Abstract:

The knowledge transfer of complex processes in the context of higher education is a constant challenge. The structural construction and the inherent processes reach a complexity that cannot be adequately communicated to the targeted audience with purely textual but also two- or three-dimensional representations. By immersion, interaction and imagination [1], Virtual Reality (VR) technologies can go beyond traditional learning media and result in significant academic achievements ([2], [3]).

By using a realistic, three-dimensional interactive model in virtual space, learners can experience learning content with various intuitive tools and explore it individually from all sides. Furthermore, processes, reactions and situations that are too dangerous in reality can be experienced and evaluated without danger.

There is a large number of technical systems in process engineering, which are complex in application and which can benefit significantly from a VR-based knowledge transfer. An example of this is the fractionating column. This is a process-engineering apparatus that enables various liquids to be separated almost completely thermally from each other [4] - for example, for crude oil distillation and ethanol production.

Within the framework of a cooperation between the Fraunhofer IFF Magdeburg and the Otto-von-Guericke-University, such a VR-based training system was developed and enriched with specific features and functions to such an extent that it serves as a supplement to the classical teaching material. In the first phase of realisation, the various necessary models were defined. The static and dynamic model form the basis of the visual representation of the technical content – the virtual representation of the real objects and the embedding of the relevant processes over time. These subject-specific basics are integrated into the VR training system taking into account the defined didactic model. It describes the process of knowledge transfer and its control. Then, in phase two, the system with the previously identified components can be modelled three-dimensionally and integrated into the VR scenery. Finally, the integration of the functions takes place in phase three. They are implemented in such a way that they can be individually operated by the user and are not subject to a defined sequence. In this way, it is possible to give each learner the opportunity to interact independently and to progress individually taking into account the didactic model. By this, individual preferences in terms of learning speed and content are taken into account.

In its entirety, the system makes the technology of a fractionating column available to university teaching in an interactive, modern and didactically prepared form. The proposed three-stage procedure is universally and can be adapted to other complex applications of process engineering as well as other courses.

References:
[1] Burdea, G. & Coiffet, P. Virtual Reality Technology John Wiley and Sons, 1994.
[2] Vergara, D.; Rubio, M. P. & Lorenzo, M. On the Design of Virtual Reality Learning Environments in Engineering. Multimodal Technologies and Interaction, 2017.
[3] Sánchez, J.; Lumbreras, M. & Silva, J. P. Virtual Reality and Learning: Trends and Issues Proceedings of the Fourteenth International Conference on Technology and Education, 1997.
[4] Kiss, A.A., Advanced Distillation Technologies: Design, Control and Application, Wiley, 2013, UK.

Keywords:

Virtual Reality, VR-based training, Process Engineering, mobile technology.