Lzr Zujovic *,Vldislv Kecojevic ,Drgn Bogunovic

a Department of Mining Engineering,West Virginia University,Morgantown 26501,USA

b North American Coal Corporation,Farmington 87401,USA

Keywords:Heavy equipment operators Safety task training 360-degree image/video Virtual reality

ABSTRACT Improving the quality of equipment training for the Heavy Equipment Operators(HEO)is a critical task in improving safety and eliminating equipment-related injuries in mining.One of major responsibilities for the HEOs is proper machine inspection.Traditional miner safety training includes the use of hardcopy documents and video instructions.However,modern mobile and computer technology offers tremendous potential to improve the training process.In this study,we apply a 360-degree camera,opensource platform WordPressTM,and the software Unity3D in order to create materials and tools for the HEOs safety training to help trainees better understand the pre-shift safety machine inspection.The computer-based safety task training developed in this research is tested and implemented at a surface mine in the southern United States.

1.Introduction

Maintaining safe worksites is one of the major goals for mining companies and for all people working in mines.Apart from operating a machine,Heavy Equipment Operators (HEO) have another crucial task:proper machine inspection.Failure to perform a proper pre-shift machine inspection can result in a domino effect,leading to more serious problems or incidents.When conducting the task-training for HEOs,the Mine Safety and Health Administration (MSHA) guidelines should be considered[1].The MSHA’s role is to help in reducing deaths,injuries,and illnesses in all US mines by developing and enforcing safety and health rules and providing assistance to mine operators.

One significant factor that still contributes to on-site injuries is a lack of training and/or improper equipment inspection[2].Morrish indicates that a pre-job safety analysis can reduce the probability of an incident occurring [3].Kowalski and Vaught stated that numerous changes in mining population,such as diversity of experience,variety in age,and ethnicity,require implementing more modern methods of training[4].Patterson and Shappell analyzed human factors and decision-based errors in mining incidents;their study showed that machine operators often misjudge risks [5].Bahn investigated emerging hazards in mine work environments,suggesting further training is required in risk identification in order to manage hazards [6].Fahy states that there are several advantages to Computer-Based Training (CBT) and Internet-Based Training (IBT);for instance,travel time can be reduced,cost lowered,materials can be easily revised and updated,greater efficiency can be reached,etc.[7].All these factors are present and valuable in the HEO’s training process in mining industry.Some researchers have developed non-immersive training prototypes which can be run only on standard PCs [8–9].Polcar and Horejsi stated that the PC workstation is a suitable platform for taking virtual tours controlled by the participants themselves[10].On one hand,non-immersive virtual reality (VR) PC systems are not providing full immersion into the VR world.On the other hand,Wyk and Villers indicated that these systems are a lowcost option for high resolution design,training,and education applications[11].Li et al.gave a review of the development of virtual and augmented reality (VR/AR) in construction safety.They concluded that their research is not limited to the construction industry and that future research should include AR/VR for safety training in other sectors [12].

Full immersion into a VR world,as another part of this research project,can be achieved through the use of virtual reality applications and VR headsets.Mallett and Unger stated that technological improvements allow growth in mine safety and health methods,discussing several approaches for virtual reality in future mine training [13].Wyk and Villiers stated that the primary goal of developing VR environments in the mining industry is to allow mine personnel to experience different activities and processes that might be expected in their everyday activities[9].In this context,one daily activity that each heavy-equipment operator can expect to perform is pre-shift machine inspection.Kizil and Joy inferred that VR training can reduce cost of delivering trainings by decreasing learning time and lost time,reducing the need for extra equipment,and lowering travel expenses[14].There are various examples of training in the mining industry that use virtual reality.Wyk and Villiers developed training prototypes of fatal incident reconstruction,as well as pedestrian,driver,and smelting hazards[9].Non-immersive prototypes for standard PCs were created to contend with a large number of trainees and lessdeveloped immersive technology.McMahan et al.developed virtual environments for surface mining training,which investigated two types of primary machinery-haul trucks and conveyor systems[15].In McMahan’s research project models and animations of the haul truck were developed using StudioTM.Zhang developed VR training for drilling in underground mines in two VR systems:(1)screen-based general VR system,and (2) head-mounted displaybased (HMD) intuitive system [16].Of these two options,a higher immersion is achieved with HMD with a shell and a smart phone.Researchers from the National Institute for Occupational Safety and Health (NIOSH) in the US,developed a VR framework– VR Mine,to create features for underground mine safety [17].Such a framework can rapidly create a virtual underground mine for training.NIOSH researchers also developed ‘‘EXAMINER”,software for personal computers,that can help mineworkers to practice hazard recognition at a mine site.Instructors can develop custom scenes and training modules by using this software.Isleyen and Duzgun investigated virtual reality simulations,with the objective to train workers to identify roof-fall hazards in underground mines.Researchers concluded that a preliminary study shows the potential of VR technology for improving worker’s efficiency and decision-making [18].Barnewold et al.identified the key digital technologies relevant to the mining industry.Researchers concluded that there is a deficit of digital technologies among smaller mining operations.[19].Liang et al.investigated improvements of the traditional safety training related to rock hazards in underground mining.They developed serious virtual reality game that gives miners more safety awareness.Researchers concluded that VR allows hazard identification without real risks [20].Joshi et al.developed a module for virtual reality safety training in concrete industry.Researchers aimed to explain safety protocols on personal protective equipment and other safety concerns through the VR training method,and,therefore,to reduce the number of incidents in the plant[21].Zhang et al.analyzed risk management to prevent coal outburst in underground mining.They concluded that training is an integral part of risk management for risk identification[22].Additionally,there has been a great expansion in the development of 360-degree cameras.Liu et al.stated that the 360-degree camera captures an entire 360-degree scene that can then be wrapped into one 3D sphere [23].This sphere can be used to create virtual tours.

