**Potential Transformations:** Discuss how XR technologies are expected to transform operations, training, or other relevant areas. Explore potential benefits, such as improved efficiency, safety, or learning outcomes.

**Questions and Comments for interviewers:**

1. What specific resources or support would trainers require to effectively integrate XR technologies into their training modules?

Inquire about the resources and support trainers would need to effectively integrate XR technologies into their training modules. This may include training programs, technical support, and access to XR hardware and software.

To help answering this question, what is your opinion on the following items (several answers are authorised):

a. What are the priorities in terms of XR tools for teaching, learning and training:

i. Tools for Creating XR experiences for such application (including immersion and sensorimotor feedback) to support:

1. Assembly task training: **yes/no?**

2. Perception of Physical or Biological phenomena to learn/understand some scientific models: **yes/no?**

3. Manipulating virtual or augmented objects because such proprioception can help memorisation: **yes/no?**

4. Other needs: please give some examples

ii. Tools to Implement XR based collaborative environments for such application:

1. To allow Immersion and better awareness of learners and teachers, in a co-located or remote learning context: **yes/no?**

2. To manage, automatically or in advising the teacher, the Engagement and Attention of learners: **yes/no?**

3. Other needs: please give some examples

b. Regarding Creating XR experiences, where are the needs to reduce the usability gap in teaching, learning and training:

i. Ready-to-use platform for XR content creation systems for such applications: **yes/no?**

ii. XR methodology to follow for designing such applications (from classical Curricula up to design and implement XR experiment required): **yes/no?**

c. Regarding collaborative environments for teaching, learning and training:

i. Does everything have to take place as an immersive XR experience: **yes/no?**

ii. In the case of remote collaboration, do you want to mix conventional teleconference with XR one: **yes/no?**
2. How do you envision XR technologies transforming the landscape of operational and training purposes within your sector?

Discuss how XR technologies are expected to transform operational and training practices within the sector. Focus on specific examples of how XR can improve efficiency, safety, and learning outcomes.

3. How do you think XR technologies can address the diverse learning needs of trainees within your sector?

Explore how XR technologies can cater to diverse learning needs among trainees. Discuss the potential for customization, accessibility features, and adaptive learning experiences offered by XR.

4. How do you believe XR technologies can contribute to fostering collaboration and interdisciplinary learning within your sector?

Explore how XR technologies can foster collaboration and interdisciplinary learning within the sector. Discuss the potential for remote collaboration, simulation-based learning environments, and knowledge sharing platforms enabled by XR.

5. Are there any concerns or reservations you have regarding the ethical or security implications of integrating XR technologies into operational/training environments?

Address concerns or reservations regarding the ethical and security implications of integrating XR technologies into operational and training environments. Discuss privacy issues, data security, and ethical use of XR simulations.

5. From your perspective, what role do you see XR technologies playing in preparing employees and trainees for future career opportunities in engineering sectors?

Discuss the role of XR technologies in preparing employees and trainees for future career opportunities in engineering sectors. Explore how XR can bridge the gap between theoretical knowledge and practical skills.

6. What strategies do you suggest for overcoming potential barriers to the adoption of XR technologies in operational and training settings?

Discuss strategies for overcoming potential barriers to the adoption of XR technologies in operational and training settings. This may include addressing cost concerns, technical challenges, and resistance to change.

8. How can XR technologies be effectively integrated into existing activities without disrupting the process?
Explore strategies for effectively integrating XR technologies into existing activities without disrupting the process. Discuss phased implementation, pilot programs, and gradual adoption strategies.

9. What are the potential drawbacks or limitations of XR technologies in operational/training contexts, and how can they be mitigated?

Discuss potential drawbacks or limitations of XR technologies in operational/training contexts and strategies to mitigate them. This may include addressing issues such as motion sickness, equipment reliability, and content relevance.

10. How do you foresee the role of XR technologies evolving in operations and training over the next decade?

Envision how the role of XR technologies is expected to evolve in operations and training over the next decade. Discuss emerging trends, technological advancements, and potential new applications of XR.

11. What opportunities do you see for interdisciplinary collaboration and knowledge sharing facilitated by XR technologies within your sector?

Explore opportunities for interdisciplinary collaboration and knowledge sharing facilitated by XR technologies within the engineering sector. Discuss how XR can bridge gaps between different engineering disciplines and promote cross-functional collaboration.

12. What strategies do you recommend for evaluating the effectiveness of XR technologies in enhancing training outcomes?

Discuss strategies for evaluating the effectiveness of XR technologies in enhancing training outcomes. This may include measuring learning outcomes, user satisfaction, and performance improvements.

13. What steps can organisations take to ensure equitable access to XR technologies for all?

Discuss steps organisations can take to ensure equitable access to XR technologies for all employees and trainees. This may include providing subsidies, offering training programs, and promoting diversity in XR adoption.

14. How do you envision the future integration of XR technologies into mainstream operational/training practices within your sector?

Envision the future integration of XR technologies into mainstream operational and training practices within the engineering sector. Discuss
potential barriers to overcome, industry trends, and the role of innovation
in driving XR adoption.

15. How do you see XR technologies contributing to environmental sustainability and 'green' initiatives, particularly in terms of reducing carbon footprints or promoting eco-friendly practices?"

Encourage the interviewee to discuss aspects such as reduced carbon footprints, eco-friendly practices, and overall positive environmental impact.

16. Can you discuss any specific features or developments in XR technology that prioritise environmental sustainability, such as energy-efficient hardware, recyclable materials, or virtual collaboration tools that reduce the need for travel?

Focusing on any specific features or developments within XR technology that prioritise environmental sustainability. Encourage the interviewee to elaborate on any advancements or innovations aimed at reducing environmental impact.

17. What steps or initiatives do you believe organisations should take to ensure that the adoption and use of XR technologies align with broader environmental goals and contribute positively to a 'greener' future?

Ask for practical recommendations or best practices that organisations can implement to maximise the positive environmental impact of XR technologies. This could include guidelines for sustainable procurement, lifecycle assessments, or carbon offsetting strategies.

18. When hiring new employees, is knowledge and skills in XR technologies an asset?

19. Do you see any need for a new type of professionals related to XR, for instance “XR designer” or similar?

20. Which barriers do you consider to be the most important ones, limiting your usage of XR technologies?

We are close ending this interview organised within the framework of the Alliance4XR ERASMUS+ project. As said before this project is set on co-creating and testing a well-tailored teaching and training methodology and material for empowering universities, vocational and training centres to successfully address the challenge of XR digital skills mismatch with a focus in engineering. For instance, we plan to draft guidelines and to provide content resources to support trainers, and any other initiative to support trainers in leveraging XR technologies.
Moreover we want Alliance4XR to take initiative to follow the European Green deal as well as European people inclusive policy. Therefore our last question is:

21. How do you envision Alliance4XR supporting trainers in leveraging XR technologies to create inclusive and accessible training experiences for all?

Inquire about the role of Alliance4XR in supporting trainers to leverage XR technologies for creating inclusive and accessible training experiences. Discuss initiatives, guidelines, or resources provided by Alliance4XR for this purpose.

Well, thank you very much for taking the time to do this interview. Your contribution with those of a number of other interviewed people will be analysed and compiled within a report that will be published in a couple of months, and that you will receive an issue. In between, we kindly invite you to follow-up the Alliance4XR ERASMUS+ project on its website: https://alliance4xr.eu/

## 7.3 APPENDIX 3 Detailed description of use cases

<table><caption>Table 3 ALLIANCE4XR Use Cases for Higher Education Institutions</caption><thead><tr><th>UC-01</th><th>Munster Technological University</th></tr></thead><tbody><tr><td>Title</td><td>Bachelor of Engineering (Hons) in Mechanical and Manufacturing Engineering</td></tr><tr><td>Description</td><td>The REEdl (Rethinking Engineering Education in Ireland) BEng (Honours) in Mechanical and Manufacturing Engineering is a blended degree that brings in the best of manufacturing and mechanical engineering, culminating in flexible and adaptable engineers to meet industry needs. The REEdl student engineer will learn about the design and development of processes whilst also gaining an equally strong knowledge of the design, development and operation of products and equipment.<br/><br/>Students will learn "just-in-time" not "just-in-case". The course will be delivered using cutting edge technologies such as augmented and virtual reality. In addition, students get to learn from top lecturers in the field, study and work with emerging technologies, work with world-class companies, learning using a blended approach, through classroom-based, as well as hands-on experience. The goal of the REEdl programme is to turn curious, creative, innovative and adaptable people into the engineers of the future.</td></tr></tbody></table>
Our Bachelor of Engineering (Hons) in Mechanical and Manufacturing Engineering student engineers at MTU Kerry Campus get to experience first-hand these emerging technologies. They use virtual reality (VR) and augmented reality (AR) technologies as standard tools throughout the modules they study on the programme. Every student on this programme gets an Oculus Quest 2 VR headset to allow them to work on engineering projects in VR anytime, anywhere. Our student engineers also have access to Microsoft HoloLens AR glasses. They are currently using the HoloLens to improve and streamline mock production processes as part of a module called "production engineering", which they study in Semester 2 on the programme.

The Bachelor of Engineering (Hons) in Mechanical and Manufacturing Engineering at MTU Kerry Campus (CAO Code: MT834) was designed as part of the REEdI- Rethinking Engineering Education in Ireland project. The REEdI Project is funded through the Higher Education Authorities Human Capital Initiative (HCI) Pillar 3 fund. The goal of this project is to reinvent the way that engineering education is designed and delivered in Ireland. Our agile and innovative engineering programme is the first of its kind in Ireland and the world. We use XR technologies as key learning tools throughout the programme. Student Engineers will spend 2 years on campus in Tralee, County Kerry and then have a choice of world class manufacturing companies to go to for 2 years paid work placement. Our student engineers will bring their XR knowledge and skills with them to our partner companies. Also, we are proud of the support structures we have in place for our student engineers. These include many things-for example- extra maths support, mentoring, online learning supports and access to engineers in residence (who have industry expertise and help prepare our student engineers for their work placement).

Primary Actor

Dr Fiona Boyle, Head of Department, STEM/Director of the REEdI Project at MTU

Preconditions

Requisite CAO points

Postconditions

None

Main Success Scenario

Graduates of this programme will be able to:

* Demonstrate technical, soft skill and transversal skill competencies work effectively and professionally as an individual or within multidisciplinary teams
<table><tr><td></td><td><ul><li>Apply acquired skills and knowledge required to solve problems and collaborate with subject matter experts (SMEs)</li><li>Research and develop potential solutions to problems</li><li>Interpret engineering drawings, SI units, specifications, engineering standards, regulatory requirements</li><li>Demonstrate implementation of principles and application of the concepts involved in operational excellence and lean 6-sigma</li><li>Demonstrate an in-depth knowledge of digital / immersive technology and identify opportunities to utilise these effectively in industry</li><li>Recognise good leadership attributes and look for continuous professional development (CPD) opportunities to develop these</li><li>Demonstrate awareness of the UN Sustainable Development Goals (SDGs) and the importance of the engineer's role in society</li></ul></td></tr><tr><td>Extensions</td><td>Formal work placement (2 years) is an integral element of the course and takes place in years three and four. MTU will secure work placement for students, working with industry partners to ensure specific projects are ready for students to prepare for prior to going on placement which they will then work on whilst on placement.</td></tr><tr><td>Frequency of Use</td><td>Annual degree programme</td></tr><tr><td>Status</td><td>Ongoing</td></tr><tr><td>Owner</td><td>MTU</td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td>UC-02</td><td>BDIC(UCD) Beijing Master's Degree</td></tr><tr><td>Title</td><td>COMP47930 Augmented and Virtual Reality</td></tr><tr><td>Description</td><td>The course will act as an introduction to the field of Augmented and Virtual Reality, which is traditional in academic circles referred to as Mixed Reality. In much of the current popular media it is normally referred to as XR, Extended Reality The course aims to allow students to develop applications and understand the concepts behind with this novel field, and its potential future as the final medium for human computer interaction. As such it covers recent developments in the field and teach the fundamental foundations of Mixed Reality.</td></tr><tr><td>Primary Actor</td><td>Dr Abey Campbell</td></tr><tr><td>Preconditions</td><td>Undergraduate degree</td></tr><tr><td>Postconditions</td><td>None</td></tr></table>
<table><tr><td>Main Success Scenario</td><td><strong>Learning Outcomes:</strong><br>The student will acquire knowledge of fundamental techniques to produce Virtual and Augmented Reality applications.<br>The student will be able to develop VR/AR applications using modern techniques.<br>The student will have knowledge of the latest developments in VR/AR and competence to improve on this understanding in the future.</td></tr><tr><td>Extensions</td><td><strong>Indicative Module Content:</strong><br>1. History of Augmented and Virtual Reality (AR/VR) / Display technologies to produce AR/VR environment (Reality-Virtuality continuum)<br>2. 3D Fundamentals<br>3. XR Game Engines<br>4. Tracking technologies (Active / Passive)<br>5. 3D Reconstruction / 3D Printing / 3D photogrammetry<br>6. Metaverses<br>7. Mobile XR<br>8. HMD based XR<br>9. NON-HMD XR Environments<br>10. Tele-presence: A Surrogate future<br>11. Future VR/AR Programming techniques including Augmented Reality Agents (AuRA's) and VR Learning Objects.</td></tr><tr><td>Frequency of Use</td><td>Autumn Trimester</td></tr><tr><td>Status</td><td>Ongoing</td></tr><tr><td>Owner</td><td>Beijing-Dublin International College (BDIC), founded in 2012, is a joint international college established in collaboration between University College Dublin (UCD) and Beijing University of Technology (BJUT).</td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td>UC-03</td><td>BDIC(UCD) Beijing</td></tr><tr><td>Title</td><td>COMP3025J Augmented and Virtual Reality</td></tr><tr><td>Description</td><td>The course will cover recent developments in the field and teach the fundamental foundations of Mixed Reality which combines both fields.</td></tr><tr><td>Primary Actor</td><td>Dr Soumyabrata Dev</td></tr><tr><td>Preconditions</td><td>Requirements, Exclusions and Recommendations<br>Learning Recommendations:<br>Review of Comp3033J over the summer before taking course or any introduction Computer Graphics course.<br>Reading Virtual Reality by Howard Rheingold</td></tr></table>
<table><tr><td></td><td>Reading Rainbows End by Vernor Vinge<br>Module Requisites and Incompatibles<br><strong>Required:</strong><br>BDIC1047J - English for Uni Studies BDIC, BDIC1048J - English Gen Acad Purposes BDIC, BDIC2007J - English for Spec Acad Purposes, BDIC2015J - Acad Wrt &amp; Comm Skills<br><strong>Additional Information:</strong><br>This module is delivered overseas and is not available to students based at the UCD Belfield or UCD Blackrock campuses.</td></tr><tr><td>Postconditions</td><td>None</td></tr><tr><td>Main Success Scenario</td><td><strong>Learning Outcomes:</strong><br>The student will acquire knowledge of fundamental techniques to produce virtual reality (VR) and augmented reality (AR) applications. The student will have knowledge of the latest developments in VR/AR and the competence to improve on this understanding in the future. They will also be exposed to the fundamental concepts of image processing used in VR/AR applications.</td></tr><tr><td>Extensions</td><td><strong>The course material includes:</strong><br>- History of Augmented and Virtual Reality (AR/VR)<br>- Display technologies to produce AR/VR environment (Reality-Virtuality continuum)<br>- Tracking technologies<br>- 3D Reconstruction<br>- 3D Printing<br>- VR/AR Game Engines<br>- Mobile AR/VR<br>- CAVE VR Environments<br>- VR HMD<br>- 3D photogrammetry<br>- Computer vision fundamentals<br>- Case study on Medical VR/AR applications<br>- Case study on Educational VR/AR applications</td></tr><tr><td>Frequency of Use</td><td>Autumn Trimester</td></tr><tr><td>Status</td><td>Ongoing</td></tr><tr><td>Owner</td><td>Beijing-Dublin International College (BDIC), founded in 2012, is a joint international college established in collaboration between University College Dublin (UCD) and Beijing University of Technology (BJUT).</td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td>UC-04</td><td>CDIC</td></tr><tr><td>Title</td><td>Digital Construction (CVEN3006W)</td></tr></table>
<table><tr><td>Description</td><td>This module introduces digital modelling and information management in construction projects. The module provides a range of theory and technical concepts associated with projects based on nD modelling. Students will evaluate and improve the management of construction projects by adopting Building Information Modelling (BIM) tools. Note: This module is for CDIC students only.</td></tr><tr><td>Primary Actor</td><td>Dr Seong mok Paik</td></tr><tr><td>Preconditions</td><td>Civil Engineering Degree</td></tr><tr><td>Postconditions</td><td>None</td></tr><tr><td>Main Success Scenario</td><td><strong>Learning Outcomes:</strong><ul><li>Define the concepts and process of information management and understand the difference between 3D modelling</li><li>Investigate and practice BIM tools associated with the construction project stages</li><li>Describe qualitative and quantitative construction management techniques, their uses, benefits and limitations</li><li>Apply appropriate sources of information in construction projects and explain proper techniques to manipulate data in assessing the projects</li><li>Evaluate the benefits of various management and technique skills by Performing a BIM case study</li></ul></td></tr><tr><td>Extensions</td><td><strong>Indicative Module Content:</strong><ol><li>Introduction to Innovative Information Management<br>- Digital Twin Technologies</li><li>Building Information Modelling and Concurrent Engineering</li><li>Standards (ISO 19650) and Regulations</li><li>Digital Tool Practice 1<br>- Revit tools and functions<br>- Revit user interface<br>- Revit basic tasks<br>- Project management with Revit</li><li>Digital Tool Practice 2<br>- Navisworks tools and functions<br>- Navisworks user interface<br>- Navisworks essential skills<br>- Project management with Navisworks</li><li>Design Check and Clash Detectives</li><li>Digital Collaboration<br>- Autodesk Construction Cloud</li><li>Information Management Practice: nD Modelling</li></ol></td></tr></table>
<table><tr><td></td><td>- MS Project, P3, Revit, Navisworks<br/>- Revit, Vico, CostX<br/>- Blockchain Technology and Smart Contracts<br/>9. Performance Analysis and Simulation<br/>10. SMART City</td></tr><tr><td>Frequency of Use</td><td>As required for self-directed professional development.</td></tr><tr><td>Status</td><td>Ongoing, Spring Trimester Module</td></tr><tr><td>Owner</td><td>Chang'an Dublin International College of Transportation (CDIC) is a joint international college established in collaboration between University College Dublin (UCD) and Chang'an University (CHD). Students are awarded degrees by both Chang'an University (CHD) and University College Dublin.</td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td>UC-05</td><td>SATLE funded project - FLAME</td></tr><tr><td>Title</td><td>FLAME - Facilitated Learning with Animated Multi-media Engagement</td></tr><tr><td>Description</td><td>FLAME aims to empower educators to create online 3D interactive material to support learning rather than accept limited materials burdened by fees and vendor lock-in (e.g. 3DEXPERIENCE, Jigspace, H5P). A clear gap exists in terms of the availability, accessibility, and cost of interactive learning materials.</td></tr><tr><td>Primary Actor</td><td>Lecturers in engineering in higher level education.</td></tr><tr><td>Preconditions</td><td>Some prior knowledge of where 3D modelling will enhance the teaching and learning of engineering concepts.</td></tr><tr><td>Postconditions</td><td>None</td></tr><tr><td>Main Success Scenario</td><td><strong>Student outcomes:</strong><br/>Enhanced learning for complex concepts.<br/>Facilitating equality, diversity, and inclusion in online learning materials through the use of Inclusive Design in interactive components with W3C Accessibility Standards.<br/>Enabling greater critical assessment of unvouched media.<br/>Greater visual learning to overcome language barriers (CDIC and BDIC).<br/>Improved practical aspects of laboratory sessions with pre and post lab 3D/AR materials.<br/>Empower students to participate in the co-creation of 3D materials for challenging topics.</td></tr><tr><td>Extensions</td><td><strong>The key deliverables for the project are:</strong><br/>1. A new Brightspace module to teach deployment of interactive 3D media.</td></tr></table>
<table><tr><td></td><td>2. Establish the Digital Library.<br/>3. Physical artefacts to link online learning to physical touch.<br/>4. Establish and disseminate effectiveness of produced material to a wider educator audience.</td></tr><tr><td>Frequency of Use</td><td>As required for self-directed professional development.</td></tr><tr><td>Status</td><td>Launched 2023</td></tr><tr><td>Owner</td><td>Dr Kevin Nolan – UCD – SATLE funded project</td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td>UC-06</td><td>Micro-Credential - Introduction To XR</td></tr><tr><td>Title</td><td>Micro-Credential - Introduction To XR: Applications And Technology (DPEEG-XRAT-1M01)</td></tr><tr><td>Description</td><td>This micro-credential is being offered to creative media professionals, musicians, composers, visual artists; those looking to upskill in the development of interactive environments using Unity software and apply their audio, 3D visual and interactive media skills in Virtual Reality and Augmented Reality.<br/>This micro-credential will give learners a broad but deep overview of the Unity3D software and how it can be used to develop Virtual and Augmented reality applications. The focus of these developments will be applications in a variety of areas, from art and music to health and training.<br/>Learners will show their design and development skills, in the Unity software, by creating two portfolio-standard XR projects. The first half of this micro-credential introduces learners to a broad range of topics in Unity3D that will allow them to develop an interactive VR environment. This ranges from the workspace, adding 3D visuals and audio to making the world interactive. It also provides a brief introduction to programming in Unity3D.<br/>The second part is focused on developing environments for Augmented Reality applications using an AR engine. The course will appeal to creative media professionals, musicians, composers, visual artists; those looking to upskill in the development of interactive environments using Unity software and apply their audio, 3D visual and interactive media skills in Virtual Reality and Augmented Reality.</td></tr><tr><td>Primary Actor</td><td>Dr. Fionnuala Conway</td></tr><tr><td>Preconditions</td><td>Experience with the fundamentals of audio and visual production is highly desirable, but not necessary, for this micro-credential. CV.</td></tr><tr><td>Postconditions</td><td>None</td></tr></table>
<table><tr><td>Main Success Scenario</td><td><ul><li>In this micro-credential you will attend weekly 2-hour lectures. These will be classroom based but will be live streamed and recorded for those that prefer online delivery. These lectures will introduce you to the development of interactive environments using the software Unity3D, that can be designed for Virtual or Augmented Reality applications.</li><li>There is a particular focus on the development of creative and innovative uses and application of these environments.</li><li>Two of the lectures will be dedicated to showcasing and reviewing the body of work created by the learners.</li><li>You will create 2 applications that can be used for portfolio and write a report on the design and development of each piece.</li></ul></td></tr><tr><td>Extensions</td><td><strong>How is this Micro-credential assessed?</strong><br>It is assessed through 2 practical assessments, worth 40% and 60% respectively.<ul><li>Assignment 1 (40%) Focuses on the development of an original interactive environment in, that could be experienced as VR and shows the learner's ability to think creatively about the application and use of the interactive environment.</li><li>Assignment 2 (60%) has 2 parts: Part 1 requires the learner to create a video trailer of Assignment 1. Part 2 requires learners to develop an original interactive Augmented Reality application, to be experienced using a mobile phone (or another AR device they may have access to).</li></ul></td></tr><tr><td>Frequency of Use</td><td>Each January</td></tr><tr><td>Status</td><td>Ongoing</td></tr><tr><td>Owner</td><td>Daniel Wearen<sup>12</sup></td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td>UC-07</td><td><strong>Innovation Academy UCD</strong></td></tr><tr><td>Title</td><td>Virtual Reality for Future Skills (IA20220)</td></tr><tr><td>Description</td><td>This module utilises Virtual Reality (VR) to develop and practise transversal skills. Participants progress through a multi-stage immersive VR experience completing tasks, making decisions, and exercising their critical faculties in a virtual workplace. The VR experience replicates a real-world enterprise, allowing participants to identify their areas of</td></tr></table>

