31-42_VR05_Harrod

The Southern African Institute of Mining and Metallurgy
Virtual Reality Conference 2015
J. Harrod, P. Knights, and M. Kizil
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Enhancing mining education through the use of
virtual reality learning and assessment tools
J. Harrod, P. Knights, and M. Kizil
School of Mechanical and Mining Engineering,
The University of Queensland, Australia
Graduate mining engineers entering the industry are required to have a detailed
understanding of the risks involved in working at a mine site. This understanding of the
mining process and all other mining-related concepts is developed over the duration of their
undergraduate degree and is influenced by numerous factors that affect ‘how’ and ‘what’
they learn. The gap between mining theory and industry practice was in the past addressed
only by spending time on a mine site through either vacation employment with a mining
company or through a university-run field trip. Virtual reality (VR) has been identified as a
technology that could see this gap being bridged at university. Recent technological
advances in the gaming industry have enabled the development of low-cost, high-
performance VR systems. Mining education stands to benefit significantly from these
advances. This research project aims to develop a VR mining simulation using the five
roles of a student in a constructivist learning environment as a theoretical framework. The
developed simulation will focus on risk management in an open cut coal mine and will be
run in the Immersive Learning Facility (ILF) at the University of Queensland (UQ). The
simulation will be used in a comparison study with 4th
-year mining students, the results of
which will be analysed to determine the effectiveness of using VR in conjunction with
existing teaching approaches as opposed to standard teaching approaches. It is anticipated
that the outcome of this study will provide a deeper understanding into the effectiveness of
using VR simulations in mining education at universities and pave the way for the
development of future simulations to further enhance mining education.
Introduction
Mining is a technology-driven industry that is constantly trialling and implementing new technology to improve safety
and production. It is also an industry that is fraught with risks and hazards, and personnel entering the industry thus
need extensive education and training. A detailed understanding of the complex workings of a mine site is a prerequisite
for graduate mining engineers entering the industry. This understanding of the mining process and all other mining-
related concepts is developed over the duration of their undergraduate degree and is influenced by numerous factors that
affect the learning process.
In order for students to see the practical applications of the theory taught at university, they are required to visit a
mine site. However, this is not always practical or possible. The use of virtual reality (VR) in mining education has
been identified as a means of bridging the gap between theoretical knowledge and its practical applications. Kizil
(2003) stated that the difference between conventional and VR training is that VR immerses trainees in realistic and
functional simulations of real workplaces and equipment.
Kizil et al. (2004) forecast that VR simulations would become more widespread in education and training in the
mining industry in the coming years as the hardware required becomes more affordable and readily available. That was
more than 10 years ago – today the average desktop computer, laptop, or smartphone is capable of rendering 3D objects
and animations with ease. Technological advancements in VR for gaming have enabled the development of low-cost,
high-quality VR hardware targeted at gamers who want to enhance their experience through full immersion. Mining
education stands to benefit significantly from these technological advances as it allows for focus to be placed on VR
simulation content rather than the hardware of the system and how it works.

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What is virtual reality?
There are numerous literature sources that provide various definitions of VR. Stothard et al. (2008) define virtual reality
as ‘a technology that allows a user to interact with a purely computer-simulated environment.’ They further go on to
describe virtual reality as a primarily visual experience that can be similar to the real world, such as simulated combat
or aircraft pilot training, or it could be expressively different from reality, such as computer games.
Virtual reality systems are a combination of two major components: hardware and software.
VR hardware
VR hardware encompasses a broad range of display systems, input devices and feedback devices. Hardware selection is
based on end-user requirements and the level of immersion that needs to be achieved. For the purpose of this study,
feedback devices have been excluded as they fall outside of the project scope.
Display systems
Stothard et al. (2008) provide a taxonomy of VR systems which classifies VR systems by display type, which in turn
relates to the level of immersion experienced by the user. This level of immersion can be non-immersive, semi-
immersive, or fully immersive. According to the classification, a large screen system that displays completely graphic
environments and is semi-immersive (180-degree screen) falls under Class 5 (Stothard et al. 2008). The Class 5 system
being used in this project is the semi-immersive screen at the University of Queensland’s Immersive Learning Facility.
Input devices – Leap Motion controller
The interaction component of any VR simulation is integral to creating a fully immersive learning environment. Input
devices are used to facilitate this. The Leap Motion controller (Figure 1) has been identified as an appropriate input
device for this study, which will allow students to use hand gestures to interact with the virtual environment (VE). The
device uses two cameras, three infrared lights, and advanced algorithms to track hand and finger movements (Leap
Motion, 2014). This effectively allows the user to make full use of their hands in the simulation, as they would in
reality.
Figure 1 – Leap Motion controller (Robotshop.com, 2015)
VR software
VR simulations being developed for educational purposes need to be high resolution and visually stimulating so as to
immerse the viewer in the VE and hold their attention for the duration of the simulation. While Autodesk’s 3DS Max is
the industry standard in 3D modelling and rendering software (Autodesk, 2015), there are numerous graphics and game
engines used in the games development and VR industry that are capable of producing high-quality simulations.
Stothard and van den Hengel (2010) provide a review of game engines in their paper detailing the development of a
serious computer game (SCG)-based training module. The review places engines into three categories:
• Open source