The overall objective of this research project is to improve the HEO training by using modern technology in the training process.Specific aims of this study are as follows:(1)use the camera to capture 360-degree images and 360-degree videos to create virtual reality content;(2) design and develop the interactive Computer-Based Task-Training for different mining equipment (trucks,dozers,etc.);(3) design virtual reality application;(4) utilize computers for knowledge assessment through quizzes;(5) establish the use of computer-based training on a mobile device (i.e.smartphone,tablet);and(6)develop a set of instructions on how to create this type of training for another machine.

2.Methodology

The proposed technical approach for the development of the Computer-Based Task-Training (CBTT) and virtual reality application is designed at a surface mine in the southern United States.Fig.1 shows the main steps in this training platform.There were three major phases for building the proposed HEO training:(1)gathering the materials;(2) building Computer-Based Task-Training (CBTT);and (3) building virtual reality (VR) application.

Fig.1.HEO training steps.

In order to develop the interactive training courses,it was necessary to capture 360-degree content(images and videos)and collect other training materials to incorporate them into the Computer-Based Task-Training and VR application.Hardware for this project consisted of several separate components:(1) 360-degree camera;(2)head-mounted headsets(HMD)for virtual reality;(3) PC or laptop that can play VR content with HMD;(4) miscellaneous components.

First,this study chose an appropriate camera for capturing 360-degree images and videos.There is a large number of 360-degree cameras currently available on the market.GoPro Fusion (Fig.2)is one such camera that is capable of performing the tasks required by this research and is also an easy model to use.The camera consists of two 180-degree lenses,one on the front and one on the rear side of the camera.Lenses simultaneously capture two images or two videos,which can be stitched to create one 360-degree image or video.The camera shoots 18-megapixels still images and 5.2 K videos.Several types of head-mounted displays(HMD)can be used as single headsets for the VR systems.Some examples of single headsets are Oculus Rift,HTC VIVE,Oculus Quest,etc.This research project used Oculus Rift Consumer Version 1 (CV 1) as the hardware for the VR system.This HMD has two joysticks and two external sensors.The joysticks are used to control one’s position and to manipulate objects in virtual reality world.Sensors track the position and translate the user’s movements in VR.There are several requirements proposed by Oculus to ensure that Oculus Rift CV 1 runs properly on a PC or laptop.The minimum requirement is the Intel i3-6100 processor and a graphics card in the range of NVIDIA GTX 1050 Ti or greater.

The laptop used in this project was an Acer Nitro 5.This laptop is compatible with the Oculus Rift and therefore virtual reality.The laptop is a low-end gaming laptop equipped with the NVIDIA GeForce GTX 1050ti graphics card and Intel Core i5-8300H processor.Thus,this laptop meets the minimum requirements and also has an ‘‘Oculus ready”label from the manufacturer.Apart from the main equipment,there are some other components that assisted in the process of gathering materials for this study.These components were camera tripods,camera mounts,and SD memory cards.Each of the required hardware components was used for the phases of gathering,developing,and reproducing the training content.