<footnote n="12">¹² Email: wearend@tcd.ie</footnote>
<table><caption>Table 4 ALLIANCE4XR Use Cases for Vocational Education and Training</caption><tr><td></td><td>strength and tackle realistic workplace challenges in a safe environment.</td></tr><tr><td>Primary Actor</td><td>Ms Eleanor Kelly, Lecturer / Co-Lecturer</td></tr><tr><td>Preconditions</td><td>None</td></tr><tr><td>Postconditions</td><td>None</td></tr><tr><td>Main Success Scenario</td><td><strong>Learning Outcomes:</strong><br>On completion of this module, students should be able to:<ul><li>Identify and articulate their own strengths and character qualities</li><li>Appreciate how their and others' strengths and character qualities can be leveraged in a range of contexts, including the workplace</li><li>Develop the ability to make reasoned decisions in complex and ambiguous situations</li><li>Effectively communicate with others, including justifying decisions made</li><li>Practise personal reflection as a tool for continuous self-improvement</li><li>Confidently navigate learning and working in a VR environment</li></ul></td></tr><tr><td>Extensions</td><td><strong>Indicative Module Content:</strong><br>1. Virtual Reality Experience<br>2. Typical business start-up activities e.g. product development, customer discovery, building a team, data analysis<br>3. Pitching and presenting<br>4. Reflective practice</td></tr><tr><td>Frequency of Use</td><td>Autumn and Spring Trimester (separate)</td></tr><tr><td>Status</td><td>Ongoing</td></tr><tr><td>Owner</td><td>Mr Maurice Knightly</td></tr><tr><td>Priority</td><td>TBD</td></tr></table>

<table><tr><td>UC-08</td><td>Pulse XR (Education Training Board - Ireland)</td></tr><tr><td>Title</td><td>Virtual reality app for students training to be healthcare professionals.</td></tr><tr><td>Description</td><td>Pulse XR offers an immersive experience that transports healthcare assistance students into a virtual hospital setting. Here, they encounter a variety of patient care scenarios, each designed to hone their clinical skills, critical thinking, and decision-making abilities. The VR environment replicates the</td></tr></table>
<table><tr><td></td><td>sights, sounds, and the stress of a real-world clinical setting, but without the risk of harm to actual patients.</td></tr><tr><td>Primary Actor</td><td>A student training to be a healthcare professional completes several tasks in a VR environment.</td></tr><tr><td>Preconditions</td><td>Some knowledge of anatomy and healthcare tools are needed before the learning experience is launched.</td></tr><tr><td>Postconditions</td><td>Healthcare tasks have been properly carried out.</td></tr><tr><td>Main Success Scenario</td><td><strong>Success Scenario:</strong><br>The tasks are carried out by a student using a 6DOF virtual reality headset.<br>The preparatory session consists of the following activities:<br>1. Before starting the learning module, a safe boundary zone is created for students.<br>2. The experience has two modes including self-guided and training mode.<br>3. An understating of the necessary procedure is required before the training module starts. This includes for instance finding PPE and cleaning hands. If required, instructions of how to use the equipment can also be displayed by the app.<br>For each healthcare scenario the following activities are carried out.<br>4. With the help of a virtual tablet, students' progress through several patient care scenarios. Each scenario includes tasks where the emphasis is on the student actively engaging with a patient.<br>The closing of the maintenance operations consists of the following activities:<br>5. When the healthcare scenarios are finalized, an activity assessment PDF document is sent to the student.</td></tr><tr><td>Extensions</td><td>The main scenario is based on the usage of a 6DOF virtual reality headset. The usage of the headset is motivated by the need of using both hands during the scenario. Students can decide to explore the scenario in explore mode or training mode. AR capabilities are not included in any scenario.</td></tr><tr><td>Frequency of Use</td><td>Weekly</td></tr><tr><td>Status</td><td>Launching March 2024</td></tr><tr><td>Owner</td><td>Wicklow and Waterford Education and Training Board</td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td>UC-09</td><td>Virtual Reality Welding Training Simulator (Advanced Manufacturing Training Centre of Excellence) - Ireland</td></tr><tr><td>Title</td><td>Dual User Virtual Reality Welding Training Simulator</td></tr><tr><td>Description</td><td>Virtual reality welding trainers for dual users simulates welding for hands on welding training for two students at a</td></tr></table>
<table><tr><td></td><td>time on one machine.</td></tr><tr><td>Primary Actor</td><td>A student training to be a welder follows instructions through specially created VR goggles and welder tool.</td></tr><tr><td>Preconditions</td><td>Some knowledge of welding tools is needed before the learning experience is launched.</td></tr><tr><td>Postconditions</td><td>Six welding tasks have been properly carried out.</td></tr><tr><td>Main Success Scenario</td><td>Success Scenario: The tasks are carried out by a student using a 6DOF virtual reality headset and interactive welder tools.<br/><b>Welding Environment:</b><br/>Realistic puddle and actual welding sound helps welders learn to respond and adjust welding technique. Simulates sparks, slag, grinding and weld cooling. Welding discontinuities appear when improper welding technique is used. Virtual bend test provides results instantly and reveals what causes a weld to pass or fail.<br/><b>Reinforcement for Students:</b><br/>Replicates proper machine set-up using a Welding Procedure Specification. Students must select gas type, process, gas flow, amperage/voltage and wire-feed speed in the system. Tracks and scores key weld parameters including work angle, travel angle, travel speed, distance and position. Demos of successful welds.<br/><b>Features</b><ul><li>Dual stands allow for training two students at the same time on one machine, each independently performing welds using different processes, coupons, joints and Welding Procedure Specifications (WPS).</li><li>Retractable SMAW stick stinger, GMAW/FCAW gun and GTAW TIG torch, filler metal and adaptive foot pedal devices realistically simulate the look, feel and action of actual guns and torches.</li><li>Extremely realistic weld puddle is visually and audibly responsive to operator behavior, helping welders learn when to adjust welding technique. Welding discontinuities appear when improper technique is used.</li><li>Tracks and scores key weld parameters including work angle, travel angle, travel speed, distance and position.</li><li>Tracks and scores key weld parameters including work angle, travel angle, travel speed, distance and position.</li><li>Virtual bend test provides results instantly and reveals what causes a weld to pass or fail.</li></ul></td></tr><tr><td>Extensions</td><td>The main scenario is based on the usage of a 6DOF virtual reality headset. Demo, Replay& Lesson Mode mode helps</td></tr></table>
<table><tr><td></td><td>instructors and welders identify what went wrong or well. The usage of the headset is motivated by the need of using both hands during the scenario. Students can decide to explore the scenario in explore mode or training mode. AR capabilities are not included in any scenario.</td></tr><tr><td>Frequency of Use</td><td>Weekly</td></tr><tr><td>Status</td><td>Launched 2022</td></tr><tr><td>Owner</td><td>Advanced Manufacturing Training Centre of Excellence (AMTCE)</td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td>UC-10</td><td>IMMERSIVE TECHNOLOGY SKILLS TRAINING (Education Training Board - Ireland)</td></tr><tr><td>Title</td><td>Training Wind Turbine Engineers using Virtual Reality Training Experiences</td></tr><tr><td>Description</td><td>Immersive Technology Skills" (ImTech Skills) - aims to develop a strategic approach, in collaboration with stakeholders and businesses, to support the development of ImTech Training specifically for the Renewable Wind Energy sector. The aim of this project is to create fresh opportunities for training and upskilling the existing workforce using high-quality enhanced-learning skills embedded into state-of-the-art Virtual Reality imaging tools.<br/><br/>Initially, the focus will be on the training requirements for Wind Turbine Engineers as it is relevant to both the onshore and offshore renewable wind energy generation. The ImTech Training developed will have applicability across other renewable energy disciplines and technologies as well as the potential for deployment across other industries and sectors in the future.</td></tr><tr><td>Primary Actor</td><td>A wind turbine engineer.</td></tr><tr><td>Preconditions</td><td>Knowledge of wind turbines and maintenance processes.</td></tr><tr><td>Postconditions</td><td>Maintenance tasks have been properly carried out.</td></tr><tr><td>Main Success Scenario</td><td><strong>Success Scenario:</strong><br/>The tasks are carried out by a student using a 6DOF virtual reality headset.<br/><br/>For each maintenance scenario the following activities are carried out.<br/><br/>The experience offers an in-depth look into the application and understanding of the types of personal protective equipment needed to ascend and carry out work on a wind</td></tr></table>
<table><tr><td></td><td>turbine. Each element is based on real world equipment, these include: climbing compliant helmet, safety glasses, gloves, climbing harness, work positioning lanyard, fall arrest lanyard and fall arrest device.<br/><br/>The training is centred on reacting to a disaster relief in a confined space. The user is given a choice to react on the spot to a potential life-threatening fire. The unique pathways implemented into the scenario allows the user to make their own decisions in a safe environment. The experience is guided by a voiceover to ensure they can be fully immersed in and focused on the experience, looking around and learning in a natural way - just like it would happen in the real world.</td></tr><tr><td>Extensions</td><td>The main scenario is based on the usage of a 6DOF virtual reality headset. The usage of the headset is motivated by the need of using both hands during the scenario. AR capabilities are not included in any scenario.</td></tr><tr><td>Frequency of Use</td><td>TBC</td></tr><tr><td>Status</td><td>TBC</td></tr><tr><td>Owner</td><td>Mayo, Sligo and Leitrim Education and Training Board</td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td>UC-11</td><td>VMSTEM</td></tr><tr><td>Title</td><td>The Virtual Museum of STEM</td></tr><tr><td>Description</td><td>The first European virtual museum for STEM education at secondary level, that is including the needs of students with learning disorders.<br/><br/>It is offering an experience that is immersive, interactive, and engaging. As in a real museum, the students are able to go and see what they wish, and to spend as much time exploring the notions and elements presented. To make sure it is useful for school education, it comes with supporting material to help teachers make the most of the tools provided, and guidance to link what it presented in the museum with the STEM programs. The Museum is accessible from a regular web browser and not limited to virtual reality to make sure it is usable by most.</td></tr><tr><td>Primary Actor</td><td>A Virtual Museum of STEM<fnref n="13" /></td></tr><tr><td>Preconditions</td><td>General digital competences</td></tr><tr><td>Postconditions</td><td>Necessary content and platform updates</td></tr><tr><td>Main</td><td>The usage and incorporation of virtual reality exhibitions into</td></tr></table>

<footnote n="13">¹³ https://www.vmstem.eu/</footnote>
<table><tr><td>Success Scenario</td><td>the curricular programs. The project includes 60 collections related to STEM in secondary education related to 4 main areas: a) The Science Exhibition; b) the Exhibition of Technological Advancements; c) the Contemporary Engineering Collections; d) the Exhibition of Hidden Mathematics. All the resources are available in 5 languages: English, French, Greek, Portuguese, and Croatian.</td></tr><tr><td>Extensions</td><td>No AR/XR components are used. Translations to other languages.</td></tr><tr><td>Frequency of Use</td><td>Decision on the use frequency to be determined by the teachers.</td></tr><tr><td>Status</td><td>TBD</td></tr><tr><td>Owner</td><td>Erasmus+ Consortium: CEPROF, CIP, SREDNJA SKOLA IVANEC, LOGOPSYCOM, YUZUPULSE.</td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td>UC-12</td><td>Digital FabLab</td></tr><tr><td>Title</td><td>Footwear virtual learning by doing - Transition from analogue practices to digital education</td></tr><tr><td>Description</td><td>This project aimed at responding to the emergent needs in education/training towards a specific economic sector - the footwear which employs more than 278.000 people in more than 21.000 companies, mainly SMEs - as a consequence of the digitalisation and adoption of new practices of teaching/learning, which was intensified by the covid-19 pandemic, and respond to the TCLF Pact4 Skills objectives. The project objectives were posed at the follow various levels:<br>1. To prepare VET providers and HE providing VET and their correspondent staff, including trainers, teachers and coaches, to implement comprehensive digital strategies for the learning-by-doing in Footwear Manufacturing, including approaches, methodologies and autonomy in the development of contents.<br>2. To extend and consolidate an EU network of VET providers and HE providing VET and lead it to excel in the digital delivering of practical training, toward the development of the practical skills, in footwear manufacturing.<br>3. To create of a free complete digitally environment for training/teaching/leaning of practical skills in Augmented reality and correspondent contents in Footwear manufacturing - and example of a traditional</td></tr></table>
<table><tr><td></td><td>sector that pioneers the most advance technology and state-of-the-art practices in their activities, and will also lead practices in education training.<br/>4. To create a joint international digital training/education product – a course – and conduct it to a certification at National level, and a recognition at EU level, for the development of practical skills in Footwear manufacturing.</td></tr><tr><td>Primary Actor</td><td>An immersive virtual Shoe Fab Lab using AR <sup>14</sup></td></tr><tr><td>Preconditions</td><td>General digital competences</td></tr><tr><td>Postconditions</td><td>Necessary content and platform updates</td></tr><tr><td>Main Success Scenario</td><td><ul><li>Create a free, entirely digital FabLab using Augmented Reality to teach and learn practical footwear manufacturing skills.</li><li>Elaborate a joint international digital course, certified at National level and recognised at EU level for the development of practical skills in footwear manufacturing.</li><li>Train VET teachers, trainers and coaches on how to implement digital learning-by-doing strategies to guarantee that such tools are well-understood and blended into learning programmes to their full capacity.</li><li>Establish a network of European VET providers committed to delivering the most advanced digital practical training in footwear manufacturing.</li></ul></td></tr><tr><td>Extensions</td><td>Possibility of adapting the lab to different sectors. Translations to other languages.</td></tr><tr><td>Frequency of Use</td><td>TBD</td></tr><tr><td>Status</td><td>TBD</td></tr><tr><td>Owner</td><td>Erasmus+ Consortium: CTCP, CEC, Heartland Solutions, TUIASI, Politecnico Calzatureiro, CTCR, Institute of Leather Industry.</td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td>UC-13</td><td>CSETIR</td></tr><tr><td>Title</td><td>Construction Safety with Education and Training using Immersive Reality</td></tr><tr><td>Description</td><td>Construction sites are dynamic and complex environments, making them difficult to control and monitor. Construction safety prevents people from dying or becoming incapacitated.</td></tr></table>