Enhancing mining education through the use of virtual reality learning and assessment tools
33
• Commercial
• AAA – commercially accessible, high license cost, high quality with large user community (Stothard and van den
Hengel, 2010).
Further investigations of the AAA category led to the selection of the game engine known as Unity 5. The selection
of Unity 5 was based on its built-in scene editor, which is easy to use and has an innovative design, as shown in Figure
2, and the availability of dedicated software development kits (SDKs) for the Leap Motion controller, which allow for
the controller to be readily integrated into the simulation.
Figure 2 – Unity 5 user interface
Dimensions affecting realism
Stothard et al. (2008) identified two dimensions affecting realism in VR displays proposed by Milgram and Kishino
(1994). These two dimensions are image quality and immersion.
Image quality
The quality of the simulation from a visual perspective plays a large role in the level of realism experienced by the user
in VR. Therefore the ‘look’ and ‘feel’ of the simulation need to be as close to reality as possible so as to suspend
disbelief and allow the user to react to the VE as they would in reality. Stothard et al. (2008) state that in the case of
mine training simulators for group-based training, the image resolution plays a major role, particularly where subtle
details need to be demonstrated. For example, in the case of gas outbursts in underground mines, the geological
indicators are so subtle that only a trained and experienced geologist would recognize them easily. In order for students
to gain the required experience and recognize these indicators from simulation training, the image resolution and detail
of the simulation need to be high and realistic (Stothard et al., 2008).
Immersion
The level of immersion experienced by a user is the second dimension affecting realism. Immersion is determined by
display type, interaction, and presence. Interaction with the VE is achieved through the use of input devices that allow
the user to freely manipulate objects in the VE using natural motion such as hand gestures. Presence is described by
Whitmer, Gerome, and Singer (2005) as: ‘A psychological state of “being there” mediated by an environment that
engages our senses, captures our attention, and fosters our active involvement. The degree of presence experienced in
that environment depends on the fidelity of its sensory components, the nature of the required interactions and tasks, the
focus of the user’s attention/concentration, and the ease with which the user adapts to the demands of the environment.
It also depends on the user’s previous experiences and current state.’
In order to create full immersion in VR, all three of these aspects need to be addressed.

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VR in mining education
A key motivation behind the use of VR in mining education is provided by Yahaya (2007) and is summarized in the
following quote: ’It can be argued that VR can provide the ‘transitional interface’ between university learning and the
workplace allowing transformation of conceptual learning to experimental learning. It promotes learning that lasts by
providing a simulated version of real life and allows manipulation that is not available in the normal classroom
environment. Tangible and intangible aspects of a corporation can be simulated in this environment which is difficult to
produce using other forms of technology.’
Pedram et al. (2013) state that a successful mining training programme should result in the creation of a safer
workplace and a more competent workforce, which in turn contributes to more effective management. This implies that
a competent graduate mining engineer, who has completed a mine training programme (i.e. their undergraduate degree)
should contribute to the successful creation of a safe workplace. In order to do this, the ‘transitional interface’ discussed
by Yahaya (2007) is required. Figure 3 illustrates the impact of interactive VR education on various aspects of mining
operations as described by Pedram et al. (2013).
Figure 3 – Potential impact of interactive VR-based education on various aspects of mining operations (Pedram et al., 2013)
Using VR in mining education also provides students with the opportunity to be taken to locations that would
otherwise be extremely difficult or impossible to gain safe access to in reality. Such an example is illustrated in Figures
4 and 5. The ability to look behind the hydraulic shields or get up close to the longwall shearer in an underground coal
mine provides students with a perspective on underground mining systems that cannot be provided in reality.

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Figure 4 – Longwall mining simulation – view of the longwall shearer
Figure 5 – Longwall mining simulation – external view of shearer and hydraulic shields
UQ Immersive Learning Facility
In 2014, the Immersive Learning Facility (ILF) in the Advanced Engineering Building (AEB) was opened (Figure 6).
The facility is comprised of a 180-degree curved screen and three Digital Projection Titan 800 projectors. This system,
when combined with 3D glasses, produces a semi-immersive experience for the user. There are currently two mining
simulations available in the ILF. The first is a simulation of a truck and shovel operation at an open-cut coal mine
(Figure 7), and the second is a simulation of a longwall operation, based on an underground coal mine in Central
Queensland, Australia (Figure 8).

