TY - GEN

T1 - Tools for Teaching Mining Students in Virtual Reality based on 360° Video Experiences

AU - Kalkofen, Denis

AU - Shohei, Mori

AU - Ladinig, Tobias

AU - Feiel, Susanne

AU - Labrador Ortega, Manuel

AU - Moser, Peter

AU - Drebenstedt, Carsten

AU - Ebner, Markus

AU - Shepel, Taras

AU - Hitch, Michael

AU - Laine, Teemu

AU - Tibbett, James

AU - Gabl, Sebastian

AU - Daling, Lea

AU - Abdelrazeq , Anas

N1 - Kalkofen, D., Mori, S., Ladinig, T., Daling, L., Abdelrazeq, A., Ebner, M., Ortega, M., Feiel, S., Gabl, S., Shepel, T., Tibbett, J., Laine, T. H., Hitch, M., Drebenstedt, C. & Moser, P., 22 Mär 2020, 2020 IEEE Conference on Virtual Reality and 3D User Interfaces : Abstracts and Workshops (VRW). Atlanta, GA, USA, S. 455-459 5 S.

PY - 2020/3

Y1 - 2020/3

N2 - In recent years, Virtual Reality (VR) technology has found their way into higher education. Its power lays in its ability to provide immersive three-dimensional (3D) experiences that help conveying educational content whilst providing rich interaction possibilities. Especially in mining engineering education, VR has high potential to reshape the provided learning content. Field trips, i.e. mine visits, are an integral part of the education and necessary to transfer knowledge to students. However, field trips are time and cost intensive and mines often have tight entry regulations. As a result, the number of field trips is limited. VR-based field trips offer a considerable alternative presupposed they replicate the complex mining environment realistically. In addition, VR mines have the advantage of taking students close to events (e.g. explosions) that are impossible to demonstrate in a real mine. However, generating realistic 3D content for VR still involves complex, and thus time consuming tasks. Therefore, we present the design of a VR Framework for teaching mining students based on 360° video data, its evaluation in three different lectures, and its extension based on the feedback we received from students and teachers from four different universities.

AB - In recent years, Virtual Reality (VR) technology has found their way into higher education. Its power lays in its ability to provide immersive three-dimensional (3D) experiences that help conveying educational content whilst providing rich interaction possibilities. Especially in mining engineering education, VR has high potential to reshape the provided learning content. Field trips, i.e. mine visits, are an integral part of the education and necessary to transfer knowledge to students. However, field trips are time and cost intensive and mines often have tight entry regulations. As a result, the number of field trips is limited. VR-based field trips offer a considerable alternative presupposed they replicate the complex mining environment realistically. In addition, VR mines have the advantage of taking students close to events (e.g. explosions) that are impossible to demonstrate in a real mine. However, generating realistic 3D content for VR still involves complex, and thus time consuming tasks. Therefore, we present the design of a VR Framework for teaching mining students based on 360° video data, its evaluation in three different lectures, and its extension based on the feedback we received from students and teachers from four different universities.

KW - Education

KW - Virtual Reality

KW - Augmented Reality

M3 - Conference contribution

SP - 455

EP - 459

BT - 2020 IEEE Conference on Virtual Reality and 3D User Interfaces

T2 - 2020 IEEE VR Atlanta

Y2 - 22 March 2020 through 26 March 2020

ER -