Fig.2.GoPro Fusion.

Software that was used in the phases of creating,editing,and developing the training content were as follows:(1) GoPro Fusion Studio;(2) Unity3D;(3) additional software.

The GoPro Fusion Studio App software was used to stitch the images and videos captured with the GoPro Fusion camera.This software is free and allows one to render spherical images and videos,adjust colors,load content from the folder or directly from the camera,and set footage stabilization.This study chose Word-Press,the open source content management system,to create the Computer-Based Task-Training application.Rohilla stated that open source content management systems (CMS),like WordPress,have become a very popular and widely used set of tools for creating,modifying,editing,and publishing the content of web-based systems [24].Unity3D is a free software and game development tool.Unity3D has a variety of free and paid-for assets.These can help in developing applications for desktop,web,or mobile devices.The Unity3D version used for creating the VR application in this research was 2018.3.8f1.

Besides,some additional and free pieces of software have been used for improving training materials in terms of image,sound,and video editing.

2.1.Gathering materials

The goal,as explained previously,was to develop interactive training courses and a template that will include written materials and other advanced forms of training content.As a major part of the future training,researchers needed to capture 360-degree images and videos of different machines.Those images and videos were captured using the GoPro Fusion.The required number of camera positions and 360-degree images were decided based on the machine type and existing training manuals.Therefore,the number of images varies based on machine dimensions and their complexities.For capturing images,which were used in the process of creating the virtual tours of the machines,the camera was placed on a tripod at around 1.8 m from the ground.

Red,blue,and yellow circles in Fig.3 mark the camera positions when capturing 360-degree images of haul-trucks.There were sixteen images taken for this machine.A photographer could capture more or fewer images depending on how much detail they wish to cover.

Fig.3.Camera positions for haul-trucks.

Furthermore,image processing (Fig.4) involved stitching together images,removing the tripod from the scene,and finally compressing those images.Fig.4a shows a pair of images to be stitched.Fig.4b shows a rendered image,while Fig.4c shows the image after the tripod was removed.Table 1 gives a brief explanation for camera positions during the process of capturing 360-degree images of haul-trucks.

Table 1 Explanation for camera positions for haul-trucks.

In addition to taking 360-degree images,regular 2D images were taken with a mobile phone camera to show the details of important machine parts.These 2D images were real images,not computer models,showing parts such as cabin joysticks,buttons,commands,etc.Also,images of actual machine problems (tire issues,leaks,accumulations,etc.) were captured and presented.Such 2D images were included in virtual tours;as such,a trainee can see more minute details of the machine.This will help the trainee to better understand what potentially can be expected during pre-shift inspections,as well as while operating the machine.

Technological advancements in cameras have affected the area of film-making and introduced the possibility of recording 360-degree videos to professionals,semi-professionals,and even amateur videographers.360-degree videos can be either static(placing the camera in a stationary position)or moving(having the camera move while shooting video).Those two types of 360-degree videos,as stated by Van den Broeck et al.,are called moving viewport(MVP)and static viewport(SVP)[25].In this research project,both MVP and SVP videos were recorded.For shooting the walk-around inspection videos,the operator was first asked to conduct a preshift inspection in the same way they would perform it every day.While the video was recording,the operator was providing explanations of their actions during pre-shift inspections.The MVP videos for walk-around inspections were created by mounting the camera on an employee’s hard-hat,as shown in Fig.5.

The camera was mounted in a way that provided a solid connection between the plastic helmet and the camera.The screenshots of the video inspection for the haul-truck are shown in Fig.6.

The static viewport videos were created inside the cabin of the machine.The primary goal of the SVP videos was to record the operation of that particular machine.This video will also be helpful for the future operators,as it will provide an inside perspective on the operation of the machine.The camera was placed on the right window (for haul-trucks and scrapers),as presented in Fig.7.

As stated before,the second stabilization method offered by the GoPro is ‘‘Full Stabilization”.This method will lock the orientation of the camera and remove all movements;as such,this option was used for rendering SVP videos,where no movement of the camera was necessary.Voice information was added into these static 360-degree videos,explaining what tasks the operator was performing while operating a machine;the voice clips were incorporated by using some free pieces of software.For example,in one of the videos for the truck,the processes of loading,dumping,and driving a haul-truck are explained by the voiceover.