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Figure 6 – UQ Immersive Learning Facility
Figure 7 – Open-cut coal simulation

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Figure 8 – Underground coal simulation. Site topography (top), and view from longwall shearer (bottom)
Understanding the learning process
In order to develop an effective VR mining simulation for use in mining education, it is imperative that the learning
process is understood. According to Bell and Fogler (1995), students learn best when a variety of teaching methods are
used. Furthermore, they stated that different teaching methods are effective for different students, which indicates that
not all students will respond to a teaching method in the same way. The understanding of how a student will respond to
a teaching method or how a student learns will allow the educator to use a variety of teaching approaches in order to
ensure maximum information transfer and retention. The average retention rates from different teaching and learning
methods are shown in Figure 9, from which it can be seen that an average of 75% of knowledge or information is
retained when students learn by doing, and an average of 90% is retained through immediate use of the learning.
Figure 9 – Average retention rates (Kizil, 2004)

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Constructivism
Constructivism (also known as constructivist theory) refers to the theory that students construct knowledge for
themselves (Yahaya, 2007). The theory proposes that learning occurs through the construction of knowledge based on
surroundings. Students construct meaning while engaging with a new experience and relate this knowledge to their
previous experiences (Carnell and Lodge, 2002; Jonassen, 2000). The following three points are emphasized by
constructivism:
• People actively construct knowledge for themselves
• Knowledge is based on categories derived from social interaction not observation
• People determine their own knowledge, i.e. what they learn. (Yahaya, 2007; Biggs and Moore, 1993).
Active engagement in a constructivist learning environment
The constructivist learning view emphasizes the dynamic interaction between the student and their surroundings or
environment. During this interaction the student is said to be actively engaged in the learning process. Five roles of a
student actively engaged in a constructivist learning environment were presented by Yahaya (2007) (Bereiter, 2002;
Bereiter and Scardamalia, 1996; Scardamalia, 2002). These roles can be summarized as follows:
• The student learns from constructing knowledge through manipulating and interacting with equipment or
materials provided to them
• The student learns with guidance or hands-on learning
• The student learns through problem solving, either individually or in a group; working with diversity, complexity,
and randomness to derive a deeper understanding of the problem to be solved
• The student gathers information from various research sources to answer questions arising from the learning
process
• The student can improve the theories/solutions through group interaction, where students propose initial
theories/solutions and resulting discussions and interaction improve these theories/solutions.
These five roles can be further summarized as: interaction, navigation, problem-solving, research, and optimization.
Constructivist theory as a framework to develop effective VR simulations for mining education
For the purpose of this project, constructivist theory will be used as a framework for developing a mining VR
simulation. This implies that the VR simulation being developed will need to facilitate the five roles of a student in a
constructivist learning environment and therefore allow the student to:
• Interact with and manipulate objects or equipment in the virtual environment (interaction)
• Be guided through the simulation by a facilitator or allow for self-guidance (navigation)
• Identify and solve problems that have been built into the simulation, either in a group or individually (problem
solving)
• Consult various research sources to solve problems faced in the simulation (research)
• Discuss outcomes of proposed solutions and determine if an optimized solution is possible (solution
optimization).
Table I provides a description of the simulation design aspects that are dictated by the constructivist framework.
Table I. Using constructivist theory as a framework for VR simulation design
Constructivist
framework
VR simulation design aspect
Interaction Integration of the Leap Motion controller in to the VR simulation will allow the student to
interact with and manipulate objects in the simulation using hand gestures
Navigation Navigation through simulations will be done using an Xbox controller. The user interface for
the simulation will be simple and intuitive, allowing students to easily navigate through the
required virtual environment either by themselves for hands-on experience or by a facilitator
Problem
solving
The simulation will be designed to include hazards and other visually identifiable problems
which students will be required to solve through object manipulation or data entry.
Research Problems identified in the simulation may require students to research a specific mining-
related topic in order to determine a solution, which they will need to implement in the
simulation either by data entry or direct manipulation of objects in the virtual environment
Solution
optimization
Once their solution has been implemented, students will be required to discuss the outcomes
and determine if the solution can be optimized. The optimized solution will then need to be
implemented to view the outcomes

