Consolidating Learning in Power Systems: Virtual Reality Applied to the Study of the Operation of Electric Power Transformers

Abstract

Within the field of electric power systems, the study of electrical equipment can be frustrating and demotivating because of the lack of a clear vision of how this equipment functions and operates in a real environment. The use of virtual reality can provide a more concrete representation for students, who rarely have the opportunity to visit a power substation or generating plant to acquire an understanding of how the equipment operates when integrated into an actual system. This paper describes work undertaken to improve the classroom study of such equipment , and to motivate students, by providing a clear overview of the equipment, approximating theory and practical functions, and simulating real situations that would be encountered on the equipment in an actual system. A virtual reality authoring tool was developed to provide students with a visualization of an autotransformer installed in an electric power substation, and to allow them to perform virtual maintenance and operating procedures on it. The influence of the software on students' levels of motivation and their performance was evaluated using questionnaires and reports. Finally, a framework is proposed that can help others create virtual reality trainings.

Immersive virtual reality to enforce teaching in engineering education

“…It can enhance the development of both spatial thinking and communication skills [18,36], improve the learning efficacy [3], increase the motivation [16], and it can support the deployment of PBL in teaching [11]. Nevertheless, the VR technology is already presented as an efficient paradigm for education [5,11,18,33].…”

Application of Internet of Things and Virtual Reality Technology in College Physical Education

“…The ultimate purpose of this system is to realize a virtual system of physical education teaching which integrates virtual reality server, cloud platform, Internet of things platform and mobile client. The system needs to achieve the following goals: 3D scene modeling, virtual physical education teaching scene through physical engine, real-time video stream received by mobile client to experience virtual reality; building Internet of things teaching platform through sensors, real-time interaction with virtual reality to achieve the effect of Physical Education Teaching [19]; Build a perfect private cloud platform management system for user registration, allocation and management of cloud server resources. At the same time, it can also provide data storage services, management, storage and view of moving data.…”

Pengembangan Media Pembelajaran Tata Surya berbasis Virtual Reality untuk Siswa Kelas 6 Sekolah Dasar dengan Evaluasi Kepuasan Pengguna terhadap Elemen Multimedia

“…VR memiliki keunggulan mampu menciptakan lingkungan nyata atau simulasi dimana penerima merasakan visualisasi mendalam dan interaktif (Davelaar dkk., 2018;Seibert dan Shafer, 2018). Penerapan virtual reality telah dilakukan di berbagai bidang, yaitu bidang medis (Rizzo dkk., 2014;Fortmeier dkk., 2016;Abushkra dan Faezipour, 2014;Sucar dkk., 2014;Vankipuram dkk., 2014), penelitian dan pendidikan (Agushinta R. dan Satria, 2018; Barata, Filho & Nunes, 2015;Ohtani dkk., 2011;Stinson dan Bowman, 2014), pemasaran (Lopez dkk., 2016;Yuan dkk., 2013;Laver dkk., 2014), keselamatan (Oliveira dkk., 2016), olahraga (Varlet dkk., 2018), permainan (Ordaz dkk., 2015;Miłaszewicz, 2016;Nugroho dan Chdanrawati, 2018), Sistem Informasi Geografis (Xi-Lin dkk., 2014), fashion (Rizaldi, Kurniawati & Angkoso, 2018) dan robot (Benaoumeur dkk., 2015). Tujuan penerapan virtual reality dalam pendidikan untuk mengubah metode pengajaran konvensional yang sebelumnya sulit dipahami karena cara belajar yang kurang interaktif dan menarik agar lebih mudah dipahami oleh siswa dengan penerapan VR.…”

“…Pengujian aplikasi umumnya terdiri dari dua jenis pengujian, yaitu uji alpha dan uji beta. Penelitian yang dilakukan oleh (Vankipuram dkk., 2014; Barata, Filho dan Nunes, 2015;Lopez dkk., 2016;Yuan dkk., 2013;Laver dkk., 2014;Oliveira dkk., 2016;Ordaz dkk., 2015) menggunakan metode pengembangan aplikasi yang umum digunakan. Dalam studi ini, kami memperluas metode pengembangan aplikasi dengan menambahkan evaluasi kepuasan pengguna terhadap elemen multimedia yang digunakan dalam aplikasi.…”