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Lookup NU author(s): Dr Ryo Toyoda, Professor Jarka Glassey
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND).
Operator training in the chemical industry is important because of the potentially hazardous nature of procedures and the way operators' mistakes can have serious consequences on process operation and safety. Currently, operator training is facing some challenges, such as high costs, safety limitations and time constraints. Also, there have been some indications of a lack of engagement of employees during mandatory training. Immersive technologies can provide solutions to these challenges. Specifically, virtual reality (VR) has the potential to improve the way chemical operators experience training sessions, increasing motivation, virtually exposing operators to unsafe situations, and reducing classroom training time. In this paper, we present research being conducted to develop a virtual reality training solution as part of the EU Horizon 2020 CHARMING Project, a project focusing on the education of current and future chemical industry stakeholders. This paper includes the design principles for a virtual reality training environment including the features that enhance the effectiveness of virtual reality training such as game-based learning elements, learning analytics, and assessment methods. This work can assist those interested in exploring the potential of virtual reality training environments in the chemical industry from a multidisciplinary perspective.
Author(s): Garcia Fracaro S, Chan P, Gallagher T, Tehreem Y, Toyoda R, Bernaerts K, Glassey J, Pfeiffer T, Slof B, Wachsmuth S, Wilk M
Publication type: Article
Publication status: Published
Journal: Education for Chemical Engineers
Year: 2021
Volume: 36
Pages: 12-23
Print publication date: 01/07/2021
Online publication date: 03/02/2021
Acceptance date: 28/01/2021
Date deposited: 06/08/2021
ISSN (electronic): 1749-7728
Publisher: Elsevier Ltd
URL: https://doi.org/10.1016/J.ECE.2021.01.014
DOI: 10.1016/J.ECE.2021.01.014
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