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From Table I it can be seen that the five roles of a student in a constructivist learning environment can easily be
facilitated through the use of VR simulations in a VE environment.
Project objectives
The primary objectives of this research project are to:
• Develop a VR mining simulation using the five roles of a student in a constructivist learning environment as a
framework
• Conduct a comparison study using the developed simulation with 4th
-year mining undergraduate students
• Assess the effectiveness of using a VR simulation in conjunction with existing teaching approaches based on the
results of the comparison study.
Methodology
The approach taken in this project is divided into three phases:
• Design and construction
• Implementation and data collection
• Data analysis and results.
Design and construction
This phase of the project involves the design and construction of the mining simulation with the assistance of the
Brisbane-based company VR Space (http://www.vrspace.com.au/).
Design
The design phase includes a 2D conceptual design of the mining environment and scenario followed by 3D modelling
of the design in 3DS Max. The same will be done for all objects and equipment used in the simulation; however,
models of equipment and other objects can be purchased or modelled from reference images. The School of Mechanical
and Mining Engineering currently owns a set of highly detailed 3D models of mining equipment (Figure 10) that will be
optimized for animation and used in the simulation.
Figure 10 – Mining equipment 3D models (TurboSquid, 2014)
The conceptual design of the simulation will be done through the collaborative efforts of mining academics in order
to ensure all the required mining concepts are covered accurately. The design aspects of the simulation will be largely
dictated by the constructivist framework. Mine Management (UQ Course Code: MINE4121), a 4th
-year mining course,
has been selected as the subject in which the simulation will be incorporated. This will be within the risk management
section of the course. There is currently an ongoing discussion around the aspects of risk management that the
simulation will need to address. The following aspects have been discussed to date:

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The simulation will be set in an open-cut coal mine that is experiencing a wedge failure in a highwall
The failure zone will be visually identifiable and a data feed will show the rate of movement over time graphically
and numerically in a heads-up display (HUD).
Construction
The construction phase involves arranging objects in the VE and coding their actions and behaviour. All objects and
environments will be modelled in 3DS Max; however, the construction of the simulation will be done using Unity 5
under the supervision of VR Space. Preliminary testing of Unity 5 demonstrated that it is possible to integrate the Leap
Motion controller into VR simulations, allowing the user to use their hands in the virtual environment to interact with
and manipulate objects. Figure 11 shows a demonstration scene in which the user can scroll through text on scroll board
using their hands as they would on a tablet.
Figure 11 – Demonstration scene showing integration of Leap Motion controller with a Unity 5 simulation
Implementation and data collection
Once the design and construction phase has been completed and the simulation has been debugged, the implementation
and data collection phase will begin. This phase will involve implementing the developed risk management simulation
in the Mine Management course. Firstly, students will be taught the risk assessment section of the course, after which
an assessment piece will be issued. The assessment is yet to be finalized; however, the following has been proposed:
• Students will be issued with information and data regarding the slope movement rate, equipment movements in
and around the projected failure zone, and production targets for a hypothetical open-cut coal mine
• Students will then be required to analyse the information and data provided to determine the optimal time to
remove equipment from the failure zone in order to minimize equipment damage and lost production
• A post-failure action plan will also need to be developed by students to deal with recovery after the failure event.
Once they have completed the assessment and presented their results, students will then be taken through the
developed simulation and asked to re-evaluate their initial solution and present their results. They will also be issued a
simulation evaluation and feedback survey which will consist of both multiple choice and short answer questions. The
survey questionnaire will be written once the simulation development has been completed.
A second approach to the comparison study has also been discussed. The approach recognizes the need to establish a
control group for the study, and divides the original group of students into two groups (Group A and Group B). It is
proposed that Group A be provided with the standard teaching material and assessment, while simultaneously Group B
goes through the developed simulation and assessment. Once both groups have completed their assessment they will
swap, i.e. Group B will go through the standard teaching material and assessment and Group A will go through the
developed simulation and assessment. This allows the data collected from standard assessment of Group A to be used as
the control group.
Data analysis and results
The data collected from the study will be in the form of assessment results from the discussed assessments. Although
students will participate in group activities, they will also be assessed individually. The results will be statistically
analysed and compared, to determine if there is a significant difference after the VR simulation has been introduced into

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the course material. Further research into assessment methods and statistical analysis is being carried out to develop an
effective assessment strategy and to determine the most appropriate data analysis method.
Conclusion
This paper has provided details of a research project that aims to determine the effectiveness of VR-aided teaching
when compared with standard teaching approaches. A theoretical framework has been identified that will dictate
various aspects of the simulation design. The objectives of the project and methodology have also been provided. Based
on the available literature sources regarding VR in mining education, it is expected that the results of the comparison
study will show an increase in the mean assessment scores after the introduction of the simulation. This, however, is yet
to be determined.
References
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enhanced learning environment. PhD thesis, Centre for Learning Innovation, Queensland University of
Technology, Australia.
The Author
Jovan Richard Harrod, Research Officer, The University of Queensland
Jovan Harrod is a graduate mining engineer from the University of Queensland. He gained his operational experience as
an undergraduate dragline engineer through 3 months of employment at BMA’s Saraji Mine in late 2012 where he was
part of the dragline operations team, and graduated with honours at the end of 2013. He is currently employed as a
research officer at the University of Queensland to manage the Immersive Learning Facility while conducting research
in the area of virtual reality in mining education towards an MPhil which he is expected to complete early 2016.

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