
Virtual Reality ◽  
User Experience ◽  
Safety Training ◽  
Coal Miners ◽  
Underground Coal Mine ◽  
Emergency Rescue ◽  
The Past ◽  
Vr Training ◽  
Task Oriented ◽  
System Designs

Coal mining, regarded as a high-risk industry, has a strong demand for virtual reality (VR) to fulfill safety and emergency rescue training. In the past ten years, VR technology has significantly improved miner training on both the hardware and software side. However, it still has some drawbacks, such as expensive and unsuitable hardware, lack of satisfactory user experience, without direct browser access, and lack of humanized and intelligent design. To solve these problems, a cloud-based VR system is designed for the training of coal miners in this paper. The system, with browser/client architecture, includes eight modules demonstrating the full procedure of an underground coal mine. The online cloud-rendered video streaming is adopted to provide enough computing and rendering power and hence a better browser-based user experience. Furthermore, game artificial intelligence (AI) is also introduced into the system to increase the emotional exchange between the system and users. Unlike traditional VR training software, this system designs two virtual miners to enhance the experience of trainees. The first virtual miner is a task-oriented non-player-character (NPC) which conveys general knowledge about the mine and guides the users in visiting the underground work sites. The second virtual miner is a disaster-oriented character which prepares the users for typical disasters. The system has been successfully implemented in a laboratory environment, and its performance has been validated. Yet, further practices are needed to stimulate more innovative applications of VR-based miner training and disaster drilling.

scholarly journals VR 3D Education for Vocational Training

2019 ◽  
Vol 299 ◽  
pp. 03006
Author(s):  
Sven Maricic ◽  
Donald Radolovic ◽  
Ivan Veljovic ◽  
Roberta Raguz
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
User Experience ◽  
Personal Experience ◽  
Vocational Training ◽  
New Technologies ◽  
The Past ◽  
Experience Survey ◽  
The Impact

The progress and development in the fields of technologies in the past few decades are impressive. With so many innovations that have had an impact on human lives and have changed them so drastically, living in a time where new technologies are still making massive changes, and, unquestionably, it wil continue with that trend. As the techniques are continuously evolving, people are forced to prepare ourselves and our descendants to the new and upcoming technologies so that they would be able to understand them, use them, teach others about them and also make some improvements in the specific fields of applications. This article presents an overview of the principal results of research on the impact of Virtual Reality (VR) 3D education for students in industrial vocational training. They were introducedto the generated model and had to explore all elements to have personal experience in the virtual environment. After the training, a user experience survey has been conducted, and the results obtained after the use of the system were presented.

scholarly journals A Transferable Psychological Evaluation of Virtual Reality Applied to Safety Training in Chemical Manufacturing

2020 ◽  
Author(s):  
Mathieu Poyade ◽  
Claire Eaglesham ◽  
Jordan Trench ◽  
Marc Reid
Keyword(s):  
Virtual Reality ◽  
Psychological Evaluation ◽  
Knowledge Retention ◽  
Safety Training ◽  
Resource Saving ◽  
Industrial Case Study ◽  
Video Training ◽  
Chemical Manufacturing ◽  
Video Lectures ◽  
Vr Training

<p>High-profile accidents in the Chemical sector – across research and manufacturing scales – have provided strong drivers to develop a new benchmark in safety training and compliance. Herein, we describe the design, implementation, and standardised psychological evaluation of Virtual Reality (VR) applied to process safety training. Through a specific industrial case study, we show that testable learning of complex safety-specific tasks in VR is statistically equivalent to traditional slide-based video training. However, VR training presents a measurable positive improvement on trainees’ perception of overall learning, and their feeling of presence in the task during training. It has also been shown that knowledge retention from video lectures can be overestimated, if not controlled. Through these results – and our transferable blueprint for robustly assessing any new VR training platform – we envisage a range of technologically-enabled efforts to enhance safety performance in both laboratory and plant-based activities. Implications for physical resource-saving projects are also described. <b></b></p>

scholarly journals A Transferable Psychological Evaluation of Virtual Reality Applied to Safety Training in Chemical Manufacturing

2020 ◽  
Author(s):  
Mathieu Poyade ◽  
Claire Eaglesham ◽  
Jordan Trench ◽  
Marc Reid
Keyword(s):  
Virtual Reality ◽  
Psychological Evaluation ◽  
Knowledge Retention ◽  
Safety Training ◽  
Resource Saving ◽  
Industrial Case Study ◽  
Video Training ◽  
Chemical Manufacturing ◽  
Video Lectures ◽  
Vr Training

<p>High-profile accidents in the Chemical sector – across research and manufacturing scales – have provided strong drivers to develop a new benchmark in safety training and compliance. Herein, we describe the design, implementation, and standardised psychological evaluation of Virtual Reality (VR) applied to process safety training. Through a specific industrial case study, we show that testable learning of complex safety-specific tasks in VR is statistically equivalent to traditional slide-based video training. However, VR training presents a measurable positive improvement on trainees’ perception of overall learning, and their feeling of presence in the task during training. It has also been shown that knowledge retention from video lectures can be overestimated, if not controlled. Through these results – and our transferable blueprint for robustly assessing any new VR training platform – we envisage a range of technologically-enabled efforts to enhance safety performance in both laboratory and plant-based activities. Implications for physical resource-saving projects are also described. <b></b></p>

scholarly journals A Transferable Psychological Evaluation of Virtual Reality Applied to Safety Training in Chemical Manufacturing

