AMRUTVAHINI COLLEGE OF ENGINEERING,

SANGAMNER
DEPARTMENT OF COMPUTER ENGINEERING
2020-2021
Project Synopsis
on
“Virtual Reality for Workforce Training”

BE Computer Engineering
BY

Group Id- 4118

Ms. Ishwari Ramakant Kadav (Roll No. 4157)
Mr. Vinay Jaykumar Gupta (Roll No. 4150)
Ms. Anushka Suresh Chaudhari (Roll No. 4126)
Mr. Tejas Rajesh Bidwai (Roll No. 4121)

Prof. S. R. Pandit Dr. M. A. Wakchaure

Project Guide Project Coordinator
Dept. of Computer Engineering Dept. of Computer Engineering

Prof. R. L. Paikrao
H.O.D
Dept. of Computer Engineering
• Title:

Virtual Reality for Workforce Training

• Domain and Sub-domain:

Virtual Reality/WorkForce Tranning

• Objectives:

The main Objective of the project is to implement a framework which will

help the workforce in their Training them to learn and adapt the industrial
environment. By using Virtual Reality concept the workers can be trained and
made industry ready without even having direct contact to the machinery and
causing no damage to the machinery and hurting them self. It will help the
workforce to effectively understand the real-world task.

• Abstract:

The advent of inexpensive consumer virtual reality display technology has made
new possibilities for delivering training in immersive and engaging ways widely
available.Industries are now moving rapidly to adopt virtual reality as a key
training tool. Virtual learning environments have been very successful in gener-
ating positive learning outcomes in a variety of domains. The powerful sense of
presence and effective immersion created by virtual reality applications promise
to provide on-site training in a safe and controlled environment. Virtual learn-
ing environments can provide trainees with access to cost-prohibitive equipment
in impossible locations. It can provide a space for Workers to explore problem
spaces and test solutions without risk.The process for developing effective train-
ing virtual environments begins with understanding the learning objectives, re-
creation of the real-world task(s), and assessing user performance and learning.

1
 Each stage of the process presents unique challenges and opportunities.

• Keywords:

Virtual Reality, Training Tool, Workforce Training

• Problem Definition:

Virtual Reality for Workforce Traning uses virtual reality to train the employess
as well as to monitor the progress by creating virtual environmet without loss
of productivity, damage to material, and injury.

• List of Modules:

1. Android Application
2. VR Box
3. Remote Control

• Current Market Survey:

Virtual reality hasn’t exactly revolutionized the video game industry, like many
predicted it would. VR has found a new growth area, one that’s expanding
faster than anyone imagined in corporate training facilities. Several Fortune
500 companies, such as Boeing, UPS and Walmart, are folding VR into worker-
education programs on a wide scale. And some have been happily impressed
with the results. This upcoming technology has resulted in boosting the pro-
ductivity.

2
• Scope of The Project:

Providing Hands-on real-world training for future workers requires access to real
equipment or physical mock-ups which can present significant challenges. so,
Virtual reality may provide solutions to many of these challenges for training.It
uses tools like blender, maya to create models. These models create virtual
enviroment to train the workers. Also progress monitoring of the workers can
be done. Cost required to this training can also be low as well as it can save a
time of trainer and trainees too.

• Literature Survey

1. Virtual Reality Applications

Virtual reality has been used to provide training for first responders [1]
and has been investigated as a training tool for CBRN[2] response train-
ing. Virtual reality training systems have been developed for teaching
aircraft cabin safety procedures and for improving communication skills
[3].

2. Capabilities of Virtual Reality

Virtual reality has a number of strengths that support its use as a train-
ing tool. First, virtual reality can be very accessible. However, the current
immersive virtual reality solutions are more affordable with many individu-
als owning a virtual reality ready mobile platform. Virtual reality training
tools can also be designed to have limited or no physical prototypes [4].
Virtual reality training can also be used with limited supervision allowing
trainees to access training at their convenience without requiring a trainer
to provide constant supervision. Another key strength for virtual reality
is the ability to create a strong sense of presence in the user.

3. Advent of Low-Cost Solution for Virtual Reality

Despite the potential and the significant amount of research investigat-

3
 ing virtual reality applications for education and training, the technology
has had limited use until recently. Modern consumer hardware and soft-
ware has made low latency, high resolution, and low cost systems available
not only to consumers focused on gaming but also to schools and corpo-
rate training teams. Virtual reality hardware platforms are now widely
available in two general categories: tethered PC or gaming console head-
mounted displays and mobile smartphone-based head-mounted displays.

• Software and hardware requirements of the project:

1. Hardware
1. RAM – 8 GB or greater
2. Processor – Intel i3-6100/AMD Ryzen 3 1200, FX4350 or greater

2. Software
1. Blender
2. Maya
3. SimLab

• Contribution To Society:
This project can help create new social experiences to uplift the human expe-
rience and bring back a feeling of personal connectedness. Virtual Reality also
has the bility to create social change through understanding the world through
the eyes of those who see it.

• Probable date of completion:

February 2021

• Expected outcomes:

1) Without damaging the costly machinery’s, one can get trained.

2) Employee can get proper practical knowledge.

4
 References

[1] A. Mossel, A. Peer, M. Froeschl, J. Goellner, C. Schoenauer, H. Kaufmann, VROn-

Site: Towards Immersive Training of First Responder Squad Leaders in Unteth-
ered Virtual Reality, IEEE Virtual Reality, 2017.

[2] A. Mossel, A. Peer, J. Goellner, H. Kaufmann, Requirements Analysis on a Virtual

Reality Training System for CBRN Crisis Preparedness, Proceedings of the 59th
Annual Meeting of the International Society for the Systems Sciences, 1 (1), 2015.

[3] F. Buttussi, L. Chittaro, Effects of Different Types of Virtual Reality Display

on Presence and Learning in a Safety Training Scenario, IEEE Transactions on
Visualization and Computer Graphics, 2017.

[4] D. Grajewski, F. Gorski, A. Hamrol, P. Zawadzki, Immersive and Haptic Ed-

ucational Simulations of Assembly Workplace Conditions, Procedia Computer
Science, 75, pp. 359–368, 2015.

[5] H. A. El-Mounayri, C. Rogers, E. Fernandez, J. C. Satterwhite, Assessment of

STEM e-Learning in an Immersive Virtual Reality (VR) Environment, American
Society of Engineering Education 123rd Annual Conference and Exposition, 2016.

Prof. S. R. Pandit Dr. M. A. Wakchaure Prof. R. L. Paikrao

Seminar Guide Seminar Coordinator Head of Department