2.2.Computer-Based Task-Training

Although the researchers mentioned earlier discussed computer-based training,it is still important to address the use of new open source platforms and Content Management System for creating training software.It is important not only for providing different training courses,but also for creating completely new templates for training on particular machines.Computer-Based Task-Training was developed using the open-source and free content management system (CMS) WordPressTM.The new Computer-Based Task-Training consists of three main training parts,which are also the main training objectives:(1) Proper walk-around inspection;(2) Proper pre-operational cabin inspection;and (3)Proper start,shut down,and emergency procedures.A trainee should demonstrate their understanding of those main objectives at the end of the training to ensure that they are properly trained in these tasks prior to going out in the field.

Fig.4.Image processing:two images to be stitched;360-degree image;and removed tripod.

Fig.5.Camera and hard-hat.

The first objective of training concerns walk-around inspection,one of the most important responsibilities of all heavy equipment operators.This inspection,during which the HEO should inspect various machine parts,will help maintain not only the safety of the operator but also the safety of other people who work at the mine site.Some machine parts to be inspected during this process are tires,fire suppression system,fire extinguishers,leaks,mechanical defects,etc.

The second objective of training involves pre-operational cabin inspection,which is a part of pre-shift inspection and will serve to secure a safe cabin environment.For instance,during cabin inspection,an operator should check the functionality of the cabin’s seatbelt,horn,steering,brakes,glass,and other cabin parts to maintain safe operation of the machine.

The third main objective addresses the procedures for proper start and shut down,as well as for emergency events to be followed in specific cases.For example,operators must be aware that when certain machine parts are not functioning (such as the horn or seatbelt),they must stop operating the machine entirely.Such problems noticed during pre-shift machine inspections require fast response.

Fig.6.Video screenshots.

Fig.7.Camera position for SVP videos for haul-trucks.

Fig.8.Computer-Based Task-Training.

Before beginning the development of the Computer-Based Task-Training application,it was important to create a draft of the overall concept of the CBTT.Fig.8 shows the flowchart describing the various components of the Computer-Based Task-Training.After running the software,a trainee will first choose a mine location,then the training course for the particular machine.The option for choosing the mine location is useful if there are multiple mine sites within the same company which work independently but share the same types of machines.Each training course has three separate sets of instruction:(1) Walk-around Inspection;(2) Preoperational Cabin Inspection;and (3) Proper start,shutdown and emergency procedures.These three sets of instruction address different topics of the pre-shift inspection and contain further,more detailed steps,all of which a trainee should complete in order to meet the three main learning objectives (Instructions 1,2,and 3).

Each set of instruction consists of four steps,each of which describes the aforementioned instructions in closer detail.The first three steps are presented in a combination of textual and voice information,as well as 2D images.The fourth step in each set of instructions is the 360-degree non-immersive virtual tour and 360-degree non-immersive video.During the 360-degree virtual tour,a trainee is able to control the interactive virtual environment developed with 360-degree images,and they can investigate the machine by navigating through the scenes with the mouse and keyboard.Similarly,with the 360-degree video,a trainee is able to watch an experienced operator of heavy equipment performing a pre-shift inspection and equipment operation,controlling the video with the mouse and keyboard.

At the end of each of the three sets of instruction (main objectives),trainees take a knowledge assessment quiz in order to assess their understanding of the information covered during that set of instruction.The number of questions for each quiz are derived from the training manual and from consultations with the mine personnel.Each of the quizzes that relate to Instruction No.1 and Instruction No.2 consist of four multiple choice questions.The final test,which is given at the end of Instruction No.3,consists of eight questions.To pass each quiz,a trainee has to answer all questions correctly.If a trainee does not pass a quiz,they must go through the set of instructions related to that quiz again,retaking the quiz upon completion.After passing a quiz,the trainee is able to move on to further instruction;for example,after a trainee has successfully completed the knowledge assessment quiz about the first set of instructions (proper walk-around inspection),they can proceed to the second set of instructions (proper preoperational cabin inspection).The same applies for proceeding from the second set of instruction to the third.Although trainees may take each quiz as many times as they need to,a maximum number of allowed attempts may be set.Training courses were developed for seven machines which were widely used in the surface mine (trucks,dozers,scrapers,etc).