<footnote n="14">14 https://www.digitalfablab.eu/</footnote>
<table><tr><td></td><td>It is a socially relevant issue that persists despite several initiatives. To cope with the pressure of avoiding accidents development, safety can no longer rely on traditional accident preventions measures.<br/>The project (CSETIR - Construction Safety with Education and Training using Immersive Reality, co-funded by the Erasmus+ Programme of the European Union - http://csetir.civil.auth.gr/) arises from the synergy between higher education institutions and construction company provider to implement the use of smart technologies in proper training. The digital tools allow the creation of instruments that simulate construction scenarios allowing the identification and prevention of risks for teachers, technicians, and engineers. This approved project aims at enhancing knowledge exchange between representatives of three sectors to innovate the accident prevention approaches through effective collaboration between researchers in the virtual reality filed and construction companies. The project will develop innovative and interactive VR/AR (Virtual and Augmented Reality) solutions based on BIM modelling capacities to prevent accidents and train workers. The project intends to create usable tools for teachers, technicians, and engineers that will be used in any construction project. Project also aims at offering training sessions online on an online platform (project website, wiki) to grant learners and trainees access to interactive material and resources. These tools will range from applications to be used on smartphones to virtual reality contexts depending on the needs of training.</td></tr><tr><td>Primary Actor</td><td>VR/AR (Virtual and Augmented Reality) solutions based on BIM modelling capacities to prevent accidents and train workers.</td></tr><tr><td>Preconditions</td><td>General digital competences</td></tr><tr><td>Postconditions</td><td>Necessary content and platform updates</td></tr><tr><td>Main Success Scenario</td><td>CSETIR is an international project comprising several types of HEI and methods of training and teaching prevention in construction. The participation of a construction company to involve stakeholders from construction sites will allow the interpretation and feedback from those that are most affected by the construction accidents. At the construction company level, each enterprise and official regulatory agencies have their own construction safety regulations and guidelines, different construction techniques, different construction culture and educational backgrounds of the academic and engineering staff. This diversity will be handled during the</td></tr></table>
<table><tr><td></td><td>simulations while ensuring training that is independent from local characteristics allowing possibilities of adaptation to the actual scenarios.<br/>The tools will be interactive relying on the particular diversity to provide the adequate answers. This will allow that the several HEI, construction companies and training entities to implement interactive strategies regardless of regional policies, construction habits and H&S guidelines. The repository of case studies obtained from the application of the tools will facilitate the adaptation for different scenarios and situations. The European cooperation may strengthen the collaboration and cooperation between the companies, the teaching and training organizations and the students, workers, engineers and technicians with shared case studies and examples. This cooperation may also be helpful to raise awareness about solutions to eliminate or decrease the risks in construction. One of the added values of these learning/teaching/training activities will be the possibility of different participants in different countries with different construction cultures to be in touch with each other and to experience sharing in a digital platform. Since all materials will be digital the access by all interested in the tools will be easy and cheap.<br/>Different configurations for learning and training materials and methods will be tested, leading to a virtual information repository that can be accessed by any interested participant. This may allow materials, tools and techniques to be compared with different scenarios. The validation of the results will also be done with participation of international organizations in the area of training for construction safety (AECEF) and in the area of construction safety coordinators professionals (ISHCCO). It is expected that CSETIR project will provide efficient and effective tools to be used by the different stakeholders to reduce accidents in construction sites and to progress towards a Zero Vision transformed in reality.</td></tr><tr><td>Extensions</td><td>Possibility of adapting to different sectors. Translations to other languages.</td></tr><tr><td>Frequency of Use</td><td>TBD</td></tr><tr><td>Status</td><td>TBD</td></tr><tr><td>Owner</td><td>Erasmus+ Consortium: UPorto, AUTh, Technical University Kosice, UZagreb, Kamgrad</td></tr><tr><td>Priority</td><td>TBD</td></tr></table>
<table><thead><tr><th>UC-14</th><th>DRINVET</th></tr></thead><tbody><tr><td>Title</td><td>Digital reality - the basis of skills training</td></tr><tr><td>Description</td><td>DRinVET is a project aimed at introducing Digital Reality (VR, AR, MR and XR) in Vocational Education and Training. It is a step that will help resolve crisis situations, especially in practical training and assessment, which we still encounter today.<br><b>Objectives:</b><br>1. Promote Digital Reality (DR) technologies (AR, VR, MR and XR) in education, especially in Vocational Education and Training (VET)<br>2. Promote the application of simulators (DR) in learning and skills training in VET<br>3. Promote a constructivist and collaborative approach in the teaching process<br>4. Learn how to learn using technology in teams consisting of teachers and students<br>5. Enable teachers and students to work/learn in crisis situations (e.g., pandemics).</td></tr><tr><td>Primary Actor</td><td>DRinVET<sup>15</sup> project consortium</td></tr><tr><td>Preconditions</td><td>General digital competences</td></tr><tr><td>Postconditions</td><td>Necessary content and platform updates</td></tr><tr><td>Main Success Scenario</td><td>Development of a relevant pedagogy and methodology for the use of DR tools, as well as tools that will raise teachers and trainers' competences and enable teaching processes to lead safely towards learning outcomes needed for the labour market.<br>DRinVET will have an immediate and long-term impact on target groups because it will deliver tools that will provide the foundations for further personal development of teachers and students as well as the development of educational organizations and institutions in which they operate and learn.</td></tr><tr><td>Extensions</td><td>Possibility of adapting the lab to different sectors. Translations to other languages.</td></tr><tr><td>Frequency of Use</td><td>TBD</td></tr><tr><td>Status</td><td>TBD</td></tr><tr><td>Owner</td><td>Erasmus+ Consortium: STRUKA, VIRSABI, IOS, EWF, UCV, ATS, LVE.</td></tr><tr><td>Priority</td><td>TBD</td></tr></tbody></table>

<footnote n="15">15 https://drinvet-project.eu/results.html</footnote>
<table><caption>Table 5 ALLIANCE4XR Use Cases for Structural Engineering and Construction</caption><thead><tr><th>UC-15</th><th>POCI-01-0247-FEDER-06964</th></tr></thead><tbody><tr><td>Title</td><td>GOA Bridge Management System – Bridge Intelligence (GOA.BI)</td></tr><tr><td>Description</td><td><p>The project aims to introduce a new philosophy in the context of transport infrastructure maintenance. It is intended to develop new data acquisition equipment and provide a mobile platform for inspectors. All the collected information will be converted into Bridge Information Models, which will serve as a basis for the application of new predictive and decision-making algorithms, in order to support the maintenance strategy. All work is supported on an existing database.</p><p><strong>The following list summarizes all the main objectives of the project:</strong></p><ul><li>Development of a new web-based platform, modular and scalable, that can be continuously upgraded with new features and modules;</li><li>Development of an intelligent interface platform to be used in the field by the in-situ inspectors' team;</li><li>Development of new inspecting equipment taking advantage of existing commercial tools (e.g. commercial drones, cameras, etc.) and algorithms/methods on the computer vision and deep learning field;</li><li>Development of mixed reality tools to manage bridges information with Visual Analytics and Augmented Reality techniques;</li><li>Development of algorithms to be used in information exchange between new inspecting equipment sensors and BrIM models;</li><li>Development of digital image correlation algorithms to post-process inspection measurements;</li><li>Development of predictive maintenance management module, which will help in defining priorities for maintenance works;</li><li>Development of decision-making module, which will help in defining the type of intervention to be taken, considering the associated cost-benefit ratio.</li></ul></td></tr><tr><td>Primary Actor</td><td>Bridge Managers; Researchers; Decision Makers</td></tr><tr><td>Preconditions</td><td>1. Availability of existing bridge management system (GOA)</td></tr></tbody></table>
<table><tr><td></td><td>2. Availability of digital model (BIM) for existing bridges<br/>3. Availability of opensource game engines and mixed reality toolkits</td></tr><tr><td>Postconditions</td><td>1. Enhanced understanding of holographic computing application<br/>2. Improved stakeholder engagement for AR technology<br/>3. Streamlined planning and decision-making process remotely</td></tr><tr><td>Main Success Scenario</td><td>1. Users can remotely access and manage the bridge model through mobiles, web-based or AR devices.<br/>2. Users can collaborate work by real-time access and interact with the AR model.<br/>3. The office manager/engineer can remotely instruct the site labor/inspector for real-time inspection tasks<br/>4. The developed mixed reality tools allow to manage bridges information with Visual Analytics and Augmented Reality techniques,</td></tr><tr><td>Extensions</td><td>Needs of developing real-scale outdoor AR application</td></tr><tr><td>Frequency of Use</td><td>On demand</td></tr><tr><td>Status</td><td>Project finished since 2023</td></tr><tr><td>Owner</td><td>R&D projects (PT2020), National Innovation Agency (ANI)</td></tr><tr><td>Priority</td><td>N/A</td></tr><tr><td>UC-16</td><td>MEP Construction</td></tr><tr><td>Title</td><td>Augmented Reality to Increase Efficiency of MEP Construction: A Case Study</td></tr><tr><td>Description</td><td>Mechanical, Electrical, and Plumbing (MEP) play a crucial role in civil construction projects. MEP is characterized by various interdisciplinary and interconnected activities of multiple trades. Augmented reality (AR), in combination with building information modelling (BIM), is one of the emerging technologies that support providing information in real-time, on-demand, and location-based ways. Using a multistorey apartment building as a case study, we compared the performance of conventional MEP practices and the support with an AR head-mounted display. The study results showed measurable benefits in terms of significant reductions in execution time. However, potential negative effects, such as increased work accident risks, were also recognized. The results are further discussed in a SWOT analysis that examines the AR application in terms of performance inhibitors and enhancers in both internal and external settings. Future research activities should consist of developing a standardized implementation model to best exploit the benefits of AR also</td></tr></table>
<table><tr><td></td><td>within other construction trades.</td></tr><tr><td>Primary Actor</td><td>MEP engineers; Researchers;</td></tr><tr><td>Preconditions</td><td>1. Availability of existing MEP BIM models.<br>2. Availability of AR device and indoor testing site.<br>3. Availability of opensource game engines and mixed reality toolkits</td></tr><tr><td>Postconditions</td><td>1. BIM and AR integration in construction<br>2. MEP works on-site are characterized by budget, time constraints, complex management of multiple simultaneous processes and stakeholders</td></tr><tr><td>Main Success Scenario</td><td>A medium-sized multi-apartment building in Northern Italy with five apartments on three levels was chosen. It was selected according to the following criteria: i) manageable size, which is not too complex and not too big for the tests on-site; ii) identical apartments on the ground and first floor being able to compare the work processes with and without AR support. An initial analysis was carried out to identify suitable work processes for AR support. As a result, the MEP company decided to use AR to support the marking works for the installation of heating and sanitation tubes (HVS) as well as the underfloor heating (UFH) in the apartments and electrical pipes. The traditional way of marking works consists of 2D drawings, measuring tape, and spray to indicate where the tubes should be placed on-site. Consequently, the marking activities with and without AR were compared:<ul><li>In summary, the accuracy level increases with the number of measurements for the carried-out markings. The greatest accuracy was achieved with AR in complex areas where the operator traditionally needs to seek out plans and drawings and take numerous measurements.</li><li>The average accuracy of the marking works with the AR HMD amounts to 3.68 cm for the UFH, 7.34 cm for the HVS, and 2.67 cm for the electric works. Therefore, it can be concluded that the AR HMD reached an accuracy level in X and Y axis between 2 and 8 cm.</li></ul></td></tr><tr><td>Extensions</td><td>The main results of the case study application are summarized in a Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis to form the practical insights.</td></tr><tr><td>Frequency of Use</td><td>On demand</td></tr><tr><td>Status</td><td>Online since 2021</td></tr></table>
<table><tr><td>Owner</td><td>Source: ISARC 2021¹⁶</td></tr><tr><td>Priority</td><td>N/A</td></tr><tr><td>UC-17</td><td>Hospital Nova</td></tr><tr><td>Title</td><td>Hospital Nova - VR to involve staff in building design</td></tr><tr><td>Description</td><td>Innovative processes were used in the co-design of Finland's new Hospital Nova, which used BIM models and involved more than 350 staff.<br/>As the first completely new hospital to be built in the Central Finland Healthcare District since the 1970s, Hospital Nova aims to be one of the most modern and efficient hospitals in Europe. With a planned opening in late 2020, the project is an entirely new building type and concept compared to traditional hospitals, with a target to cut traditional operating costs by 10%.<br/>Due to the challenging nature of the project, the project team wanted to involve staff in the design of the hospital to ensure it would meet everyone's needs. Inviting the hospital's staff to pre-visit the building virtually enables early-stage sharing of new designs, collaboration with the building's future users and gathering vital feedback for the design process.</td></tr><tr><td>Primary Actor</td><td>The Central Health Care; Researchers; public service operators</td></tr><tr><td>Preconditions</td><td>1. Availability of existing BIM models.<br/>2. Availability automated service to process the architect's BIM files into 3D interactive models.<br/>3. The VR solution involved building a hospital demonstration space next to the construction site for both the staff and the public to visit. Facilities included a virtual space where staff could use VR goggles to explore the future hospital and an auditorium where others could follow the virtual experience on a large screen.</td></tr><tr><td>Postconditions</td><td>1. The response from staff was impressive<br/>2. Design feedback</td></tr><tr><td>Main Success Scenario</td><td>Staff's response: More than 350 registered to be involved in the design process, and many are using the virtual model. At the height of its use, several visitor groups per day, including members of the public interested in seeing what the hospital would look like, visited the showroom. In 2019 alone, more than 3,000 visitors visited the showroom.<br/>Design feedback: Staff have been able to explore future buildings using the virtual model and provide feedback in the early design stages. Various clinical and operational teams</td></tr></table>

<footnote n="16">¹⁶ https://www.iaarc.org/publications/fulltext/061 ISARC 2021 Paper55.pdf</footnote>
<table><tr><td></td><td>were able to make plans for new facilities based on their virtual visits, as the model helped people to understand the design and if space was adequate for the planned functions. Gathering feedback from so many different groups who would be using the building was invaluable in helping shape its design. Changes were made to the architect's plans based on feedback. The result is an improved hospital which avoids any expensive alterations once the hospital is complete. With construction now in its final stages and a planned opening in late 2020, the virtual model is currently being used by staff to test the hospital signage and ensure the smooth flow of different users around the site. This will allow further cost savings to be made as any changes can easily be done in the design phase. Staff are also becoming familiar with the new premises even before entering the building.</td></tr><tr><td>Extensions</td><td>BIM-to web-publishing: Hospital Nova is now starting to publish the 3D model to mobile devices via the web, which will help communicate the design to additional stakeholders. The hospital is also planning on using the virtual model throughout its lifecycle in facilities management.</td></tr><tr><td>Frequency of Use</td><td>On demand</td></tr><tr><td>Status</td><td>Project online since 2020</td></tr><tr><td>Owner</td><td>The Central Finland Health Care District (source: BimPlus<sup>17</sup>)</td></tr><tr><td>Priority</td><td>N/A</td></tr><tr><td>UC-18</td><td>VR maintenance simulator</td></tr><tr><td>Title</td><td>Virtual reality application simulator of Wind Energy Turbine Direct Drive Generator</td></tr><tr><td>Description</td><td>Training in the maintenance of large installations such as wind generators is costly. The delivery of staff to the workplace and the training on a real installation is not just a time cost but also a significant financial one since the installation can be done remotely. An alternative is training on individual units of the installation in the classroom. However, this option also does not provide complete training for the correct sequence of actions. As an alternative to the training approach, a virtual reality simulator is developed that provides a complete immersion of the trainee and significantly saves money for training the enterprise staff. The purpose of developing this VR simulator was to teach service personnel the correct procedure for inspecting and</td></tr></table>

<footnote n="17">17 https://www.bimplus.co.uk/case-study-how-finlands-hospital-nova-used-vr-invo/#:~:text=With%20construction%20now%20in%20its,different%20users%20around%20the%20site.</footnote>
<table><tr><td></td><td>replacing the nodes of a wind turbine with direct drive and the proper behavior in an emergency.</td></tr><tr><td>Primary Actor</td><td>Maintenance trainer; Researchers; Project managers</td></tr><tr><td>Preconditions</td><td>1. Availability of Team: 3D Designer, two 3D Animators, UX/UI Designer, two Unreal Engine Developers, Sound Engineer, Quality Assurance Specialist, and Project Manager<br>2. Availability of Tools: Maya, 3D Studio Max, UE4 (C++)</td></tr><tr><td>Postconditions</td><td>During the development, the following tasks are solved:<ul><li>Creation of a 3D model of a wind turbine with all its key elements</li><li>Creation of a system of interaction in virtual reality with elements of a wind turbine and auxiliary tools</li><li>Animation of a system's nodes and elements. Animation of interaction with nodes and elements of the wind generator system</li><li>Application programming</li></ul></td></tr><tr><td>Main Success Scenario</td><td><strong>Key features</strong><ul><li>Using high-polygonal models: The environment, such as the nodes and elements of the wind generator, was created using highly polygonal graphics.</li><li>Real shadows and lighting: The project was implemented using the Unreal Engine development environment. This allowed us to create the most realistic environment, which contributed to maximum immersion.</li><li>The human factor: Considering the human factor, we maximally simulated the possible trainee mistakes and their consequences.</li></ul><strong>The implementation results of this simulator include the following:</strong><ul><li>Training time of engineers was reduced by 20% and more. Direct costs associated with training on real equipment were reduced by 70%.</li><li>Employees of the client's company highly appreciate this simulator and plan to increase additional functionality in the application.</li></ul></td></tr><tr><td>Extensions</td><td>As interaction with virtual objects was crucial to accomplishing all the tasks the client had set, the project was implemented as a desktop VR application for the HTC Vive device.</td></tr><tr><td>Frequency of Use</td><td>On demand</td></tr><tr><td>Status</td><td>Online</td></tr></table>
<table><tr><td>Owner</td><td>JASOREN (source: VR simulator of Wind Energy Turbine Generator | Jasoren<fnref n="18" />)</td></tr><tr><td>Priority</td><td>N/A</td></tr><tr><td>UC-19</td><td>Rail signal</td></tr><tr><td>Title</td><td>VR models drive safe design in rail project signal sighting</td></tr><tr><td>Description</td><td>When designing new structure installations and buildings on or near the rail line (including alterations to existing structures and buildings), whether permanent or temporary, it is essential to consider the potential impact on signal sighting compliance. VR models, driven by CAD and GIS data, are being used to ensure safety in the design of rail projects, particularly for signal sighting. The rail industry uses signal sighting assessment to confirm that train operators can reliably read, interpret and respond to signals at the lineside.</td></tr><tr><td>Primary Actor</td><td>Railway and train operators; Researchers; Decision Makers</td></tr><tr><td>Preconditions</td><td>1. Availability of existing CAD and GIS data<br>2. Availability of VR platform</td></tr><tr><td>Postconditions</td><td>1. Design feedback<br>2. Train operators can reliably respond to signals at the lineside</td></tr><tr><td>Main Success Scenario</td><td>The TrueSight VR platform, using CAD and GIS data, has been developed by True North Rail and provides multi-angle videos of signal positioning. The system enables the most commonly required changes to be implemented 'in-game' live in a signal sighting review session. This significantly reduces the review timescales and rework compared with other methods, True North Rail said.<br>The example in the main image above is the driver's view as they approach a station. At this point, the driver's view of the signal is blocked by the other train. The image below shows a few mouse clicks after the signal has been repositioned in the model, revealing that the driver can now see the signal despite the other train.</td></tr></table>

