Applying virtual reality model to green ironmaking industry and education: ‘a case study of charcoal mini-blast furnace plant’

Abstract

A virtual reality (VR) model has been developed in the case of a generic green ironmaking industrial unit, namely a typical charcoal mini-blast furnace (CMBF) plant in Brazil. The VR prototype construction of the CMBF plant has been implemented through integration of data in different softwares and hardwares, including detailed engineering design of various auxiliary units and major equipments with realistic project parameters. Through the VR technology, one can actually have the unique experience visiting all parts of the CMBF plant, promote technical discussions on engineering and process control with users and improve information handling, communication, safety, maintenance procedures and development of advanced engineering projects in the field. VR industry-professional education platform can be used in universities, museums and industries with great benefits to students, workers and users.

Development and Pilot Implementation of TACTICS VR: A Virtual Reality-Based Stroke Management Workflow Training Application and Training Framework

“…In a range of educational settings, VR-based training consistently increased student engagement and motivation (23,24). Further, VR applications are effective at training practical skills (25,26) and knowledge development (27)(28)(29). While VR has previously been applied in the context of both stroke management and medical education (30)(31)(32), applications for stroke have primarily targeted patients (e.g., for limb rehabilitation) rather than healthcare professionals [reviewed in (33,34)].…”

Virtual Tours to Facilities for Educational Purposes: A Review

“…Industrial Environments [30] simulated industrial company for the artisan manufacture of chocolates [31] phases of cheese production [32] a machine-building plant [6] Université Laval, central heating plant and mechanical rooms in buildings [33] A typical charcoal mini-blast furnace (CMBF) plant in Brazil [34] An assembly Line Labs [35] Guided virtual tour of a university laboratory [25] The Photovoltaic (PV) Applied Research and Testing (PART) Lab…”

Comparing approaches for selection, development, and deployment of extended reality (XR) teaching applications: A case study at The University of Newcastle Australia

“…It is also important to note that XR technology has limitations and may be suited for some teaching and learning objectives more than others. Evidence highlights that XR teaching tools can effectively improve practical skills development (Bouaicha et al, 2020;Canto et al, 2013;Falah et al, 2015;Garfjeld Roberts et al, 2017;Kluge et al, 2021;Legault et al, 2019;Nicholson et al, 2006;Vieira et al, 2017). An XR tool addressing practical skills has the most value when otherwise ethically inappropriate, expensive, and/ or logistically impossible to provide.…”

“…In universities, educators are developing their own XR applications, typically driven by motivated individuals, departments, or specific funding initiatives which are tested as pilot applications. Diverse disciplines are generating VR and AR teaching applications in a range of areas, particularly in engineering and health/medicine (Bouaicha et al, 2020;Falah et al, 2015;Garfjeld Roberts et al, 2017;Hernandez-de-Menendez et al, 2020;Hood et al, 2021;Nicholson et al, 2006;Vieira et al, 2017). Similarly, some companies are providing subscription services of standardised VR and AR software applications for undergraduate education and other training.…”

“…In these areas procedural training using XR is particularly beneficial for the development of practical skills (Bouaicha et al, 2020;Canto et al, 2013;Falah et al, 2015;Garfjeld Roberts et al, 2017;Kluge et al, 2021;Legault et al, 2019;Nicholson et al, 2006;Vieira et al, 2017).…”