Virtual Drilling Environments Enable Long Distance Training in Unprecedented Times of Sanitary Emergency

2021 ◽  
Author(s):  
Paolo Ferrara ◽  
Luca Dal Forno ◽  
Giorgio Ricci Maccarini ◽  
Katia Demetri ◽  
Monica Neboli ◽  
...  

Abstract During the last five years, a digital training solution, based on Virtual Reality, for immersive and collaborative experience on a virtual drilling rig, was developed and updated by company’s Well Operations Department in collaboration with Corporate University Infrastructures. This paper will present the digital training environment and its applications, including a discussion of all supporting deployment facilities. The digital Drilling Environment consists in the full digitalization of a last generation offshore semi-submersible drilling rig. On the Virtual Rig, it is possible to access all equipment and workplaces, re-play past operations from a company’s database and interact with a number of safety situations from inductions and drills to the reproduction of a series of real incidental events. The virtual environment is accessible in dedicated 3D rooms, by using Virtual Reality headsets, stand-alone PCs, via lan or by remote internet connections. The new training method, which proved incremental to traditional approaches, turned out to be decisive in supporting long distance education in unprecedented times of sanitary emergency. In particular, the virtual drilling rig ensures an immersive and collaborative experience of rig operational and emergency conditions, while granting a safe and protected environment where knowledge can be quickly achieved. The necessity to focus on new long distance training approaches and the further enhancement of the virtual drilling environment portability were boosted by the particular world situation, which led to the necessity to address, manage and review the overall company’s educational strategies. This paper is made available to discuss suggestions and to present all lessons learnt.

Author(s):  
S Leinster-Evans ◽  
J Newell ◽  
S Luck

This paper looks to expand on the INEC 2016 paper ‘The future role of virtual reality within warship support solutions for the Queen Elizabeth Class aircraft carriers’ presented by Ross Basketter, Craig Birchmore and Abbi Fisher from BAE Systems in May 2016 and the EAAW VII paper ‘Testing the boundaries of virtual reality within ship support’ presented by John Newell from BAE Systems and Simon Luck from BMT DSL in June 2017. BAE Systems and BMT have developed a 3D walkthrough training system that supports the teams working closely with the QEC Aircraft Carriers in Portsmouth and this work was presented at EAAW VII. Since then this work has been extended to demonstrate the art of the possible on Type 26. This latter piece of work is designed to explore the role of 3D immersive environments in the development and fielding of support and training solutions, across the range of support disciplines. The combined team are looking at how this digital thread leads from design of platforms, both surface and subsurface, through build into in-service support and training. This rich data and ways in which it could be used in the whole lifecycle of the ship, from design and development (used for spatial acceptance, HazID, etc) all the way through to operational support and maintenance (in conjunction with big data coming off from the ship coupled with digital tech docs for maintenance procedures) using constantly developing technologies such as 3D, Virtual Reality, Augmented Reality and Mixed Reality, will be proposed.  The drive towards gamification in the training environment to keep younger recruits interested and shortening course lengths will be explored. The paper develops the options and looks to how this technology can be used and where the value proposition lies. 


Sensors ◽  
2021 ◽  
Vol 21 (14) ◽  
pp. 4663
Author(s):  
Janaina Cavalcanti ◽  
Victor Valls ◽  
Manuel Contero ◽  
David Fonseca

An effective warning attracts attention, elicits knowledge, and enables compliance behavior. Game mechanics, which are directly linked to human desires, stand out as training, evaluation, and improvement tools. Immersive virtual reality (VR) facilitates training without risk to participants, evaluates the impact of an incorrect action/decision, and creates a smart training environment. The present study analyzes the user experience in a gamified virtual environment of risks using the HTC Vive head-mounted display. The game was developed in the Unreal game engine and consisted of a walk-through maze composed of evident dangers and different signaling variables while user action data were recorded. To demonstrate which aspects provide better interaction, experience, perception and memory, three different warning configurations (dynamic, static and smart) and two different levels of danger (low and high) were presented. To properly assess the impact of the experience, we conducted a survey about personality and knowledge before and after using the game. We proceeded with the qualitative approach by using questions in a bipolar laddering assessment that was compared with the recorded data during the game. The findings indicate that when users are engaged in VR, they tend to test the consequences of their actions rather than maintaining safety. The results also reveal that textual signal variables are not accessed when users are faced with the stress factor of time. Progress is needed in implementing new technologies for warnings and advance notifications to improve the evaluation of human behavior in virtual environments of high-risk surroundings.