<footnote n="18">¹⁸ https://www.jasoren.com/portfolio/vr-maintenance-simulator/</footnote>
<figure><img src="image_292.png" /><figcaption>Figure 41 Rail Signal screenshot</figcaption></figure>

<table><caption>Table 6 ALLIANCE4XR Use Cases for Maritime Professions</caption><tr><td>Extensions</td><td>According to James Furlong, co-director at True North Rail, TrueSight was used recently to achieve “approval on all required signaling changes for two new stations, eliminating the need for two signal banner repeaters. This not only expedited the project, but also generated substantial savings of approximately £500,000.” True North Rail was formed in 2018 by rail engineers who wanted to bring the technology used in computer gaming to the rail sector. After a period of research and development, the business secured its first competitive tender to deliver the signal sighting model for a major re/signaling scheme. In 2022, True North Rail secured its largest project to date, in partnership with WSP, to provide the signal sighting VR model and driver route learning package for the Network Rail Crewe program.</td></tr><tr><td>Frequency of Use</td><td>On demand</td></tr><tr><td>Status</td><td>Project online since 2022</td></tr><tr><td>Owner</td><td>True North Rail (source: True North Rail | CGI Rail Visualisation<fnref n="19" />)</td></tr><tr><td>Priority</td><td>N/A</td></tr></table>

<table><tr><td>UC-20</td><td>Wärtsilä Voyage Solutions</td></tr><tr><td>Title</td><td>Wärtsilä Voyage Solutions - Bridge Operations</td></tr><tr><td>Description</td><td>Wärtsilä is a leading provider of marine technology and has developed the Wärtsilä BridgeMate system, which utilizes augmented reality (AR) to enhance bridge operations. The system overlays critical navigation information onto the real-world environment, improving situational awareness for</td></tr></table>

<footnote n="19">¹⁹ https://www.truenorthrail.com/</footnote>
<table><tr><td></td><td>bridge officers and enabling more informed decision-making during navigation.</td></tr><tr><td>Primary Actor</td><td>The bridge officers or navigational personnel who use the system to enhance their navigation and situational awareness on ships.</td></tr><tr><td>Preconditions</td><td>1. The system hardware and software are properly installed and operational on the ship's bridge.<br>2. Relevant navigational data sources (e.g., GPS, radar) are integrated and functioning correctly.<br>3. Bridge officers are trained to use the system effectively.</td></tr><tr><td>Postconditions</td><td>1. Enhanced situational awareness for bridge officers.<br>2. Accurate and efficient navigation of the vessel.<br>3. Improved decision-making capabilities during navigation.</td></tr><tr><td>Main Success Scenario</td><td>1. Accessing the system interface.<br>2. Viewing overlaid navigational information on the AR display.<br>3. Interacting with the system to adjust settings or display options.<br>4. Using the system to navigate safely and efficiently.</td></tr><tr><td>Extensions</td><td>1. Loss of GPS signal or other navigational data sources.<br>2. System malfunctions or errors requiring troubleshooting.<br>3. Emergency situations requiring rapid response and adaptation of system functionality.</td></tr><tr><td>Frequency of Use</td><td>This depends on factors such as the duration and frequency of vessel operations, the navigational complexity of routes, and the reliance on the system for navigation assistance.</td></tr><tr><td>Status</td><td>"Operational" or "In Use"</td></tr><tr><td>Owner</td><td>Wärtsilä - BridgeMate - seakeeping, storm avoidance and more with the mobile app by Wärtsilä<fnref n="20" /></td></tr><tr><td>Priority</td><td>The priority for the Wärtsilä BridgeMate system tool may be determined based on factors such as safety implications, regulatory compliance, customer demand, and strategic business objectives.</td></tr><tr><td>UC-21</td><td>BMT's REMBRANDT</td></tr><tr><td>Title</td><td>BMT's REMBRANDT - Ship Handling Simulator</td></tr><tr><td>Description</td><td>BMT is a leading international design, engineering, science, and risk management consultancy, and has developed REMBRANDT, which is a ship handling simulator that integrates virtual reality (VR) technology. REMBRANDT provides highly realistic simulations of ship handling</td></tr></table>

<footnote n="20">²⁰ https://www.wartsila.com/</footnote>
<table><tr><td></td><td>scenarios, allowing maritime professionals to train for various maneuvers and emergency situations in a safe and controlled environment.</td></tr><tr><td>Primary Actor</td><td>Maritime professionals, such as ship captains, officers, or pilots, who use the simulator for training and skill development in ship handling and navigation.</td></tr><tr><td>Preconditions</td><td>1. The simulator hardware and software are properly installed and operational.<br>2. Training scenarios and simulation environments are set up according to the intended training objectives.<br>3. Trainees have completed any necessary prerequisite training or familiarization with the simulator interface.</td></tr><tr><td>Postconditions</td><td>1. Trainees have gained experience and improved skills in ship handling and navigation.<br>2. Performance data and feedback from simulation sessions are recorded for assessment and analysis.<br>3. Trainees receive debriefing and feedback from instructors or evaluators based on their performance.</td></tr><tr><td>Main Success Scenario</td><td>1. Launching the simulator and selecting the desired training scenario.<br>2. Performing ship handling manoeuvres and navigation tasks within the simulation environment.<br>3. Receiving real-time feedback and guidance from instructors.<br>4. Completing the training session and reviewing performance metrics and debriefing.</td></tr><tr><td>Extensions</td><td>1. Equipment malfunction or technical issues with the simulator requiring troubleshooting.<br>2. Emergency scenarios introduced by instructors to assess trainee responses.<br>3. Requests for additional training or practice on specific maneuvers or scenarios.</td></tr><tr><td>Frequency of Use</td><td>Depends on factors such as the training requirements of maritime personnel, the availability of simulation facilities, and the frequency of training programs conducted by maritime organizations or training institutions.</td></tr><tr><td>Status</td><td>May vary depending on factors such as the availability of the simulator for training, ongoing development or updates to the simulation software, and the scheduling of training sessions or programs utilizing the simulator.</td></tr><tr><td>Owner</td><td>BMT REMBRANDT: digital forensics and S-100 ENC platforms<sup>21</sup></td></tr><tr><td>Priority</td><td>High, given its critical role in training maritime professionals</td></tr></table>

<footnote n="21">21 https://www.bmt.org/innovations/bmt-rembrandt/</footnote>
and enhancing their skills in ship handling and navigation. Priority may be determined based on factors such as safety considerations, regulatory compliance, and the importance of maintaining proficiency among maritime personnel.

UC-22

VSTEP

Title

VSTEP - NAUTIS Maritime Simulators

Description

VSTEP is a provider of simulation and virtual training solutions for maritime professionals and offers the NAUTIS suite of maritime simulators. NAUTIS simulators utilize VR and AR technologies to replicate realistic maritime environments, enabling immersive training experiences for ship handling, navigation, and emergency response scenarios. The content and functionality packages include solutions in Navigation, Towage, Inland operations, Naval, GMDSS and Fishing.

Primary Actor

The trainee maritime professionals or instructors who use the simulator for training purposes.

Preconditions

1. Availability of the NAUTIS Maritime Simulator hardware and software.

2. Proper setup and calibration of simulator components.

3. Availability of trained instructors to facilitate simulation sessions.

4. Access to relevant training scenarios and exercises within the simulator.

Postconditions

1. Trainees gaining practical experience and skills in ship handling, navigation, and emergency procedures.

2. Assessment and evaluation of trainee performance based on simulation outcomes.

3. Feedback provided to trainees for improvement and learning.

Main Success Scenario

1. Accessing the simulator interface and selecting a training scenario.

2. Interacting with simulated ship controls, navigation instruments, and communication systems.

3. Responding to simulated scenarios such as maneuvering in different weather conditions, navigating through busy waterways, or handling emergency situations.

4. Receiving feedback and debriefing from instructors based on simulation performance.

Extensions

1. Simulated equipment failures or malfunctions requiring troubleshooting and corrective action.

2. Changes in environmental conditions or vessel behaviour that affect the course of the simulation.

3. Emergency scenarios such as collision avoidance,
<table><tr><td></td><td>grounding, or fire drills.</td></tr><tr><td>Frequency of Use</td><td>Depends on various factors such as the training schedule, the number of trainees, and the availability of simulation resources. NAUTIS Maritime Simulators may be used regularly as part of maritime training programs, with sessions scheduled daily or weekly depending on training needs.</td></tr><tr><td>Status</td><td>It may be "Operational" if it is actively used for training, "Under Maintenance" if maintenance or upgrades are being performed, or "Offline" if it is temporarily unavailable.</td></tr><tr><td>Owner</td><td>VSTEP - NAUTIS Home - Ship Simulator<sup>22</sup></td></tr><tr><td>Priority</td><td>High, especially for organizations and institutions that rely on it for maritime training and education. Ensuring its proper functioning and availability would be crucial to delivering effective training and preparing maritime professionals for real-world scenarios.</td></tr><tr><td>UC-23</td><td>Marild Ship & Bridge Simulator</td></tr><tr><td>Title</td><td>Morild Ship & Bridge Simulator</td></tr><tr><td>Description</td><td>Morild Ship & Bridge is developed by Morild Interaktiv and is a full mission simulator system built for Virtual Reality (VR) Technology. It offers the possibility for an unlimited number of users to train together in the same scenario. The training areas include navigation, ship handling, maneuvering, bridge resource management, piloting and combined operations.</td></tr><tr><td>Primary Actor</td><td>The primary actors are trainee maritime professionals or students undergoing training in ship handling, navigation, and bridge operations.</td></tr><tr><td>Preconditions</td><td>1. Availability of the Ship & Bridge Simulator hardware and software.<br>2. Proper setup and calibration of simulator equipment, including bridge consoles, controls, and visual displays.<br>3. Access to training scenarios, exercises, and simulation modules within the simulator.<br>4. Presence of trained instructors or operators to facilitate simulation sessions.<br>5. Trainees' familiarity with maritime procedures and equipment.</td></tr><tr><td>Postconditions</td><td>1. Trainees gaining practical skills and knowledge in ship handling, navigation, and bridge operations.<br>2. Assessment and evaluation of trainee performance based on simulation outcomes.<br>3. Feedback provided to trainees for improvement and learning.</td></tr></table>

<footnote n="22">22 https://www.vstepsimulation.com/nautis-simulator/nautis-home/</footnote>
<table><tr><td>Main Success Scenario</td><td>4. Documentation of simulation sessions and trainee progress.<br>1. Trainees accessing the simulation interface and selecting a training scenario.<br>2. Interacting with simulated ship controls, navigation instruments, and communication systems.<br>3. Responding to simulated scenarios such as maneuvering in different weather conditions, navigating through challenging waterways, or handling emergency situations.<br>4. Receiving feedback and debriefing from instructors based on simulation performance.</td></tr><tr><td>Extensions</td><td>1. Simulated equipment failures or malfunctions requiring troubleshooting.<br>2. Changes in simulation parameters or scenarios based on trainee performance or instructor intervention.<br>3. Additional training exercises or scenarios introduced to address specific learning objectives or skill gaps.</td></tr><tr><td>Frequency of Use</td><td>Depends on factors such as the training schedule, the number of trainees, and the availability of simulation resources. The Ship & Bridge Simulator may be used regularly as part of maritime training programs, with sessions scheduled daily, weekly, or as needed based on training requirements.</td></tr><tr><td>Status</td><td>It may be "Operational" if actively used for training, "Under Maintenance" if updates or maintenance are being performed, or "Offline" if temporarily unavailable.</td></tr><tr><td>Owner</td><td>Morild Interaktiv AS<br>Ship & Bridge Simulator System — Morild Interaktiv AS<sup>23</sup></td></tr><tr><td>Priority</td><td>High, especially for organizations and institutions relying on it for maritime training and education. Ensuring its proper functioning and availability is crucial for delivering effective training and preparing maritime professionals for real-world scenarios.</td></tr><tr><td>UC-24</td><td>K-Sim</td></tr><tr><td>Title</td><td>K-Sim Maritime Simulation</td></tr><tr><td>Description</td><td>The K-Sim Maritime Simulation systems are developed by Kongsberg Digital and offer both full-scale realistic bridge simulation and cloud-based training for various maritime operations. The K-Sim Maritime Simulation systems cover a diverse array of training areas, including ship handling, navigation, engine room operations, cargo handling, bridge resource management, and emergency procedures.</td></tr></table>

<footnote n="23">23 https://www.morildinteraktiv.no/morild-navigator</footnote>
<table><tr><td>Primary Actor</td><td>The primary actors for the K-Sim Maritime Simulation systems are trainee maritime professionals, instructors, and simulation operators who interact with the simulation for training and educational purposes.</td></tr><tr><td>Preconditions</td><td><ol><li>Availability of the K-Sim Maritime Simulation hardware and software.</li><li>Proper setup and calibration of simulation equipment, including consoles, controls, and visual displays.</li><li>Access to the K-Sim Maritime Simulation scenarios and exercises.</li><li>Trained instructors or operators to facilitate simulation sessions.</li><li>Trainees' familiarity with maritime procedures and equipment.</li></ol></td></tr><tr><td>Postconditions</td><td><ol><li>Trainees acquiring practical skills and knowledge in ship handling, navigation, and emergency procedures.</li><li>Assessment and evaluation of trainee performance based on simulation outcomes.</li><li>Feedback provided to trainees for improvement and learning.</li><li>Documentation of simulation sessions and trainee progress.</li></ol></td></tr><tr><td>Main Success Scenario</td><td><ol><li>Trainees accessing the simulation interface and selecting a training scenario.</li><li>Interacting with simulated ship controls, navigation instruments, and communication systems.</li><li>Responding to simulated scenarios such as maneuvering in different weather conditions, navigating through challenging waterways, or handling emergency situations.</li><li>Receiving feedback and debriefing from instructors based on simulation performance.</li></ol></td></tr><tr><td>Extensions</td><td><ol><li>Simulated equipment failures or malfunctions requiring troubleshooting.</li><li>Changes in simulation parameters or scenarios based on trainee performance or instructor intervention.</li><li>Additional training exercises or scenarios introduced to address specific learning objectives or skill gaps.</li></ol></td></tr><tr><td>Frequency of Use</td><td>Depends on factors such as the training schedule, the number of trainees, and the availability of simulation resources. K-Sim Maritime Simulation systems may be used regularly as part of maritime training programs, with sessions scheduled daily, weekly, or as needed based on training requirements.</td></tr><tr><td>Status</td><td>The status may be "Operational" if actively used for training,</td></tr></table>
<table><tr><td></td><td>"Under Maintenance" if updates or maintenance are being performed, or "Offline" if temporarily unavailable.</td></tr><tr><td>Owner</td><td>Kongsberg Digital<sup>24</sup></td></tr><tr><td>Priority</td><td>High, especially for organizations and institutions relying on this simulation tool for maritime training and education. Ensuring its proper functioning and availability is crucial for delivering effective training and preparing maritime professionals for real-world scenarios.</td></tr><tr><td>UC-25</td><td>MarSEVR</td></tr><tr><td>Title</td><td>Maritime Safety Education with VR Technology (MarSEVR)</td></tr><tr><td>Description</td><td>It is well known that about 60-80% of the accidents are attributed to human error (directly or indirectly). Generally, each operator or seafarer must undergo training before starting professional work. In recent decades, emphasis on operator training has increased resulting in advance training simulators with several features like immersivity, stereoscopic sounds, hydraulics, and even use of different odors. However, the design of training methodologies can have a significant impact on the skill acquisition of trainees. The growth of integration of technology in existing systems as well as newer systems is much higher than that of improvement in training methods. The increase of complexity in process and maritime industries was higher than that of improvement/ upgradation of the training methods. This resulted into an evident gap between training needs and demands of operators, some of which are lack of:<ol><li>Realism in training (e.g., immersive environments, virtual reality)</li><li>Simulated abnormalities and accidents</li><li>Team training</li><li>Objective performance assessment</li><li>Integration of technological tools to aid training/learning phenomena</li><li>Non-technical staff training</li><li>Generation of data from training simulators</li><li>Scenarios imitating abnormalities and malfunctions.</li><li>Integration of results and research from other domains where safety and training are relatively more developed (for instance, process, nuclear and aviation industries)</li></ol>The first prototype version of the MarSEVR virtual training technology for maritime safety training is presented in this</td></tr></table>

<footnote n="24">24 https://marsim.kongsbergdigital.com/</footnote>
<table><tr><td></td><td>paper. Emphasis was given on the concept of a portable training system which is cost effective and able to be used in on-board, training centers or even office environments. This system can consist of various learning chapters either as individual training scenarios or as continuous episodes part of a training curriculum / program.</td></tr><tr><td>Primary Actor</td><td>Maritime Safety Trainee or Student</td></tr><tr><td>Preconditions</td><td>1. MarSEVR application is installed and properly functioning on the VR device.<br>2. The VR equipment (headset, controllers, etc.) is in working condition.<br>3. The trainee has basic knowledge of operating the VR equipment.<br>4. Curriculum or training modules are loaded and accessible within the MarSEVR platform.</td></tr><tr><td>Postconditions</td><td>1. Trainee completes the designated maritime safety education module or scenario.<br>2. Progress and performance data are recorded and saved within the MarSEVR platform</td></tr><tr><td>Main Success Scenario</td><td>1. Trainee selects a specific maritime safety education module or scenario.<br>2. MarSEVR environment loads, immersing the trainee in the selected scenario.<br>3. Trainee successfully completes safety tasks or protocols within the VR environment.<br>4. Feedback or assessment is provided based on the trainee's performance.<br>5. Trainee's progress is saved, and they are returned to the main menu or provided with the option to select another module.</td></tr><tr><td>Extensions</td><td>1. If the trainee struggles to complete safety tasks, additional guidance or tutorials may be provided within the VR environment.<br>2. Technical issues (e.g., VR equipment malfunction) may require troubleshooting steps or session restarts.</td></tr><tr><td>Frequency of Use</td><td>Frequency of use depends on the training schedule and requirements of maritime safety education programs, varying from periodic to regular usage.</td></tr><tr><td>Status</td><td>Operational</td></tr><tr><td>Owner</td><td>Evangelos Markopoulos, Jenny Lauronen, Mika Luimula, Pihla Lehto, Sami Laukkanen - Maritime Safety Education with VR Technology (MarSEVR) | ST Engineering Antycip<sup>25</sup></td></tr></table>