2020 ◽  
Author(s):  
Mathieu Poyade ◽  
Claire Eaglesham ◽  
Jordan Trench ◽  
Marc Reid
Keyword(s):  
Virtual Reality ◽  
Psychological Evaluation ◽  
Knowledge Retention ◽  
Safety Training ◽  
Resource Saving ◽  
Industrial Case Study ◽  
Video Training ◽  
Chemical Manufacturing ◽  
Video Lectures ◽  
Vr Training

<p>High-profile accidents in the Chemical sector – across research and manufacturing scales – have provided strong drivers to develop a new benchmark in safety training and compliance. Herein, we describe the design, implementation, and standardised psychological evaluation of Virtual Reality (VR) applied to process safety training. Through a specific industrial case study, we show that testable learning of complex safety-specific tasks in VR is statistically equivalent to traditional slide-based video training. However, VR training presents a measurable positive improvement on trainees’ perception of overall learning, and their feeling of presence in the task during training. It has also been shown that knowledge retention from video lectures can be overestimated, if not controlled. Through these results – and our transferable blueprint for robustly assessing any new VR training platform – we envisage a range of technologically-enabled efforts to enhance safety performance in both laboratory and plant-based activities. Implications for physical resource-saving projects are also described. <b></b></p>

Virtual Reality-Based Simulation of Endoscopic Surgery

2000 ◽  
Vol 9 (3) ◽  
pp. 310-333 ◽  
Author(s):  
G. Székely ◽  
Ch. Brechbühler ◽  
J. Dual ◽  
R. Enzler ◽  
J. Hug ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Endoscopic Surgery ◽  
Prototype System ◽  
Surgical Simulator ◽  
The Past ◽  
Traditional Training ◽  
Vr Training ◽  
Vr Simulator

Virtual reality (VR)-based surgical simulator systems offer a very elegant approach to enriching and enhancing traditional training in endoscopic surgery. However, while a number of VR simulator systems have been proposed and realized in the past few years, most of these systems are far from being able to provide a reasonably realistic surgical environment. We explore the current limits for realism and the approaches to reaching and surpassing those limits by describing and analyzing the most important components of VR-based endoscopic simulators. The feasibility of the proposed techniques is demonstrated on a modular prototype system that implements the basic algorithms for VR training in gynaecologic laparoscopy.

scholarly journals Transfer of training—Virtual reality training with augmented multisensory cues improves user experience during training and task performance in the real world

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0248225
Author(s):  
Natalia Cooper ◽  
Ferdinando Millela ◽  
Iain Cant ◽  
Mark D. White ◽  
Georg Meyer
Keyword(s):  
Virtual Reality ◽  
Learning Outcomes ◽  
User Experience ◽  
Transfer Of Training ◽  
Sensory Cues ◽  
Subjective Ratings ◽  
The Real ◽  
Objective Performance ◽  
Vr Training ◽  
Multisensory Cues

Virtual reality (VR) can create safe, cost-effective, and engaging learning environments. It is commonly assumed that improvements in simulation fidelity lead to better learning outcomes. Some aspects of real environments, for example vestibular or haptic cues, are difficult to recreate in VR, but VR offers a wealth of opportunities to provide additional sensory cues in arbitrary modalities that provide task relevant information. The aim of this study was to investigate whether these cues improve user experience and learning outcomes, and, specifically, whether learning using augmented sensory cues translates into performance improvements in real environments. Participants were randomly allocated into three matched groups: Group 1 (control) was asked to perform a real tyre change only. The remaining two groups were trained in VR before performance was evaluated on the same, real tyre change task. Group 2 was trained using a conventional VR system, while Group 3 was trained in VR with augmented, task relevant, multisensory cues. Objective performance, time to completion and error number, subjective ratings of presence, perceived workload, and discomfort were recorded. The results show that both VR training paradigms improved performance for the real task. Providing additional, task-relevant cues during VR training resulted in higher objective performance during the real task. We propose a novel method to quantify the relative performance gains between training paradigms that estimates the relative gain in terms of training time. Systematic differences in subjective ratings that show comparable workload ratings, higher presence ratings and lower discomfort ratings, mirroring objective performance measures, were also observed. These findings further support the use of augmented multisensory cues in VR environments as an efficient method to enhance performance, user experience and, critically, the transfer of training from virtual to real environment scenarios.

What are the risks of Virtual Reality data? Learning Analytics, Algorithmic Bias and a Fantasy of Perfect Data

2021 ◽  
pp. 146144482110127
Author(s):  
Marcus Carter ◽  
Ben Egliston
Keyword(s):  
Virtual Reality ◽  
Learning Process ◽  
Learning Analytics ◽  
Soft Skills ◽  
Education Technology ◽  
Skills Training ◽  
Emerging Technology ◽  
Critical Issues ◽  
Vr Training ◽  
Algorithmic Bias

Virtual reality (VR) is an emerging technology with the potential to extract significantly more data about learners and the learning process. In this article, we present an analysis of how VR education technology companies frame, use and analyse this data. We found both an expansion and acceleration of what data are being collected about learners and how these data are being mobilised in potentially discriminatory and problematic ways. Beyond providing evidence for how VR represents an intensification of the datafication of education, we discuss three interrelated critical issues that are specific to VR: the fantasy that VR data is ‘perfect’, the datafication of soft-skills training, and the commercialisation and commodification of VR data. In the context of the issues identified, we caution the unregulated and uncritical application of learning analytics to the data that are collected from VR training.

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