Safety-focused training is essential for the operation and maintenance concentrated on the reliability of critical infrastructures, such as power grids. This paper introduces and evaluates a system for power substation operational training by exploring and interacting with realistic models in virtual worlds using serious games. The virtual reality (VR) simulator used building information modelling (BIM) from a 115 kV substation to develop a scenario with high technical detail suitable for professional training. This system created interactive models that could be explored using a first-person-perspective serious game in a cave automatic virtual environment (CAVE). Different operational missions could be carried out in the serious game, allowing several skills to be coached. The suitability for vocational training carried out by utility companies was evaluated in terms of usability and engagement. The evaluation used a System Usability Scale (SUS) and a Game Engagement Questionnaire (GEQ) filled by 16 power substation operators demonstrating marginally acceptable usability, with improvement opportunities and high acceptance (by utility technicians) of this system for operation training focused on safety in such hazardous tasks.
In this short summary, we investigate the importance of learners’ emotional involvement in self-directed learning. We begin by briefly examining the literature related to affective factors in self-access language learning. We then describe two examples of institutions with self-access centres that place particular importance on affective factors in courses of self-directed study. The first example is in a university in Japan, where affective strategies are introduced through self-directed learning modules. The second example is in a university in Mexico, where educators are investigating how feelings about self-access language learning can change over time.
The spinal column requires special care through exercises focused on muscle strengthening, flexibility, and mobility to minimize the risk of developing musculoskeletal disorders that may affect the quality of life. Guidelines for spinal column exercises are commonly presented through printed and multimedia guides accompanied with demonstrations performed by a physiotherapist, occupational health expert, or physical fitness trainer. However, existing guides lack interaction and oral explanations may not always be clear to the user, leading to decreased engagement and motivation to start, continue, or complete an exercise program. In this article, we present two interactive and engaging posture-tracking user interfaces intended to promote proper spinal column exercise form. One user interface employs a wooden manikin with an integrated inertial measurement unit to provide a tangible user interaction. The other user interface presents a mobile application that provides instructions and explanations about the exercises. Both user interfaces allow recording key postures during the exercise for reference and feedback. We compared the usability of the interfaces through a series of flexion and extension exercises, monitored with an inertial measuring unit worn around the torso, and a Microsoft Kinect V2 vision-based sensor. Although no significant differences between the manikin user interface and the mobile application were found in terms of usability, the inertial measurement unit provided more accurate and reliable data in comparison to the Microsoft Kinect V2 as a result of body occlusions in front of the sensor caused during the torso flexion. Although both user interfaces provide different experiences and performed well, we believe that a combination of both will improve user engagement and motivation, while providing a more accurate motion profile.
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