Development and deployment of an immersive learning environment for enhancing process systems engineering concepts

Norton, Christine; Cameron, Ian; Crosthwaite, Caroline; Balliu, Nicoleta; Tadé, Moses O.; Shallcross, David; Hoadley, Andrew; Barton, G.W.; Kavanagh, John M.

doi:10.1016/j.ece.2008.04.001

Cited by 18 publications

(30 citation statements)

References 12 publications

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“…The majority of papers within this table dealt with educational games (E) ( Vrugte et al 2017;Diah et al 2012;Monteiro et al 2011;Norton et al 2008). Many appear to have been designed exclusively for the research study, e.g.…”

Section: Game Typementioning

confidence: 99%

Student-centred digital game–based learning: a conceptual framework and survey of the state of the art

2019

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Student-centred learning forms a major driver behind educational policy and practice in the modern day. With a drive towards embracing the possibilities of technology within the classroom, especially digital video games, it is vital to have an understanding of where such games are delivering and where their potential has yet to be explored. With this in mind, it is important to survey the existing literature to establish the level to which the promise of studentcentred learning is being delivered through digital video games. This study presents a conceptual framework based upon a systematic literature review of developments in studentcentred digital game-based learning, and seeks to establish the extent to which all tenets of student-centred learning and principles of digital game-based learning are embraced within such applications. A thematic analysis identifies the common themes of game and intervention design while integrating and conceptually linking the key concepts of student-centred learning and digital game-based learning. This leads to the development of a conceptual framework allowing classification of the literature according to common themes. Inclusion criteria include the presence of student-centred learning concepts, with a game-based focus including specifically digital video games. Inclusion was limited to papers published since 2007. The literature analysis identifies a number of themes; these were primarily the types of player engagement: single player, mixed and multiplayer, along with principles of game design and the key tenets of student-centred learning. A preponderance of games and interventions utilising single player experiences and focusing on implementing the active learning tenet of studentcentred learning were observed. Areas relating to multiplayer engagements and the social aspects of student-centred learning such as mutual respect receive comparatively less attention in games and research. In order to fully embrace the possibilities offered by student-centred digital game-based learning, it is important not to neglect lessons learned in the development

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Section: Game Typementioning

confidence: 99%

Student-centred digital game–based learning: a conceptual framework and survey of the state of the art

2019

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“…fective training for operators, we have standard conditions scenarios that are based on the cases of potential accidents. The trainer reproduces the circumstances of an accident in the DS in accordance with correct operations and gain knowledge from this virtual experience [6] [7]. In this training, which involves multitasking performance, communication between trainees is very important, in order to ensure proper operational procedures are followed.…”

Section: Non-standard Conditions Scenariosmentioning

confidence: 99%

Scenario Development for Safety Training/Education System in Chemical Plant

Nakai

Suzuki

2015

SJEDU

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Safety culture is essentially important in chemical engineering. Because many kinds of hazardous materials are under controlled in chemical facilities. If a severe accident happens, there is a risk for serious damage to employees and the residents of local communities. So our society needs to be assured about the safety and reliability of chemical plants. However the retirement of a skillful worker is advancing in Japan. For this reason, the expert's knowledge and skill are lost, the immature young operator is increasing. As a result operators/workers cannot adequate correspond to abnormal situation in chemical plants. Safety training is important for operators to make a correct decision in emergency. The safety training system will be conveyed based on the training scenario. Therefore in this paper, we propose how to make scenarios for safety training system in chemical plant. The safety awareness of operators will improve by experiential training in case of non-steady situation. The scenarios in the safety training system explain the role-sharing arrangement of workers and plant condition. In order to build a reliable safety culture, mutual understanding and the sharing of safety information are important. Safety training that based on this scenario is useful for the transference of technology and safety knowledge.

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“…The biggest difference between Web learning and VR environment, a trainee can reach out into the virtual world using VR technology. [9] …”

Section: A Outline Of the Proposed Systemmentioning

confidence: 99%

The Experience-Based Safety Training System Using Vr Technology for Chemical Plant

Nakai¹,

Kaihata²,

Suzuki³

2014

ijacsa

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Abstract-In chemical plants, safety measures are needed in order to minimize the impact of severe accidents and natural disasters. At the same time, carrying out the education and training to workers the corresponding operation in nonstationary situation is essential. However, reproducing the nonstationary conditions to actual equipment or mock-up cannot be performed because it is dangerous. By using the virtual reality (VR) technology, we can build up a virtual chemical plant with lower cost compared to real plant. The operator can experience the fire and explosion accidents in the virtual space. Therefore, in this paper, we propose an experienced-based safety training system for implementing the education and training by using the non-stationary situation in the computer. This proposed system is linked with the dynamic plant simulator. A trainee can learn the correct operation through the simulated experience to prevent an accident. The safety awareness of workers will improve by experiential learning. The proposed system is useful for safety education in chemical plant.

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Development and deployment of an immersive learning environment for enhancing process systems engineering concepts

Cited by 18 publications

References 12 publications

Student-centred digital game–based learning: a conceptual framework and survey of the state of the art

Student-centred digital game–based learning: a conceptual framework and survey of the state of the art

Scenario Development for Safety Training/Education System in Chemical Plant

The Experience-Based Safety Training System Using Vr Technology for Chemical Plant

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