2.3.Virtual reality application

The virtual reality application was developed in Unity3D,with the help of The Mobile VR Tour 360 plugin.Virtual reality tours for each machine were developed separately,creating the total of seven different virtual tour applications.Developing the virtual tours independently from each other was necessary,as images that used for VR applications were not compressed and were too large in memory size.As explained earlier,images and videos were compressed to be used in the Computer-Based Task-Training software because this software can be run on the network and mobile devices and,therefore,can require a faster Internet speed.On one hand,such large memory files noticeably slow down the speed of interaction with the CBTT.On the other hand,in the VR application,images and videos which were not compressed establish a better user experience when using the application with VR headsets.At the same time,the speed of such VR applications can depend on computer characteristics(such as the processor).Therefore,each of the seven separate virtual tours runs faster independently.

In the process of creating the VR applications,the concept of a sphere was applied as the base format of the VR environment.The concept of sphere means that the collected 360-degree images and videos were placed in spheres within the system.In other words,each 360-degree image was inserted into one sphere(Fig.9),as were the 360-degree videos.The connection between such spheres,established with the special buttons,allowed for easy navigation between the virtual scenes.(360-degree images and videos).

3.Results and discussion

After the previously described process of gathering 360-degree images,360-degree-videos,and 2D images,these materials were inserted into the Computer-Based Task-Training program and VR application.These materials represent a crucial piece of a trainee’s ability to interact with the training process.However,videos and images that are captured with the 360-degree camera can also be used separately and independently from the developed software.For example,such 360-degree images and videos can be run in any player that is compatible with this type of content.One of the Media Players that supports 360-degree content is the GoPro VR Player.Additionally,360-degree content can be seen by using the Oculus Rift HMD,without inserting such materials into the VR application.However,the process of using images one-by-one can be noticeably slower,as a person will have to manually change the image or video and insert new ones.On the contrary,in the VR application or CBTT,videos or images that were already inserted into the software and set at the right place can be seen and interacted with inside the virtual tours,without needing to leave and re-enter the application.

Fig.9.Creating new virtual tour.

It is also possible to see the collected materials on any computer,not just within the developed software.Another advantage of the materials gathered by the camera is easy revision.If the produced materials are not satisfactory,it is easy to capture a new video or image.Normally,as the videographer becomes more experienced and knowledgeable about using the 360-degree camera,they can produce,stich,and edit the images and videos at a faster pace.

The training template (Fig.10),developed as the major feature of the Computer-Based Task-Training,allowed for the creation of a new training course for a specific machine.For this purpose,the research used WordPress,which offers thousands of various plugins that can be installed and used for different purposes in the web-based application.This vast number of plugins offers great potential for building a web-based application.Among those,several plugins that fit the project purposes were identified and selected as suitable tools for the development of the new CBTT:iPanorama 360,Wpvr,and QSM.

The iPanorama 360 serves for creating virtual tours with previously gathered images.Wpvr plugin uses 360-degree videos to create and publish a virtual tour video.The QSM plugin is used to develop a knowledge assessment quizzes for trainees.These three plugins do not require any programming knowledge and are simple for use.

Menu options Posts,Media,and Appearance are default Word-Press features.Option ‘‘Posts”allows the user to place the virtual tours in the right positions within the training course by connecting the virtual tour with the course name.Option ‘‘Media”is the file database for images,videos,sounds,and text,which are used for creating virtual tours.Menu option ‘‘Appearance”serves to build a navigation menu,but this feature is not required to be used.Other menu options -Courses,Instructions,and Contents -were developed manually.Menu option ‘‘Courses”lets the user initiate the process of creating the new training course by giving the title,course image,and the course name.Menu option ‘‘Instructions”serves to connect previously created course with virtual tours and quiz.Finally,the menu option‘‘Contents”allows the insertion of additional written,sound,and text information about a machine.As a result,after this template has been developed,and a user logs in as an administrator or editor,they will be transferred to the dashboard page (Fig.10).Here,a person can run an existing training course or,by using previously explained nine menu options,add a new course,change an existing course,add or remove media files,and create virtual tours and knowledge assessment quizzes.Coding skills are not required.

Fig.10.Editor dashboard.

Fig.11.Page example.

The page example from the CBTT is shown in Fig.11.Each of the three sets of instruction has videos and a virtual tour related to its particular machine.A user can run the virtual tour by clicking on button (a).A 360-degree video can be run with the play button(b).The ‘‘Begin Quiz”button (c) allows a user to start the knowledge assessment quiz on the current set of instructions (i.e.walk-around inspection).