<footnote n="25">25 https://steantycip.com/blog/maritime-safety-education-with-vr-technology-marsevr/</footnote>
<table><tr><td>Priority</td><td>High, considering the critical importance of maritime safety education and the potential impact of VR technology in enhancing training effectiveness.</td></tr><tr><td>UC-26</td><td><strong>Immersive Safe Oceans Technology</strong></td></tr><tr><td>Title</td><td>Immersive Safe Oceans Technology: Developing Virtual Onboard Training Episodes for Maritime Safety</td></tr><tr><td>Description</td><td>A paper focusing on the development of virtual reality-based onboard training episodes aimed at enhancing maritime safety. The study explores the innovative use of VR technology to simulate realistic maritime scenarios, providing effective training for crew members. Through immersive experiences, trainees engage in fire drills, emergency procedures, and more, fostering improved safety awareness and preparedness.</td></tr><tr><td>Primary Actor</td><td>Maritime Crew Member or Trainee</td></tr><tr><td>Preconditions</td><td><ol><li>Access to the Immersive Safe Oceans Technology (ISOT) virtual onboard training platform.</li><li>Availability of VR equipment (headset, controllers, etc.).</li><li>Familiarity with basic operation of VR equipment and software.</li><li>Understanding of maritime safety protocols and procedures.</li></ol></td></tr><tr><td>Postconditions</td><td><ol><li>Completion of virtual onboard training episodes within the ISOT platform.</li><li>Increased awareness and proficiency in maritime safety procedures.</li><li>Potential reduction in maritime accidents and incidents.</li></ol></td></tr><tr><td>Main Success Scenario</td><td><ol><li>The maritime crew member or trainee accesses the ISOT virtual onboard training platform.</li><li>Relevant training episodes or scenarios, such as fire drills or man overboard situations, are selected within the VR environment.</li><li>The crew member engages with the virtual environment, which simulates onboard maritime scenarios.</li><li>Safety protocols and emergency procedures are demonstrated and practiced within the VR environment.</li><li>The crew member successfully completes the training episodes and receives feedback on their performance.</li><li>Upon completion, the crew member demonstrates improved readiness and competency in maritime safety procedures.</li></ol></td></tr><tr><td>Extensions</td><td><ol><li>If the crew member encounters challenges in</li></ol></td></tr></table>
<table><tr><td></td><td>executing certain safety procedures, additional guidance or tutorials may be provided within the VR environment.<br/>2. Integration with real-world training exercises or simulations may enhance the effectiveness of the virtual onboard training episodes.</td></tr><tr><td>Frequency of Use</td><td>Frequency of use may vary depending on the training schedule and requirements of maritime crew members, ranging from periodic drills to regular training sessions.</td></tr><tr><td>Status</td><td>Operational</td></tr><tr><td>Owner</td><td>Markopoulos, E. and Luimula, M., 2020. Immersive safe oceans technology: Developing virtual onboard training episodes for maritime safety. Future Internet, 12(5), p.80.</td></tr><tr><td>Priority</td><td>High, given the critical importance of maritime safety training and the potential of immersive VR technology to simulate realistic scenarios and enhance training outcomes.</td></tr><tr><td>UC-27</td><td>VR tools in conceptual ship design</td></tr><tr><td>Title</td><td>Application of VR tools in conceptual ship design</td></tr><tr><td>Description</td><td>Using VR for simulating critical ship operations at the conceptual design stage to evaluate the likely implications of set design parameters and to understand how external factors such as environmental conditions impact the concept design solution.</td></tr><tr><td>Primary Actor</td><td>Naval Architect or Ship Designer</td></tr><tr><td>Preconditions</td><td>1. Access to the virtual reality (VR) tools for ship design.<br/>2. Necessary hardware and software for VR design are available and properly configured.<br/>3. Data and specifications relevant to the ship design project are accessible.<br/>4. Familiarity with basic principles of ship design and VR technology.</td></tr><tr><td>Postconditions</td><td>1. Completion of ship design tasks or objectives within the VR environment.<br/>2. Generation of design concepts or prototypes for further evaluation and refinement.<br/>3. Documentation of design decisions and iterations for future reference.</td></tr><tr><td>Main Success Scenario</td><td>1. The naval architect or ship designer loads the VR design environment.<br/>2. Relevant ship design parameters and constraints are input into the VR tool.<br/>3. The designer explores and manipulates the virtual ship model using VR controllers or interface.<br/>4. Iterative design changes are made within the VR</td></tr></table>
<table><tr><td></td><td>environment, considering factors such as hydrodynamics, stability, and aesthetics.<br>5. Design iterations are evaluated in real-time, with feedback provided through visualizations and simulations.<br>6. Upon completion, the designer generates documentation or reports detailing the final design concepts or prototypes.</td></tr><tr><td>Extensions</td><td>1. If design constraints or requirements change during the process, the designer adjusts the parameters accordingly within the VR environment.<br>2. Collaboration with other stakeholders, such as engineers or clients, may involve sharing the VR design environment or exporting design data for review and feedback.</td></tr><tr><td>Frequency of Use</td><td>Frequency of use may vary depending on the stage of the ship design project, ranging from occasional to regular usage during the conceptual design phase.</td></tr><tr><td>Status</td><td>Operational</td></tr><tr><td>Owner</td><td>Agis, J.G., Brett, P.O., Ebrahimi, A. and Kramel, D., 2020. The potential of virtual reality (VR) tools and its application in conceptual ship design. In Proceedings of the 19th International Conference on Computer Applications and Information Technology in the Maritime Industries (COMPIT'20), Pontignano (pp. 123-134).</td></tr><tr><td>Priority</td><td>High, given the potential impact of VR tools in enhancing the efficiency and effectiveness of ship design processes.</td></tr><tr><td>UC-28</td><td>Safety Training at Shipyards</td></tr><tr><td>Title</td><td>Virtual Reality Based Application for Safety Training at Shipyards</td></tr><tr><td>Description</td><td>The implementation of safety training is conducted to provide knowledge on the importance of safety for its employees. However, the implementation of safety training requires many consumable things such as a lot of Portable Fire Extinguishers (PFE) that increase the operational cost and trigger the environmental pollution. This research aims to design a safety simulation based on VR (virtual reality) to provide an immersive experience for safety training and reduce the training costs. It was obtained that the application of VR technology requires two main devices namely HMD (Head-Mounted Display) and controller. Observations were conducted in the training of conventional safety and health at shipyards and training institutes.</td></tr><tr><td>Primary Actor</td><td>Shipyard Worker or Trainee</td></tr></table>
<table><tr><td>Preconditions</td><td><ol><li>Access to the virtual reality-based safety training application.</li><li>Availability of necessary VR equipment (headset, controllers, etc.).</li><li>Familiarity with basic operation of VR equipment and software.</li><li>Safety protocols and procedures relevant to shipyard operations are understood.</li></ol></td></tr><tr><td>Postconditions</td><td><ol><li>Completion of safety training tasks or modules within the VR environment.</li><li>Increased awareness and understanding of safety protocols and procedures.</li><li>Potential reduction in workplace accidents and incidents.</li></ol></td></tr><tr><td>Main Success Scenario</td><td><ol><li>The shipyard worker or trainee accesses the virtual reality-based safety training application.</li><li>Relevant safety training modules or scenarios are selected within the VR environment.</li><li>The trainee engages with the virtual environment, which simulates various shipyard hazards and safety protocols.</li><li>Safety procedures and responses to hazards are demonstrated and practiced within the VR environment.</li><li>The trainee successfully completes the safety training tasks and receives feedback on their performance.</li><li>Upon completion, the trainee demonstrates improved awareness and understanding of safety procedures in shipyard environments.</li></ol></td></tr><tr><td>Extensions</td><td>If the trainee struggles to understand certain safety concepts or procedures, additional guidance or tutorials may be provided within the VR environment. Integration with real-world safety training exercises or simulations may enhance the effectiveness of the VR-based safety training application.</td></tr><tr><td>Frequency of Use</td><td>Frequency of use may vary depending on the onboarding process for new workers, periodic safety refresher training, or in response to specific safety concerns or incidents at the shipyard.</td></tr><tr><td>Status</td><td>Operational</td></tr><tr><td>Owner</td><td>Wahidi, S.I., Pribadi, T.W., Rajasa, W.S. and Arif, M.S., 2022. Virtual reality-based application for safety training at shipyards. In IOP Conference Series: Earth and Environmental Science (Vol. 972, No. 1, p. 012025). IOP Publishing.</td></tr></table>
<table><tr><td>Priority</td><td>High, given the critical importance of safety training in shipyard environments and the potential of VR technology to enhance training effectiveness and reduce workplace accidents.</td></tr><tr><td>UC-29</td><td>Maritime Firefighting and Evacuation Training</td></tr><tr><td>Title</td><td>Application of VR Technology for Maritime Firefighting and Evacuation Training - A Review</td></tr><tr><td>Description</td><td>Firefighting and evacuation training are important tasks in maritime education and training, especially for crews working on large passenger ships, to ensure the safety of the vessel, cargo and passengers. With the evolution of virtual reality (VR) technology and the introduction of wearable hardware, a change in paradigm has happened in firefighting and evacuation training where these new technologies are being introduced. This paper serves as a review on the use of VR technology in maritime firefighting and evacuation training, trying to answer the following questions: what is the current state of using VR technology, and what are the research gaps that need to be addressed to further accelerate the implementation of VR? Research shows that other industries have adopted the use of VR technology relatively quickly, but the maritime industry still seems reluctant. As for the research gaps, the physics-based modelling of fire spread is discussed along with two other topics: the lack of immersive solutions for evacuation and the potential for developing search and rescue scenarios onboard a ship.</td></tr><tr><td>Primary Actor</td><td>Maritime Firefighter or Trainee</td></tr><tr><td>Preconditions</td><td>1. Access to the virtual reality (VR) technology for firefighting and evacuation training.<br>2. Availability of VR equipment (headset, controllers, etc.).<br>3. Familiarity with basic operation of VR equipment and software.<br>4. Understanding of basic firefighting procedures and evacuation protocols.</td></tr><tr><td>Postconditions</td><td>1. Completion of firefighting and evacuation training scenarios within the VR environment.<br>2. Enhanced knowledge and skills related to maritime firefighting and evacuation procedures.<br>3. Potential improvement in response time and effectiveness during actual emergencies.</td></tr><tr><td>Main Success Scenario</td><td>1. The maritime firefighter or trainee accesses the VR-based firefighting and evacuation training application.<br>2. Relevant training scenarios, such as shipboard fires or emergency evacuations, are selected within the VR</td></tr></table>
<table><tr><td></td><td>environment.<br/>3. The trainee engages with the virtual environment, which simulates maritime fire and emergency situations.<br/>4. Firefighting techniques, evacuation procedures, and safety protocols are demonstrated and practiced within the VR environment.<br/>5. The trainee successfully completes the training scenarios and receives feedback on their performance.<br/>6. Upon completion, the trainee demonstrates improved proficiency and readiness in maritime firefighting and evacuation procedures.</td></tr><tr><td>Extensions</td><td>1. If the trainee encounters difficulty in executing certain firefighting techniques or evacuation procedures, additional guidance or tutorials may be provided within the VR environment.<br/>2. Integration with real-world training exercises or simulations may further enhance the effectiveness of the VR-based firefighting and evacuation training.</td></tr><tr><td>Frequency of Use</td><td>Frequency of use may vary depending on the training schedule and requirements of maritime firefighting and emergency response teams, ranging from periodic drills to regular training sessions.</td></tr><tr><td>Status</td><td>Operational</td></tr><tr><td>Owner</td><td>Vukelic, G., Ogrizovic, D., Bernecic, D., Glujic, D. and Vizentin, G., 2023. Application of VR technology for maritime firefighting and evacuation training—A review. Journal of marine science and engineering, 11(9), p.1732.</td></tr><tr><td>Priority</td><td>High, given the critical importance of effective training for maritime firefighting and emergency response, and the potential of VR technology to simulate realistic scenarios and enhance training outcomes.</td></tr><tr><td>UC-30</td><td>Handling LNG Related Emergency in the Maritime Industry</td></tr><tr><td>Title</td><td>VR-based Training on Handling LNG Related Emergency in the Maritime Industry</td></tr><tr><td>Description</td><td>Presents a VR-based training solution designed to enhance the preparedness of maritime personnel in handling LNG-related emergencies. The paper outlines the development and implementation of virtual reality simulations tailored to simulate realistic LNG emergency scenarios. Through immersive experiences, trainees engage in LNG leak detection, fire response, and other critical emergency procedures, fostering improved safety awareness and response capabilities in the maritime industry.</td></tr></table>
<table><thead><tr><th>Primary Actor</th><th>Maritime Personnel or Trainees</th></tr></thead><tbody><tr><td>Preconditions</td><td><ol><li>Access to the VR-based training platform for handling LNG-related emergencies.</li><li>Availability of VR equipment (headset, controllers, etc.).</li><li>Familiarity with basic operation of VR equipment and software.</li><li>Understanding of LNG (Liquefied Natural Gas) properties and safety protocols.</li></ol></td></tr><tr><td>Postconditions</td><td><ol><li>Completion of VR-based training modules on handling LNG-related emergencies.</li><li>Increased proficiency and readiness in responding to LNG-related incidents.</li><li>Potential reduction in accidents and incidents involving LNG in the maritime industry.</li></ol></td></tr><tr><td>Main Success Scenario</td><td><ol><li>The maritime personnel or trainee accesses the VR-based training platform for LNG-related emergencies.</li><li>Relevant training modules, such as LNG leak detection or fire response, are selected within the VR environment.</li><li>The trainee engages with the virtual environment, which simulates LNG-related emergency scenarios.</li><li>Safety protocols and emergency response procedures specific to LNG handling are demonstrated and practiced within the VR environment.</li><li>The trainee successfully completes the training modules and receives feedback on their performance.</li><li>Upon completion, the trainee demonstrates improved readiness and competency in handling LNG-related emergencies in the maritime industry.</li></ol></td></tr><tr><td>Extensions</td><td><ol><li>If the trainee encounters challenges in executing certain emergency response procedures, additional guidance or tutorials may be provided within the VR environment.</li><li>Integration with real-world training exercises or simulations may enhance the effectiveness of the VR-based training on LNG-related emergencies.</li></ol></td></tr><tr><td>Frequency of Use</td><td>Frequency of use may vary depending on the training schedule and requirements of maritime personnel involved in LNG operations, ranging from periodic drills to regular training sessions.</td></tr><tr><td>Status</td><td>Operational</td></tr><tr><td>Owner</td><td>Liu, Y., Lan, Z., Tschoerner, B., Virdi, S.S., Li, F., Cui, J., Sourina, O., Zhang, D. and Müller-Wittig, W., 2021, September. VR-based Training on Handling LNG Related Emergency in the Maritime</td></tr></tbody></table>
<table><caption>Table 7 ALLIANCE4XR Use Cases for Grids and Energy</caption><tr><td></td><td>Industry. In 2021 International Conference on Cyberworlds (CW) (pp. 159-165). IEEE.</td></tr><tr><td>Priority</td><td>High, given the critical importance of safety in LNG operations and the potential of VR technology to enhance training outcomes and reduce risks associated with LNG handling in the maritime industry.</td></tr></table>