2021 ◽  
Vol 11 (5) ◽  
pp. 222
Author(s):  
Rafael Darque Pinto ◽  
Bruno Peixoto ◽  
Miguel Melo ◽  
Luciana Cabral ◽  
Maximino Bessa

Virtual reality has shown to have great potential as an educational tool when it comes to new learning methods. With the growth and dissemination of this technology, there is a massive opportunity for teachers to add this technology to their methods of teaching a second/foreign language, since students keep showing a growing interest in new technologies. This systematic review of empirical research aims at understanding whether the use of gaming strategies in virtual reality is beneficial for the learning of a second/foreign language or not. Results show that more than half of the articles proved that virtual reality technologies with gaming strategies can be used to learn a foreign language. It was also found that “learning” was the most evaluated dependent variable among the chosen records, augmented reality was the leading technology used, primary education and lower secondary was the most researched school stages, and the most used language to evaluate the use of gamified technology was by far the English language. Given the lack of directed investigation, it is recommended to use these technologies to support second language learning and not entirely replace traditional approaches. A research agenda is also proposed by the authors.


Author(s):  
Syafizwan Faroque ◽  
Ben Horan ◽  
Husaini Adam ◽  
Mulyoto Pangestu ◽  
Samuel Thomas

1989 ◽  
Vol 10 (S 3) ◽  
pp. S156-S159 ◽  
Author(s):  
H. Kuipers ◽  
G. Janssen ◽  
F. Bosman ◽  
P. Frederik ◽  
P. Geurten

2018 ◽  
Vol 60 (4) ◽  
pp. 344-351 ◽  
Author(s):  
Ian Bramley ◽  
Alastair Goode ◽  
Laura Anderson ◽  
Elisabeth Mary

This article reviews the experience, steps taken, and lessons learnt from including a virtual reality film within a mobile online survey. The survey was designed to test point-of-sale displays within a retail store environment, with respondents exposed to the store using virtual reality within the survey, rather than being a shown a static image or a standard film of the store’s interior. The results show how incorporating a virtual reality film within a survey can significantly add to the survey enjoyment compared to traditional approaches. The findings show how the uniqueness of the virtual reality experience can help engage respondents, offering a modern and relevant way to provide a more realistic survey experience that respondents are receptive to. The study also demonstrates that it is technically feasible to incorporate a virtual reality experience into an online survey among typical panelists, without high failure rates or the need to over-incentivise to participate. This article discusses the use of virtual reality within surveys and the practical steps taken to incorporate the virtual reality film, as well as the key learnings generated from the experience. The future potential for the application of virtual reality technology within research is also explored.


2015 ◽  
Vol 1 (1) ◽  
pp. 327-335
Author(s):  
Neamţu Călin ◽  
Camelia Achelariţei ◽  
Ion Anghel ◽  
Ştefan Bodi

AbstractCritical infrastructures could endanger the trainees’ lives and/or the environment. The nature of these infrastructures often does not allow staff training in real situations. This paper presents the processes involved in designing a virtual reality platform (hardware and software) to provide a safe training environment, which is believed to be able to better support in the training of staff involved in critical infrastructures. The design of this training platform includes the considerations and adoption of an innovation algorithm based on the TRIZ method. The paper addresses the training process of personnel who operate offshore drilling facilities. The platform is in the physical development stage within the CREVIS project and it will allow personnel training from critical infrastructures in a mixed environment: real / virtual.


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