Computer-Based Task-Training is optimized for use on mobile devices.The only prerequisite for accessing CBTT on a mobile device is to establish a solid Internet connection.All features which are available in a desktop version of CBTT are also available on mobile devices (see Fig.12).For example,a user can create a new course,modify an existing course,or take an entire training course.This feature makes it possible to use CBTT outside of an office environment.

The virtual reality application was developed to improve the training of Heavy-Equipment Operators by fully immersing them into a VR world;in this way,the trainee can use the headmounted display(HMD)Oculus Rift and interact with the VR world while performing the virtual tour of a selected machine.Through VR,a trainee also has the opportunity to observe how an experienced operator performs the pre-shift inspection.Besides the use of the VR application with Oculus Rift,virtual tours in the VR application can also be performed on desktop PCs.If used without HMD,this application becomes non-immersive in nature.Therefore,the same virtual tours can be used as both fully-immersive virtual tours or non-immersive desktop virtual tours.

Fig.12.View on mobile devices.

Connection between an ‘‘oculus ready”laptop and the headmounted display is established after installation of the Oculus Integration asset,which allows the use of Oculus Rift CV1 HMD.Oculus Rift VR headsets,two sensors,and two joysticks are used to achieve user’s interaction with the VR world.Fig.13 shows the user’s interaction with the VR application run with Oculus Rift CV1.Sensors and joysticks are marked with(a)and(b),respectively.The person immersed in the VR world sees what is presented on the computer screen.

Fig.14.Non-immersive mode-cabin with dashboard.

Fig.15.Speedometer.

Fig.16.Tire problem.

As stated before,another option for running this VR application is the non-immersive mode.This mode involves using the application on a desktop PC and performing a virtual tour by using a mouse and keyboard.Fig.14 shows screenshot of such an application.The blue icons (iButtons) show 2D images of the machine parts (Fig.15),as well as problems (Fig.16) that a trainee can potentially expect during a pre-shift inspection of the machine.These are also followed by voice information that explains particular parts of the machine.

With the new Computer-Based Task-Training system,supervisors no longer need to travel long distances to the office,print the paperwork,and then return to the operator.On the contrary,the new task-training outlines and training courses can be available instantaneously on a mobile device.Therefore,there is a possibility that operators will be able to bring the Computer-Based Task-Training out into the field on mobile devices.This can allow an operator to be present at the actual machine while simultaneously taking the CBTT on a mobile device.Of course,they could also perform the training course in designated exercise rooms.

The Computer-Based Task Training (CBTT) and virtual reality(VR) application may provide support to traditional mine training by allowing trainees to use virtual interaction with heavy equipment in comparison with paper-based training.Heavy Equipment Operators(HEO)can be introduced to the potential machine problems through the real 360-degree images and videos,and 2D images presented in virtual environment.It is also possible to reach full immersion into the virtual world by using the headmounted display.Additionally,trainees will have the opportunity to read and listen to valuable training information while performing the Computer-Based Task-Training (CBTT) and virtual reality(VR) applications.

By using the new Computer-Based Task-Training and VR,future operators will have an opportunity to observe the machine and processes in detail through the image or video format.This approach practically gives trainees more safety awareness of what they could expect to see and how to react while on their job duty.CBTT and VR application can help operators to be informed about the possible risks without going out in the field and reading lengthy documents.In addition,trainers can have potential benefits from providing more engaging training to miners and assessing their knowledge.Several machine operators tested the developed CBTT and VR application.They gave positive feedback about the application,with no motion sickness reported.All of them have a minimum of fifteen years of mining experience.

4.Conclusions

The Computer-Based Task Training (CBTT) and virtual reality(VR) application developed through this research provide training for Heavy-Equipment Operators that allow better understanding of the procedures and the importance of pre-shift inspections.This has been achieved through interactive and structured lessons.Training materials including 360-degree images and videos,2D images,and sound information were created for seven machines.Graphic User Interface (GUI) for Computer-Based Task-Training software was developed and CBTT was customized for use on PCs and mobile devices.Training template for developing a new training course with CBTT was created.Virtual reality application was created for use on desktop PCs or with head-mounted display Oculus Rift CV 1.

The effectiveness of this technology supported training versus traditional ways should be the target of future research.Although mine personnel have been involved in every step during the development of this project/system,and testing in the mine,it is intention to conduct more scientific survey on usefulness and satisfaction with the developed system,and calculating return on investment (ROI).Besides,introducing cutting-edge photography and videography equipment to collect more advanced images and videos should be considered.Focus should be placed on editing such materials to reach semi-professional level and incorporating them into developed software.