<table><tr><td>UC-31</td><td>VR Based Training of Heavy Duty Crane Operators</td></tr><tr><td>Title</td><td>VR based training of Operators of Heavy Duty Cranes</td></tr><tr><td>Description</td><td>Conventionally, training of operators of heavy construction plant and machinery such as heavy-duty cranes is a gradual and long drawn process starting with exposure of trainees to basic principles and design / configuration details of the construction equipment using operations manuals and drawings, which is then followed by demonstration of the operation by experienced personnel before trainees are involved in operation of the machines. In most cases trainees are also required to be certified by some authorized agencies before being deployed on jobs.<br>Construction safety is an important consideration and therefore it is required to be specifically incorporated in the contents of the conventional training programs for operation of construction plant & machinery.<br>The objective of VR based training of heavy-duty crane operators is to provide complete understanding of design/ configuration / control and safety aspects of the machine and impart operations training through an immersive virtual experience. This permits trainees to develop necessary proficiency in operating this critical machine without supervision, so that the trainee can start performing this operation independently on the actual job within a short period of time.</td></tr><tr><td>Primary Actor</td><td>Equipment / Product Training</td></tr><tr><td>Preconditions</td><td>VR based training of operators of construction plant and machinery has proved to be effective due to the immersive nature of training, permitting trainees to get real like experience and high level of knowledge retention. This method is also cost effective since it does not involve expensive physical assets and can be repeated several times without major extra cost, also permitting purposeful mistakes by trainees which impresses upon them the implications of these mistakes.</td></tr></table>
<table><tr><td>Postconditions</td><td><strong>Improvements observed:</strong><br>1. Conversion of a long-drawn training process requiring 30 day's activity based on a 120-page manual into a crisp 30-minute VR based activity for the trainees.<br>2. Significant increase in trainees' comprehension of crane operations.</td></tr><tr><td>Main Success Scenario</td><td><strong>Functionalities:</strong><ul><li>Explanation of crane configuration, various components such as boom, crane operator cabin and controls, slings / hook, drive mechanism</li><li>Specifications such as lifting capacity, boom radius, boom angle / Crane Make / Model</li><li>Description of operational controls</li><li>Safety precautions and procedures</li><li>Rigging plan, Lifting and installation operations, controlling the swing and other critical aspects</li><li>Crane dismantling details and transportation</li></ul></td></tr><tr><td>Extensions</td><td>Enhanced awareness of consequences of dangerous / hazardous situations and the means to avoid / mitigate the same.</td></tr><tr><td>Frequency of Use</td><td>On demand</td></tr><tr><td>Status</td><td>N/A</td></tr><tr><td>Owner</td><td>American Fuel & Petrochemical Manufacturers, Houston, TX ExxonMobil, Baytown, TX / Brightline Interactive, Washington DC</td></tr><tr><td>Priority</td><td>N/A</td></tr><tr><td>UC-32</td><td><strong>GlobalSim</strong></td></tr><tr><td>Title</td><td>Cloud-based Crane Training Simulator</td></tr><tr><td>Description</td><td><strong>Goal:</strong> Crane Training Simulator<br>The Cloud simulator allows trainers to introduce students to the equipment and familiarize them with the basic movements and procedures. Students can also prepare for certification by using the Cloud simulator.<br>Each lesson is recorded in full 3D so instructors and students can review performance together with the After-Action review module. Students can practice operating a variety of construction cranes, industrial overhead cranes, and port cranes. Additionally, instructors can create an unlimited number of custom lessons with the GlobalSim built-in scenario editor.</td></tr><tr><td>Primary Actor</td><td>Equipment / Product Training</td></tr><tr><td>Preconditions</td><td>The Cloud simulator works with any high-definition display,</td></tr></table>
<table><tr><td></td><td>with a VR headset</td></tr><tr><td>Postconditions</td><td><strong>Improvement observed:</strong> reduced time to certification, Reduced the time for employees' access to customer sites/locations.</td></tr><tr><td>Main Success Scenario</td><td><ul><li>The software offers a subscription making simulator training more accessible and affordable.</li><li>GlobalSim's Cloud includes 10 different crane models of Construction Cranes, Industrial Cranes, Port Cranes</li><li>The Cloud simulator can be accessed online, and customers can run the software on their own computer.</li></ul></td></tr><tr><td>Extensions</td><td>N/A</td></tr><tr><td>Frequency of Use</td><td>On demand</td></tr><tr><td>Status</td><td>N/A</td></tr><tr><td>Owner</td><td>GlobalSim<sup>26</sup></td></tr><tr><td>Priority</td><td>N/A</td></tr><tr><td><strong>UC-33</strong></td><td><strong>Exelon Corporation</strong></td></tr><tr><td>Title</td><td>Nuclear Pump Room</td></tr><tr><td>Description</td><td><strong>Goal:</strong> simulations of the pump room for practicing in a safe environment<br>The protocols and activities employees must perform in plants are specific, and performing them in the proper sequence is critical. When employees are performing these operations within the plant they may be exposed to radiation, so training is paramount to making sure employees work at maximum efficiency.<br>To train employees, Exelon developed a series of VR simulations and created model equipment so employees could practice in a safe environment the actions they would need to perform quickly in the pump room within their plant.</td></tr><tr><td>Primary Actor</td><td>Equipment / Product Training</td></tr><tr><td>Preconditions</td><td>To recreate the vast and complex pump room with a high degree of accuracy. The virtual environment would need to bring together simulations of all the protocols employees would need to follow, the tasks they would need to perform, the equipment they would need to interact with, and the potential hazards they could encounter in the environment.</td></tr><tr><td>Postconditions</td><td>Improvement observed: eliminated radiation exposure to employee during training and reduced radiation exposure</td></tr></table>

<footnote n="26">26 https://www.globalsim.com/globalsim-announces-release-of-cloud-based-crane-training-simulator/</footnote>
<table><tr><td></td><td>during repair through efficiency improvements</td></tr><tr><td>Main Success Scenario</td><td><strong>Functionalities:</strong><ul><li>Replication of complex pump room and equipment in true-to-life virtual environment</li><li>Train in hazardous environment without any risk or radiation exposure</li><li>Full scale experience of representative nuclear facility and exact pump replications</li><li>Follow critical lockout/tagout protocols</li><li>Dismantle and reassemble pumps in proper sequence</li><li>Enable spatial awareness and positioning</li><li>Conduct specific, random, or rare scenarios</li><li>Simulate defects which would be difficult to reproduce in real-world scenarios</li><li>Randomize issues with pumps and repair procedures required to address the issue</li><li>Create hazardous scenarios without risk to personnel (e.g. fire, explosion, accidental pressure release, falling equipment, etc.)</li><li>Trainees are prompted to select appropriate personal protective equipment (PPE) and tools necessary to complete the tasks</li></ul></td></tr><tr><td>Extensions</td><td><strong>Future applications in development</strong> include the creation of complete exact plant replications for location awareness, hazard recognition, foreign material exclusion, in situ component identification, and various other training scenarios.<br><strong>Training courses to include</strong> Line-of-Fire, Seismic Walkdown, Fuel Moves, and Active Shooter and other threat scenarios.</td></tr><tr><td>Frequency of Use</td><td>On demand</td></tr><tr><td>Status</td><td>N/A</td></tr><tr><td>Owner</td><td>Exelon Corporation USA<sup>27 28</sup></td></tr><tr><td>Priority</td><td>N/A</td></tr><tr><td>UC-34</td><td>MR Based Remote Assistance in Sub-Stations Operations</td></tr><tr><td>Title</td><td>MR remote training and assistance in Sub Stations operations</td></tr><tr><td>Description</td><td>One of the key challenges FactualVR is looking to address is the electric utility workforce that is rapidly retiring and the significant loss of institutional knowledge which has created a vulnerability in the United States electric grid, especially during widespread power outages.</td></tr></table>

<footnote n="27">27 https://oberontech.com/wpcontent/uploads/2020/07/Exelon_CaseStudy_OBERON.pdf</footnote>

<footnote n="28">28 https://oberontech.com/solutions/vr-training/</footnote>
<table><tr><td></td><td>To mitigate this challenging problem, FactualVR is developing the HyperTunnel® platform under a U.S. Department of Energy Phase II SBIR award for Advanced Grid Technologies which leverages a limited number of experienced electric utility field personnel to train and/or supervise a larger workforce using a mixed reality remote collaboration system.</td></tr><tr><td>Primary Actor</td><td>Equipment / Product Training</td></tr><tr><td>Preconditions</td><td>Enabling field technicians to summon an expert or supervisor for side-by-side guidance and oversight through a shared immersive digital twin, by “teleporting” the expert as a real-time avatar to mimic operations on a shared virtual workspace. This grants the supervisor the ability to observe and understand the actions performed, as well as provide real-time demonstrations to field technicians.</td></tr><tr><td>Postconditions</td><td><strong>Improvements observed:</strong><br>1. Economic – Cost savings from eliminating traveling time and reduced operational risk from avoiding co-location requirements<br>2. Commercial – Reduce down-time by leveraging scarce supervisors or experts across multiple remote worksites<br>3. Technical – Improved quality and efficiency of repairs and upgrades<br>4. Societal – Faster response during major outages</td></tr><tr><td>Main Success Scenario</td><td><strong>Functionalities:</strong><br>1. Scanning a remote work site – Leverages input from 3D scanners, cameras and other sensors available through the AR devices at the remote worksite<br>2. Creating a Digital Twin at HQ – Captured data is used to reproduce an immersive digital twin of the worksite at a central office location<br>3. Matching and Enhancing the Shared Scenes – Remote worksites and immersive digital twins are synched and enhanced by Computer Vision and Artificial Intelligence<br>4. Annotating and Demonstrating – Users can interact with simulated components, provide guidance and demonstrate actions in the shared virtual space</td></tr><tr><td>Extensions</td><td>N/A</td></tr><tr><td>Frequency of Use</td><td>On demand</td></tr><tr><td>Status</td><td>N/A</td></tr></table>
<table><tr><td>Owner</td><td>Large Electric Utility in the North East USA / FactualVR<sup>29 30</sup></td></tr><tr><td>Priority</td><td>N/A</td></tr><tr><td>UC-35</td><td>Aggreko and SGAS &amp; LOGIC UK</td></tr><tr><td>Title</td><td>Equipment / Product Training Practical Assessment</td></tr><tr><td>Description</td><td><strong>Goal:</strong> To virtualize entry level Gas Safety Program<br>Augmented Reality Aggreko created a life size holographic duplicate of the Gas Rig assembly including piping, flanges, gauges and relevant pressures under specific conditions. Using this multiple scenarios could be created with different faults/failures for each scenario that would need to be identified within the experience. This experience is also enabled by Remote "LIVE" session where the student and instructor can communicate over VoIP and the instructor can has a "See what I see" view of what the student is doing</td></tr><tr><td>Primary Actor</td><td>Equipment / Product Training</td></tr><tr><td>Preconditions</td><td>To enable online instruction and assessments to be conducted with a trained instructor/ assessor</td></tr><tr><td>Postconditions</td><td><strong>Improvement observed:</strong> reduced time to certification, Reduced the time for employees access to customer sites/locations.</td></tr><tr><td>Main Success Scenario</td><td><strong>Offers Functionalities such as:</strong><ul><li>User Management &amp; Single Sign On</li><li>Experience &amp; Audience Grouping &amp; Assigning</li><li>Codeless Authoring &amp; Publishing Tool</li><li>Spatial Positioning</li><li>Live Streamed Session (Experience, Video &amp; Audio)</li><li>Instructor/Assessor in Experience Interactions</li><li>3D Animations &amp; Interactions</li><li>Step tracking for individual activities in experience</li><li>Available in Holographic view</li></ul></td></tr><tr><td>Extensions</td><td>Deployed for Gas Safety Programs and planning further programs for inclusion</td></tr><tr><td>Frequency of Use</td><td>On demand</td></tr><tr><td>Status</td><td>N/A</td></tr><tr><td>Owner</td><td>Aggreko and SGAS &amp; LOGIC UK</td></tr><tr><td>Priority</td><td>N/A</td></tr><tr><td>UC-36</td><td>Workforce training through VR Rooms</td></tr><tr><td>Title</td><td>To revolutionize workforce training in operations of Nuclear Facilities through Virtual Reality Immersive Rooms (VIROO)</td></tr></table>

<footnote n="29">29 https://youtu.be/Qsq9lkck6c0</footnote>

<footnote n="30">30 https://factualvr.com/demos/</footnote>
<table><tr><td>Description</td><td><strong>Current practice:</strong> The current practice for workforce training is a physical process of training professionals on the Fuel Movement (FM) Simulator. This physical process is replaced by Virtual Reality Immersive Rooms (VIROO). The objective of FM simulator is to improve capabilities of professionals through intensive training and contribute to the reduction of both costs and risks. The FM VR simulator replicates the complex process permitting multiple users collaborating in 1:1 scale VR nuclear environment. The simulator replicates the process with tactile and haptic feedback. A physical replica of the refuelling mast is connected directly to the virtual environment, so users carry out virtual fuel movement operations as if they were doing so in reality.</td></tr><tr><td>Primary Actor</td><td>Equipment / Product Training</td></tr><tr><td>Preconditions</td><td>To train the workforce to help implementation of significant savings opportunities in the most efficient manner. The specific process identified is fuel movement operations, a complex and highly skilled activity requiring high expertise and training, as well as outstanding coordination between the different parties involved during the fuel movement process.</td></tr><tr><td>Postconditions</td><td><strong>Improvement observed:</strong><br/>Due to the strong regulatory controls, nuclear training suppliers normally are limited to traditional OEM companies and a small number of enterprises with nuclear pedigree. On this backdrop, the subject application addresses and avoids following issues which under normal procedures lead to increased costs of this training:<br/>1. Necessity of complex mockups which are expensive to be maintained.<br/>2. Physical mockups integrity limits the scope of training (efficiency vs contingency)<br/>3. Training necessities are very specific, sometimes linked to specific site conditions.<br/>4. Mockups are not deployable and consequently training has associated high T&L expenses<br/>This initiative improves the capabilities of professionals through intensive training and contribute to the reduction of both costs and risks. In addition, these systems will help nuclear customers to have just-in-time bespoke training solutions on site that will contribute to the reduction of operational costs associated with training and quality issues.</td></tr><tr><td>Main Success</td><td><strong>Functionalities:</strong><br/>1. Replication of all functions of FM Simulator into Virtual</td></tr></table>
<table><tr><td>Scenario</td><td>Environment.<br/>2. Continuous presence of training session manager console with the ability to introduce unplanned failures to challenge the trainees to improve their capability.<br/>3. Provide reply to standard problems faced by trainees during the fuel movement.<br/>4. Ability to reproduce different refuel floor configurations along with a live view station to let the audience and the instructor monitor and supervise the training in real time.<br/>These functionalities are incorporated on VIROO Platform which manages the equipment and streamlines the workflow to generate and launch the VR content. This software allows the immersive room to be managed centrally thanks to the following functionalities, any organizations to generate VR content.</td></tr><tr><td>Extensions</td><td>The solution addresses the ability to be located in strategic hubs around the world interconnected for remote collaboration especially with the threat of restricted travel and social distancing in pandemic situations. The fuel movement VR simulator is part of a new generation of simulators that GE Hitachi in alliance with Virtualware will release for operation during the coming years, not only for the Boiling Water Reactor technology but Pressurized Water Reactor and Decommissioning and Dismantlement as well.</td></tr><tr><td>Frequency of Use</td><td>On demand</td></tr><tr><td>Status</td><td>N/A</td></tr><tr><td>Owner</td><td>General Electric Hitachi Nuclear Energy / Virtualware<sup>31 32 33</sup></td></tr><tr><td>Priority</td><td>N/A</td></tr><tr><td>UC-37</td><td>Blue Deal Virtual Reality Educational Experience</td></tr><tr><td>Title</td><td>Blue Deal Virtual Reality Educational Experience</td></tr><tr><td>Description</td><td>The Blue Deal Virtual Reality (VR) Educational Experience aims to provide stakeholders in the energy sector with an immersive learning environment to explore and understand Blue Energy technologies. Through a fully 3D virtual world, users can engage with landscapes, ocean systems, and detailed 3D models of Blue Energy technologies, including wind turbines, oscillating buoys, and seabed-based buoys. The user can wear the VR headset and take a look at the Blue</td></tr></table>

<footnote n="31">31 https://youtu.be/8xJ_qK0nbW0</footnote>

<footnote n="32">32 https://youtu.be/DAaL7hc-75w</footnote>

<footnote n="33">33 https://www.virtualwareco.com/news/the-vr-center-university-retono-unveiled/</footnote>
<table><tr><td></td><td>Energy technologies within candidate areas, interact with the environment and listen to information.<br/><b>Goal:</b><br/>The primary goal of the Blue Deal VR Educational Experience is to enhance stakeholders' knowledge and decision-making capabilities regarding Blue Energy technologies by providing a realistic and interactive visualization of their installation and visual impact.</td></tr><tr><td>Primary Actor</td><td>Energy Sector Professionals, Researchers, Decision Makers</td></tr><tr><td>Preconditions</td><td>1. Availability of VR headsets and compatible hardware.<br/>2. Access to the Blue Deal VR Educational Experience application.<br/>3. Basic familiarity with VR technology and navigation.</td></tr><tr><td>Postconditions</td><td>1. Increased understanding of Blue Energy technologies and their visual impact.<br/>2. Enhanced decision-making capabilities regarding the adoption and implementation of Blue Energy projects.</td></tr><tr><td>Main Success Scenario</td><td>1. User wears the VR headset and enters the Blue Deal VR Educational Experience.<br/>2. User starts the experience on a virtual boat near the Blue Energy Park.<br/>3. Using hand tracking, the user activates narration to learn about the installed technologies.<br/>4. The user boards a virtual hot air balloon for an aerial view of the park, gaining perspective on visual impact.<br/>5. During the flight, the user receives additional information about the technologies and consults the area map.<br/>6. User concludes the experience with a comprehensive understanding of Blue Energy technologies and their visual implications.</td></tr><tr><td>Extensions</td><td>1. Additional Blue Energy technologies and installation scenarios.<br/>2. Integration of interactive quizzes and assessments to reinforce learning objectives.<br/>3. Expansion of educational content to cover broader energy sector topics and challenges.</td></tr><tr><td>Frequency of Use</td><td>On demand</td></tr><tr><td>Status</td><td>Online since 2022</td></tr><tr><td>Owner</td><td>Blue Deal Med<sup>34</sup></td></tr></table>

<footnote n="34">³⁴ https://bluedealmed.eu/visual-tools</footnote>
<table><tr><td>Priority</td><td>N/A</td></tr><tr><td>UC-38</td><td>VR Solar Farm Visualization Tool</td></tr><tr><td>Title</td><td>VR Solar Farm Visualization Tool</td></tr><tr><td>Description</td><td>The VR Solar Farm Visualization Tool is a virtual reality application developed to facilitate the planning and visualization process of solar energy project, particularly the design and assessment of solar farms. Leveraging aerial 3D mapping data and real-time rendering technology, the tool allows stakeholders to explore and interact with virtual solar farm environments in immersive VR simulations, see the potential and observe the visual impact.<br/><br/><strong>Useful for:</strong><ul><li>Survey and analyze potential solar farm sites using aerial 3D mapping data.</li><li>Optimize solar panel placement for maximum energy efficiency and minimal visual impact.</li><li>Visualize the proposed solar farm from various viewpoints and assess its visual impact on surrounding areas.</li><li>Facilitate community engagement and gain planning permission by demonstrating the proposed project's appearance in a realistic virtual environment.</li></ul></td></tr><tr><td>Primary Actor</td><td>Energy Sector Professionals, Researchers, Decision Makers</td></tr><tr><td>Preconditions</td><td>1. Availability of VR headsets and compatible hardware.<br/>2. Access to the VR Solar Farm Visualization Tool application.<br/>3. Aerial 3D mapping data of the solar farm site.</td></tr><tr><td>Postconditions</td><td>1. Enhanced understanding of solar farm design and placement optimization.<br/>2. Improved stakeholder engagement and community acceptance of proposed solar energy projects.<br/>3. Streamlined planning and decision-making process for solar energy projects.</td></tr><tr><td>Main Success Scenario</td><td>1. User wears the VR headset and launches the VR Solar Farm Visualization Tool.<br/>2. User selects the desired solar farm site and loads the aerial 3D mapping data.<br/>3. Using intuitive VR controls, the user navigates through the virtual environment and explores the terrain<br/>4. The user simulates sunlight exposure and shadow movement to optimize solar panel placement for maximum energy yield.</td></tr></table>
<table><caption>Table 8 ALLIANCE4XR Use Cases for Remote Collaboration</caption><tr><td></td><td>5. Virtual tours and interactive simulations allow the user to visualize the solar farm from different viewpoints and times of the day.<br/>6. Based on feedback and analysis, adjustments are made to the solar farm design to address concerns and optimize project feasibility.</td></tr><tr><td>Extensions</td><td>N/A</td></tr><tr><td>Frequency of Use</td><td>On demand</td></tr><tr><td>Status</td><td>Online since 2023</td></tr><tr><td>Owner</td><td>Private Customer</td></tr><tr><td>Priority</td><td>N/A</td></tr></table>

<table><thead><tr><th>UC-39</th><th>ClassVR</th></tr></thead><tbody><tr><td>Title</td><td>Virtual Reality Technology for the Classroom</td></tr><tr><td>Description</td><td>ClassVR is an open platform, supporting virtual and augmented curriculum content, as well as allowing students and teachers to create, upload and share their own content, creating a collaborative community of global educational resources.</td></tr><tr><td>Primary Actor</td><td>Students of all ages</td></tr><tr><td>Preconditions</td><td>1. ClassVR Headset<br/>2. Training and support for the headset features</td></tr><tr><td>Postconditions</td><td>Enhanced learning outcomes and practical skills development for users across various subjects</td></tr><tr><td>Main Success Scenario</td><td><strong>Success Scenario:</strong> The tasks are carried out by a student using ClassVR Headset.<br/>The preparatory session consists of the following activities:<br/>1. Headset set up, including device being charged<br/>2. Installation of ClassVR software<br/>3. Lesson planning and student training on the usage of the equipment<br/>For each session scenario the following activities are carried out.<br/>4. Students interact with objects related to the field of lesson<br/>5. Students perform virtual experiments in science classes<br/>6. Virtual field trips in areas and landmarks of interest<br/>7. Students work on real world scenarios and get guidance through problem-solving activities using virtual reality tools and resources</td></tr></tbody></table>
<table><tr><td></td><td>The closing of the maintenance operations consists of the following activities:<br>8. Equipment inspection, cleaning and charging<br>9. User training on how to properly use and care for ClassVR equipment, including guidelines for hygiene, safety, and maintenance<br>10. Update inventory records to reflect any materials or supplies used during the session</td></tr><tr><td>Extensions</td><td>N/A</td></tr><tr><td>Frequency of Use</td><td>Weekly</td></tr><tr><td>Status</td><td>In business since 2017</td></tr><tr><td>Owner</td><td>Avantis Education</td></tr><tr><td>Priority</td><td>N/A</td></tr><tr><td>UC-40</td><td><strong>EON Reality</strong></td></tr><tr><td>Title</td><td>Augmented and virtual reality technologies for education, training, and industry</td></tr><tr><td>Description</td><td>Virtual Reality-based experience creation for education and industry as well as the creators of the Knowledge Metaverse</td></tr><tr><td>Primary Actor</td><td>Students of all ages</td></tr><tr><td>Preconditions</td><td>1. Environment and hardware setup<br>2. Training and support for the app features</td></tr><tr><td>Postconditions</td><td>Enhanced learning outcomes and practical skills development for users across various subjects</td></tr><tr><td>Main Success Scenario</td><td><strong>Success Scenario:</strong> The tasks are carried out by students using either VR technology (headset and controller or Desktop/mobile)<br><br>The preparatory session consists of the following activities:<br>1. Equipment set up, including devices being charged (if needed)<br>2. Installation of EON Reality software<br>3. Lesson planning and student training on the usage of the equipment and software features<br>4. Guidance on proper use of any devices and guidelines for breaks and rest periods to prevent discomfort or fatigue<br>5. Content Selection and environment set up<br>For each session scenario the following activities are carried out.<br>6. Students interact with objects related to the field of lesson<br>7. Students perform virtual experiments in science classes</td></tr></table>
<table><tr><td></td><td>8. Virtual field trips in areas and landmarks of interest<br/>The closing of the maintenance operations consists of the following activities:<br/>9. Equipment inspection, cleaning and charging<br/>10. User training on how to properly use and care for VR/AR equipment (if used), including guidelines for hygiene, safety, and maintenance<br/>11. Update inventory records to reflect any materials or supplies used during the session</td></tr><tr><td>Extensions</td><td>N/A</td></tr><tr><td>Frequency of Use</td><td>Daily</td></tr><tr><td>Status</td><td>In business since 1999</td></tr><tr><td>Owner</td><td>Dan Lejerskar</td></tr><tr><td>Priority</td><td>N/A</td></tr><tr><td>UC-41</td><td>Labster</td></tr><tr><td>Title</td><td>Virtual lab simulations for science education</td></tr><tr><td>Description</td><td>Labster is a company that develops virtual lab simulations for science education. These simulations allow students to conduct experiments and explore scientific concepts in a realistic, interactive virtual environment.</td></tr><tr><td>Primary Actor</td><td>Students of the science field, learning through virtual labs</td></tr><tr><td>Preconditions</td><td>Students need to be aware of the "in-lab" processes and rules</td></tr><tr><td>Postconditions</td><td>Scientific tasks in lab have been properly carried out.</td></tr><tr><td>Main Success Scenario</td><td><strong>Success Scenario:</strong> The tasks are carried out by a student using a virtual reality headset or through typical web browsers.<br/><br/>The preparatory session consists of the following activities:<br/>1. Introducing Labster and why it was chosen<br/>2. Visualize key scientific concepts<br/>3. Prepare for lab experiments using simulations and lab manuals<br/>4. Focus on specific concepts using adapted simulations. For each session scenario the following activities are carried out.<br/>5. Student collaboration using editable lab manuals and lab reports.<br/>6. Groups work on organizing and labeling 2D images<br/><br/>The closing of the maintenance operations consists of the following activities:<br/>7. When the sessions are finalized, students complete a lab report as a post-simulation activity.</td></tr></table>
<table><tr><td></td><td>8. Students create a scientific poster to demonstrate understanding.<br/>9. Automatic grading & instructor dashboard allows instructors to provide students detailed feedback</td></tr><tr><td>Extensions</td><td>N/A</td></tr><tr><td>Frequency of Use</td><td>Weekly</td></tr><tr><td>Status</td><td>In business since 2011</td></tr><tr><td>Owner</td><td>Michael Bodekaer Jensen</td></tr><tr><td>Priority</td><td>N/A</td></tr><tr><td>UC-42</td><td>ZSpace</td></tr><tr><td>Title</td><td>Immersive AR/ VR Learning Solutions</td></tr><tr><td>Description</td><td>zSpace is a technology that combines elements of virtual and augmented reality in a computer. zSpace mostly provides AR/VR technology to the education market</td></tr><tr><td>Primary Actor</td><td>Middle schools and higher education students</td></tr><tr><td>Preconditions</td><td>1. Compatible hardware<br/>2. Training and support on educators for the platform's features</td></tr><tr><td>Postconditions</td><td>Enhanced learning outcomes and practical skills development for users across various subjects</td></tr><tr><td>Main Success Scenario</td><td><strong>Success Scenario:</strong> The tasks are carried out by a student using zSpace's hardware or compatible device.<br/><br/>The preparatory session consists of the following activities:<br/>1. Environment setup: Compatibility check, software setup<br/>2. Training on the features and proper use<br/>3. Engagement strategies to promote student participation and collaboration during the session<br/>4. Have technical support resources readily available to troubleshoot any issues that may arise during the session.<br/><br/>For each session scenario the following activities are carried out.<br/>5. Students interact with objects related to the field of lesson<br/>6. Students perform virtual experiments in science classes<br/>7. Data visualization in order for students to gain insights<br/>The closing of the maintenance operations consists of the following activities:<br/>8. Use of assessment tools to evaluate student</td></tr></table>
<table><tr><td></td><td>understanding<br/>9. Feedback from participants regarding their experience during the session, including any technical issues encountered, suggestions for improvement.<br/>10. Update inventory records to reflect any materials or supplies used during the session</td></tr><tr><td>Extensions</td><td>N/A</td></tr><tr><td>Frequency of Use</td><td>Weekly</td></tr><tr><td>Status</td><td>In business since 2007</td></tr><tr><td>Owner</td><td>Paul Kellenberger</td></tr><tr><td>Priority</td><td>N/A</td></tr><tr><td>UC-43</td><td>MeetinVR</td></tr><tr><td>Title</td><td>Virtual collaboration platform</td></tr><tr><td>Description</td><td>Enterprise meetings in Virtual Reality</td></tr><tr><td>Primary Actor</td><td>Members of organization/ project/ business</td></tr><tr><td>Preconditions</td><td>1. Internet connection<br/>2. Familiarity with the platform<br/>3. Being assigned as member of project</td></tr><tr><td>Postconditions</td><td>Colleagues connect for a remote Virtual meeting</td></tr><tr><td>Main Success Scenario</td><td>Success Scenario: Colleagues and team members successfully carry out a VR Meeting either with a VR headset, or via PC/Mac<br/><br/>The preparatory session consists of the following activities:<br/>1. Connecting to the internet<br/>2. Logging in the platform (if already signed in)<br/>3. Prepare/upload any sharable documents<br/>For each session scenario the following activities are carried out:<br/>4. Participants share task related documents<br/>5. During the session participants make use of (virtual) white board<br/>6. Participants take notes (virtually), related to the meeting's subject</td></tr><tr><td>Extensions</td><td>N/A</td></tr><tr><td>Frequency of Use</td><td>Weekly</td></tr><tr><td>Status</td><td>In business since 2016</td></tr><tr><td>Owner</td><td>VR Owl Group</td></tr><tr><td>Priority</td><td>N/A</td></tr><tr><td>UC-44</td><td>VIVERSE for Business</td></tr><tr><td>Title</td><td>Virtual collaboration platform</td></tr><tr><td>Description</td><td>Enterprise meetings in Virtual Reality</td></tr></table>
<table><caption>Table 9 ALLIANCE4XR Use Cases for AR/VR/MR</caption><tr><td>Primary Actor</td><td>Members of organization/ project/ business</td></tr><tr><td>Preconditions</td><td>1. Internet connection<br>2. Familiarity with the platform<br>3. Being assigned as member of project</td></tr><tr><td>Postconditions</td><td>Colleagues connect for a remote Virtual meeting</td></tr><tr><td>Main Success Scenario</td><td>Success Scenario: Colleagues and team members successfully carry out a VR Meeting either with a VR headset, or via PC/Mac<br>The preparatory session consists of the following activities:<br>1. Connecting to the internet<br>2. Logging in the platform (if already signed in)<br>3. Prepare/ upload any sharable documents<br>For each session scenario the following activities are carried out:<br>4. Participants share task related documents<br>5. Presentation and/ or training on business related product takes place, with 3D object manipulation<br>6. Colleagues communicate in the platform with additional Speech-to-Text transcription & translation</td></tr><tr><td>Extensions</td><td>N/A</td></tr><tr><td>Frequency of Use</td><td>Weekly</td></tr><tr><td>Status</td><td>In business since 2022</td></tr><tr><td>Owner</td><td>Cher Wang</td></tr><tr><td>Priority</td><td>N/A</td></tr></table>

<table><tr><td>UC-45</td><td>CALDIC VR EXPERIENCE</td></tr><tr><td>Title</td><td>Caldic VR experience</td></tr><tr><td>Description</td><td>The goal of the project is to demonstrate the production and innovation site of the company at the exhibitions, to employees, partners and clients. Work: 360 video shooting, 360 video production, 3D modelling, programming, project management, etc<fnref n="35" />.</td></tr><tr><td>Primary Actor</td><td>Visitors of the exhibition, employees, partners, clients</td></tr><tr><td>Preconditions</td><td>No</td></tr><tr><td>Postconditions</td><td>Users know more about the production and innovation site</td></tr><tr><td>Main Success Scenario</td><td>Success Scenario: The tasks are carried out by a user using a Meta Quest 2 / 3 virtual reality headset.</td></tr></table>

<footnote n="35">³⁵ https://clutch.co/profile/sensorama#review-268540</footnote>
<table><tr><td></td><td><strong>Scenario:</strong><br>1. Onboarding for new users of VR hardware<br>2. 360 video of the greetings from CEO<br>3. 360 video of safety instructions<br>4. 360 video from the laboratory<br>5. 360 video from the warehouse<br>6. 360 video from the drone<br>7. Interactive part of making and ice cream</td></tr><tr><td>Extensions</td><td>The main scenario is based on the usage of a Meta Quest 2 / 3 virtual reality headset. AR capabilities are not included in any scenario.</td></tr><tr><td>Frequency of Use</td><td>Daily usage</td></tr><tr><td>Status</td><td>Active</td></tr><tr><td>Owner</td><td>Caldic Europe</td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td><strong>UC-46</strong></td><td><strong>DTEK VR training</strong></td></tr><tr><td>Title</td><td>DTEK VR training</td></tr><tr><td>Description</td><td>VR DTEK Training Simulator<sup>36</sup> allows to educate newcomers to how to maintain electrical equipment and switchgear. The factory facilities and tools have been accurately reconstructed with the help of 3D modeling. Training also integrated with TeslaSuit haptics feedback; the application enables employees to literally feel every mistake made during the training.<br><br><strong>Key facts:</strong><ul><li>3D scanning of equipment and environments</li><li>3D modeling</li><li>Instructor interface</li><li>Haptic design for full body haptic suit</li></ul></td></tr><tr><td>Primary Actor</td><td>Electricians at the company</td></tr><tr><td>Preconditions</td><td>N/A</td></tr><tr><td>Postconditions</td><td>Electricians practice virtually how to work with equipment</td></tr><tr><td>Main Success Scenario</td><td><strong>Success Scenario:</strong> The tasks are carried out by a user using a Meta Quest 2 / 3 virtual reality headset.<br><br><strong>Scenario:</strong><br>1. Onboarding for new users of VR hardware<br>2. VR training in repair work<br>3. Exam in VR in repair work</td></tr></table>

<footnote n="36">36 https://youtu.be/xn8q6jNr0hY</footnote>
<table><tr><td></td><td>4. Haptic feedback suit integration<br>5. Instructor is managing trainings and exams in separate web application<br>6. Statistics of trainings and exams is demonstrated in web dashboard</td></tr><tr><td>Extensions</td><td>The main scenario is based on the usage of a Meta Quest 2 / 3 virtual reality headset. The usage of the headset is motivated by the need of using both hands during the scenario. AR capabilities are not included in any scenario.</td></tr><tr><td>Frequency of Use</td><td>Daily usage</td></tr><tr><td>Status</td><td>Active</td></tr><tr><td>Owner</td><td>DTEK</td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td>UC-47</td><td>INDUSTRY 4.0 XR HUB</td></tr><tr><td>Title</td><td>Industry 4.0 XR HUB</td></tr><tr><td>Description</td><td>The goal of the project is to demonstrate the possibilities of the circular economy, to conduct a virtual demonstration of the capabilities of the equipment, to have the flexibility to configure production lines virtually to save resources and time, to take virtual tours of geographically remote factories, to conduct training on the use of various equipment and processes, all this with the help of a qualified instructor<sup>37</sup>.</td></tr><tr><td>Primary Actor</td><td>Visitors of the industrial parks where the system is installed</td></tr><tr><td>Preconditions</td><td>N/A</td></tr><tr><td>Postconditions</td><td>Users know more about the circular economy</td></tr><tr><td>Main Success Scenario</td><td><strong>Success Scenario:</strong> The tasks are carried out by a user using a Meta Quest 2 / 3 virtual reality headset.<br><br><strong>Scenario:</strong><br>1. Onboarding for new users of VR hardware<br>2. 360 videos gallery<br>3. Virtual exhibition hall with equipment from different suppliers, including media materials<br>4. VR training for replacing the battery in an electric car<br>5. VR training for the robot launch<br>6. Factory configurator<br>7. Multiplayer interaction</td></tr><tr><td>Extensions</td><td>The main scenario is based on the usage of a Meta Quest 2 / 3 virtual reality headset. The usage of the headset is motivated by the need of using both hands during the scenario. AR capabilities are not included in any scenario.</td></tr></table>

<footnote n="37">37 https://youtu.be/BUBOZxtU_EE</footnote>
<table><tr><td>Frequency of Use</td><td>Daily usage</td></tr><tr><td>Status</td><td>Active</td></tr><tr><td>Owner</td><td>IT Technologies, EU supported project</td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td>UC-48</td><td>MHP soft skills training</td></tr><tr><td>Title</td><td>MHP soft skills training</td></tr><tr><td>Description</td><td>MHP SE, short for Myronivsky Hliboproduct, is a leading Ukrainian agricultural company primarily focused on the production of poultry and the cultivation of grains. It is known for being one of the largest poultry producers in Ukraine, with significant operations extending into international markets.<br/>Sensorama developed a VR application for Meta Quest and a mobile version for Android aimed at improving the soft skills of the salespersons at the stores. This training included a realistic 3D environment of the store and a simulation of dialogue with different customer personas. Trainees were prompted to talk to the customers using voice recognition technology. The project encompassed training and exam mode where users would get points if they talked to the customers correctly 38 39.</td></tr><tr><td>Primary Actor</td><td>Sellers at branded stores</td></tr><tr><td>Preconditions</td><td>N/A</td></tr><tr><td>Postconditions</td><td>Sellers learn and pass a virtual exam on communication skills with customers on sales skills.</td></tr><tr><td>Main Success Scenario</td><td><strong>Success Scenario:</strong><br/>1. Onboarding for new users of VR hardware<br/>2. Demonstration in VR of correct interactions with clients<br/>3. Soft skills VR training session<br/>4. Results of the VR training session</td></tr><tr><td>Extensions</td><td>The main scenario is based on the usage of a Meta Quest 2 / 3 virtual reality headset. The usage of the headset is motivated by the need of using both hands during the scenario. AR capabilities are not included in any scenario.</td></tr><tr><td>Frequency of Use</td><td>Daily</td></tr><tr><td>Status</td><td>Active</td></tr></table>

<footnote n="38">38 https://youtu.be/ClklspNmNjw</footnote>

<footnote n="39">39 https://clutch.co/profile/sensorama?sort_by=&date_desc#review-274571</footnote>
<table><tr><td>Owner</td><td>MHP</td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td>UC-49</td><td><strong>Servier virtual training solution</strong></td></tr><tr><td>Title</td><td>Servier virtual training solution</td></tr><tr><td>Description</td><td>The goal was to create a platform that would help with educating medical staff in a faster and more efficient way. We've created an application that allows us to conduct consultations both offline and online with a virtual human being that has specific medical indicators within a clinical case. Therefore, the virtual patient has to be consulted together with a speaker (moderator) and prescribe a treatment<sup>40</sup>.</td></tr><tr><td>Primary Actor</td><td>Medical staff at the training sessions</td></tr><tr><td>Preconditions</td><td>N/A</td></tr><tr><td>Postconditions</td><td>Medical staff practice virtually to conduct consultations for a virtual human being that has specific medical indicators within a clinical case.</td></tr><tr><td>Main Success Scenario</td><td><strong>Success Scenario:</strong> The tasks are carried out by a user using web and mobile versions of the product.<br/><strong>Scenario:</strong><br/>1. Admin customizes virtual consultation<br/>2. Admin adds users to the CMS<br/>3. User receives invitation to virtual consultation<br/>4. User is logging in to the system<br/>5. User goes through virtual consultation<br/>6. Statistics are collected and demonstrated in the dashboard</td></tr><tr><td>Extensions</td><td>The main scenario is based on the usage of a web based and mobile (android, iOS) versions of the solution.</td></tr><tr><td>Frequency of Use</td><td>Daily</td></tr><tr><td>Status</td><td>Active</td></tr><tr><td>Owner</td><td>Servier</td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td>UC-50</td><td><strong>VictoryXR</strong></td></tr><tr><td>Title</td><td>Augmented and virtual reality technologies for education, training, and industry</td></tr><tr><td>Description</td><td>Learn through virtual and augmented reality</td></tr><tr><td>Primary Actor</td><td>Students of all ages</td></tr><tr><td>Preconditions</td><td>1. Environment and hardware setup</td></tr></table>

<footnote n="40">40 https://clutch.co/profile/sensorama#review-41867</footnote>
<table><tr><td></td><td>2. Training and support for the app features</td></tr><tr><td>Postconditions</td><td>Enhanced learning outcomes and practical skills development for users across various subjects</td></tr><tr><td>Main Success Scenario</td><td><strong>Success Scenario:</strong> The tasks are carried out by students using either VR technology (headset and controller or Desktop/mobile)<br/><br/>The preparatory session consists of the following activities:<br/>1. Equipment set up, including devices being charged (if needed)<br/>2. Installation of VictoryXR software<br/>3. Lesson planning and student training on the usage of the equipment and software features<br/>4. Training and support for educators to effectively use VR technology in the classroom<br/>5. Content Selection and environment set up<br/><br/>For each session scenario the following activities are carried out.<br/>6. Students interact with objects related to the field of lesson<br/>7. Students perform virtual experiments in science classes<br/>8. Virtual field trips in areas and landmarks of interest<br/><br/>The closing and the maintenance operations consists of the following activities:<br/>9. Emphasis on device cleaning and sanitization<br/>10. Specialized training and support for educators<br/>11. Documentation related to educational outcomes and curriculum integration</td></tr><tr><td>Extensions</td><td>N/A</td></tr><tr><td>Frequency of Use</td><td>Daily</td></tr><tr><td>Status</td><td>In business since 2016</td></tr><tr><td>Owner</td><td>Steve Grubbs</td></tr><tr><td>Priority</td><td>N/A</td></tr><tr><td>UC-51</td><td><strong>Equipment Maintenance</strong></td></tr><tr><td>Title</td><td>Equipment Maintenance</td></tr><tr><td>Description</td><td>The objective is to carry out maintenance operations at facilities according to a maintenance plan. The facility may for instance be a pumping station and the maintenance operations may for instance be to lubricate some components.</td></tr><tr><td>Primary Actor</td><td>A maintenance operator (MO), for instance a network operator</td></tr></table>
<table><tr><td></td><td>or a person from security services (watchmen).</td></tr><tr><td>Preconditions</td><td>According to the maintenance plan, maintenance operations shall be carried out on some equipment at the facility being visited.</td></tr><tr><td>Postconditions</td><td>Maintenance operations have been properly carried out.<br/>The maintenance operations are carried out by a MO, by the support of a tablet and an app, see figure 1.<br/>The preparatory session consists of the following activities</td></tr><tr><td>Main Success Scenario</td><td><ol><li>Before going on the mission, the MO loads necessary data (BIM models, instructions, maintenance schedule, maintenance report forms etc.) on the tablet.</li><li>When arriving to the facility, the maintenance operator (MO) enters the facility and checks on an app which maintenance operations are scheduled for this site.</li><li>Necessary equipment to be used for maintenance is to be localized. This includes for instance finding a grease gun and suitable grease for lubrication. If required, instructions of how to use the equipment can also be displayed by the app.</li><li>Localization of item to be maintained. A tablet is mounted on a tripod and the camera is switched on. The AR software is aligning the image from the camera with a BIM model of the facility (registration). The item to be maintained is marked on top of the integrated camera / BIM model.</li><li>If needed, the tripod may be repositioned for better visibility of the item to be maintained. In such a case, a new registration of the tablet needs to be calculated.</li><li>When proper item to be maintained is localized, the maintenance operations starts. If required, instructions can be visualized on the tablet.</li></ol>The closing of the maintenance operations consists of the following activities<br/>7. When the maintenance operations are finalized, a maintenance report is filled in, supported by an activity log file.</td></tr><tr><td>Extensions</td><td>The main scenario is based on the usage of a tablet with AR software. The usage of a tripod is motivated by the need of using both hand during the maintenance operations. Another option is to use AR glasses. In such a case, the procedure for registration is different. It is also not investigated to what</td></tr></table>
<table><tr><td></td><td>extent the AR glasses can be used for displaying instructions. In case the registration is not accurate or reliable enough, the MO should be notified about that and new registration procedure should be initiated. In case instructions, forms or other information is missing, there should be an option of downloading such data on site. The use case requires a BIM for registration of the tablet. If no suitable BIM is available, it must be established. The simplest way to do that may be to focus only on registration points required for the AR and measure them using indoor surveying methods (total stations, intersection from two theodolites etc). This process may be described as another use case.</td></tr><tr><td>Frequency of Use</td><td>Once a week</td></tr><tr><td>Status</td><td>Requirement analysis not yet started</td></tr><tr><td>Owner</td><td>Anders Östman for requirement analysis</td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td>UC-52</td><td><strong>Sewer inspection and cleaning</strong></td></tr><tr><td>Title</td><td>Sewer inspection and cleaning (from BP Sewer inspection and cleaning)</td></tr><tr><td>Description</td><td>The aim of this process is the execution of physical works done on a site, finalized to make again fully operational a part of the sewer network. It implies inspections through camera and cleaning. Sewer Inspection and Cleaning request comes from the BP Field Interventions Management as well as from the BP Real Time Network Management.</td></tr><tr><td>Primary Actor</td><td>WW Network Manager, WW Network Operator</td></tr><tr><td>Preconditions</td><td>According to the procedures for sewer network management plan, operations shall be carried out on some equipment at the facility being visited.</td></tr><tr><td>Postconditions</td><td>Network operations have been properly carried out and sewer networks work properly again</td></tr><tr><td>Main Success Scenario</td><td>Each task starts from a WO (work order issued by the "BP field interventions management" or "BP Real Time Network Management") and finishes either by the completion of the job or a report explaining the reasons why it was not possible to complete the job.<br>Field interventions are carried out by WW Network operators, under the supervision of WW Network Manager, by the support of camera for video inspections, a tablet accessing the Network Information System of the utility company.</td></tr></table>
<table><tr><td></td><td><p>The preparatory session consists of the following activities</p><ol><li>Request of intervention by the Process Control Technician, having noted a failure in the drainage system or by WW Network Manager as ordinary maintenance</li><li>Preparation of the team for field interventions and of the needed equipment</li><li>Before going on the field, the WW Network Operator loads on the tablet necessary data from the Network Information System, in case they were not accessible via web services.</li><li>When arriving on site, the WW Network Operator analyses the situation of the network and surrounding area and looks for the problem, as communicated by the BP Real Time Network Management.</li><li>Positioning of the equipment in manholes and pipes (e.g. video camera) for inspection and to collect data on drain conditions. Network Information System supports the operator providing data on the network and its main components.</li><li>Report about network conditions, accompanied with a video, where it is detailed the state of the sewer inspected, with a list of the malfunctions detected, its description and position in the sewer.</li><li>Planning of maintenance interventions, according to the failure detected with the inspection and supported by the NIS</li><li>Field intervention of network cleaning, which involves a hydrojet vehicle for undertaking remedial and preventive works: cleaning, draining, pumping out sewerage systems. If needed cleaning of manholes from insects and spraying to prevent.</li></ol><p>The closing of the maintenance operations consists of the following activities</p><p>9. Network works properly. This process can also report abnormalities found in installations, for which structural field interventions are needed.</p></td></tr><tr><td>Extensions</td><td><p>The main scenario is based on the usage of a tablet with AR software. AR software is useful to support video inspection and to visualize hidden parts of the network.</p><p>The usage of a tripod is motivated by the need of using both hand during the maintenance operations. Another option is to use AR glasses. In such a case, the procedure for registration is</p></td></tr></table>
<table><tr><td></td><td>different. It is also not investigated to what extent the AR glasses can be used for displaying instructions. In case the registration is not accurate or reliable enough, the Network Operator should be notified about that and new registration procedure should be initiated. In case instructions, forms or other information is missing, there should be an option of downloading such data on site.</td></tr><tr><td>Frequency of Use</td><td>Once/Twice a week</td></tr><tr><td>Status</td><td>Requirement analysis not yet started</td></tr><tr><td>Owner</td><td>GISIG for requirement analysis</td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td>UC-53</td><td><strong>Public Services - Indication of a House Connection location</strong></td></tr><tr><td>Title</td><td>Public Services - Indication of a House Connection location (from BP Public Services - Management of permissions for sewers connections)</td></tr><tr><td>Description</td><td>The aim of this process is the indication of a House Connection Location when it is not possible via a conventional process. When localization of a HC is finalized the works of connecting a premise with the main sewer network can be executed. Indication of a HC location request comes from the BP Public Services - Management of permissions for sewers connections.</td></tr><tr><td>Primary Actor</td><td>WW Network Manager, WW Network Operator</td></tr><tr><td>Preconditions</td><td>According to the procedures for sewer network management plan, the premise must be visited and localization of a HC must be carried out.</td></tr><tr><td>Postconditions</td><td>The HC of the visited premise has been located and works of connecting the premise with the main network can be executed.</td></tr><tr><td>Main Success Scenario</td><td>Each task starts from a WO (work order - issued by the "BP Public Services - Management of permissions for sewers connections") and finishes either by the completion of the job or a report explaining the reasons why it was not possible to complete the job.<br>Field interventions are carried out by WW Network operators, under the supervision of WW Network Manager, by the support of camera for video inspections, a tablet accessing the Network Information System of the utility company.<br>The preparatory session consists of the following activities:<br>1. Request of intervention by the Network Manager,</td></tr></table>
<table><tr><td></td><td>having received a note for a HC not possible to locate.<br>2. Preparation of the team for field interventions and of the needed equipment<br>3. Before going on the field, the WW Network Operator loads on the tablet necessary data from the Network Information System, in case they were not accessible via web services.<br>4. When arriving at the premise, the WW Network Operator analyses the situation of the network and surrounding area and looks for the problem, as communicated by the BP Management of permissions for sewers connections.<br>5. Positioning of the equipment in manholes and pipes (e.g., video camera) for inspection and collection of necessary data. Network Information System supports the operator providing data on the network and its main components.<br>6. Report about network conditions, accompanied with a video, where it is detailed the state of the main sewer in front of the premise.<br>7. Report whether according to the main pipe inspection the HC was located.<br>The closing of the operation consists of the following:<br>8. HC located. Works for the connection with the main pipe can be executed.</td></tr><tr><td>Extensions</td><td>The main scenario is based on the usage of a tablet with AR software. AR software is useful to support video inspection and to visualize hidden parts of the network.<br>The usage of a tripod is motivated by the need of using both hands during operation. Another option is to use AR glasses. In such a case, the procedure for registration is different. It is also not investigated to what extent the AR glasses can be used for displaying instructions.<br>In case the registration is not accurate or reliable enough, the Network Operator should be notified about that and new registration procedure should be initiated. In case instructions, forms or other information is missing, there should be an option of downloading such data on site.</td></tr><tr><td>Frequency of Use</td><td>Once/Twice a week</td></tr><tr><td>Status</td><td>Requirement analysis not yet started</td></tr><tr><td>Owner</td><td>SBN for requirement analysis</td></tr><tr><td>Priority</td><td>TBD</td></tr></table>
<table><thead><tr><th>UC-54</th><th>Applied Research using AR</th></tr></thead><tbody><tr><td>Title</td><td>Applied Research (from BP Academic sector - Applied research using AR technology)</td></tr><tr><td>Description</td><td>The aim is to develop and test a Monitoring System of a Water Supply Network by equipping the water supply infrastructures with appropriate sensors in order to detect leakages in real time.</td></tr><tr><td>Primary Actor</td><td>Researcher, Lecturer in Civil and Surveying Engineer</td></tr><tr><td>Preconditions</td><td>When a leakage occurs, it is detected and positioned by sensors in a sensor network. The leakage will then be fixed quickly to avoid extra network damages and water loss.</td></tr><tr><td>Postconditions</td><td>Network operators fix the leak and the network works properly again</td></tr><tr><td>Main Success Scenario</td><td>The main success scenario consists of three parts. In the first part (design of sensor network), a specific pilot area is selected, based on certain requirements and then a dedicated algorithm is utilized to specify the optimal positions for installing noise sensors. In the second part (establishment of a GIS database), a GIS system is developed where information about the water network in the pilot area (location, pipes, materials, etc.) is recorded. In the third part (water supply network monitoring), real-time measurements of the sensors are recorded leakages are detected and positioned. The position of a leakage is estimated by correlation of the noise signals from the sensors surrounding the leakage. In case of a leakage, an Augmented Reality (AR) application (to be developed) will support the repair of the leakage by visualising the location of underground networks in the neighbourhood of the leakage (e.g., telephony, electricity, sewage) to avoid causing collateral damages.<br/><br/>Specifically:<br/><strong>Part1: Design and installation of sensor network</strong><br/>The first part of this scenario follows the phases below:<ul><li><strong>Phase 1:</strong> Identification of the pilot area based on certain requirements.</li><li><strong>Phase 2:</strong> An optimization-based algorithm is executed for selecting the best positions for installing the noise sensors.</li></ul><strong>Part2: Establishment of a GIS database</strong><ul><li><strong>Phase 3:</strong> Insert the positions of the pipes as well as the positions of the sensors of the pilot area in a Geographic Information System (GIS) system developed to serve</li></ul></td></tr></tbody></table>
the aforementioned purposes. In addition, information about other underground utility networks is also inserted.

### Part 3: Water supply network monitoring

* **Phase 4:** Sensor readings testing: Sensor data are downloaded/streamed and any leakages appear on the GIS.

* **Phase 5:** Develop and use a dedicated AR application. The AR **development goals** are as follows:

1. Illustrate to the user the pipes that exist at the point of interest.

2. Provide information/characteristics of pipes such as depth, cross section, duct type, duct material, etc.

3. Illustrate the layout of the ducts in a 3D-space so as the user has a better understanding of the current situation

4. Provide interaction to aid the users to resolve any problems.

The AR application is designed following the operational requirements identified in collaboration with the Water Supply Networks involved in the project (end users).

The main requirements of the AR application are presented below:

* Visualise the positions of the pipes in an AR environment.

* Determine the position and orientation of the observer (AR device) through a GNSS/IMU device or by measuring control points.

* Download information/characteristics of the pipes and sensors to the AR database

* Download information of other public utilities which exist in the pilot area to the AR database

* View real-time information of pipelines and sensor recordings and correlation processing

* Interact with the application

The application will be easy and simple to use, with high levels of aesthetics (e.g., colours, backgrounds, pipelines, etc.) and realism (shapes and textured substrates and conductors close to their actual shape) elements.

Extensions

The main scenario is based on the usage of a tablet or mobile phone with AR application. AR software is useful to visualize the stream data of the sensors as well as the information of the pipes.

Frequency of

Once a day
<table><tr><td>Use</td><td></td></tr><tr><td>Status</td><td>Requirements analysis ongoing</td></tr><tr><td>Owner</td><td>CUT</td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td>UC-55</td><td>Procurement</td></tr><tr><td>Title</td><td>Procurement</td></tr><tr><td>Description</td><td>The goal of this use case is to prepare documents which are required for decisions about investments in AR technologies.</td></tr><tr><td>Primary Actor</td><td>The primary actor is a procurement manager</td></tr><tr><td>Preconditions</td><td>Interests in investments in AR technologies has been raised within the organization</td></tr><tr><td>Postconditions</td><td>A decision has been made if investments in AR technologies should be within a certain time frame made or not.</td></tr><tr><td>Main Success Scenario</td><td><ul><li>A request for investments in AR technologies arrives to the procurement division. If there is a general interest in such investments, a pilot study is conducted where experiences are described, and potential costs and benefits are identified. A draft implementation plan may also be outlined.</li><li>In case an investment is found to have a good potential for success, the analysis is made more detailed, and outstanding implementation aspects are analyzed.</li></ul></td></tr><tr><td>Extensions</td><td>An extension may be to contract subcontractors, either for the preparation of documents, for the implantation of the technologies or for procurement of AR services.</td></tr><tr><td>Frequency of Use</td><td>Around once every 3 - 5 years in each organization</td></tr><tr><td>Status</td><td>Requirement analysis not yet started</td></tr><tr><td>Owner</td><td>Anders Östman for requirement analysis</td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td>UC-56</td><td>WWTP management</td></tr><tr><td>Title</td><td>WWTP management</td></tr><tr><td>Description</td><td>The goal of WWTP management is to propose and implement human and technical actions appropriate to improving the current and future situation of water production or wastewater treatment at a plant in such a way that they are in compliance with the regulator's requirements. This process involves supervising the staff and organizing the activities at the plant, analysing plant operations and identifying potential improvements to the plant. The suggested changes and improvements need to be implemented by the plant management and also be assessed and approved by the regulators.</td></tr></table>
<table><tr><td>Primary Actor</td><td>WW Plant manager</td></tr><tr><td>Preconditions</td><td>An inefficiency or potential for improvement of processes is identified at a wastewater treatment plant. Proposals and plans to solve the inefficiency and to implement the potential improvements need to be developed to such a stage that they can be shown outside of the project team. Or the solutions are already implemented and are ready for evaluation.</td></tr><tr><td>Postconditions</td><td>A new technical solution or new way of working is implemented allowing to improve the efficiency and effectiveness of the treatment plant and is approved by the regulators.</td></tr><tr><td>Main Success Scenario</td><td><p>The main success scenario of this use case consists of the successful demonstration and approval of the proposed/planned or implemented solutions by the project team, the company's management and the regulator. The way of working with augmented reality will be successful when it is able to reduce the amount of manhours needed to assess the new solutions through reducing the need for the number of people to be directly on site and by allowing quicker understanding and insight into the proposed solutions.</p><p>A meeting or several meetings and field visits need to be performed to come to the decision for approval of the possible solutions or to get approval for the implemented solution. The use of augmented reality goggles allows for two improvements to the field visits which can also be combined into one format.</p><ol><li>One improvement would be to use augmented reality goggles to compare plans of the solutions to the existing plant both in a planning stage where solutions still need to be implemented and at a final approval stage where solutions are implemented but where for approval the implementation also needs to be compared to how it was approved on plans.</li><li>Preparation consists of uploading a BIM or plans attached to a particular "activation zone" (if the user is in this zone the attached plan will be shown on the goggles). If available extra information sheets for more detailed explanations can also be uploaded.</li><li>The session itself consists of members of the project team, management team and/or the regulator team visiting the site and using the AR goggles to during the</li></ol></td></tr></table>
visit discuss the solutions while getting a side by side comparison of reality and plans through the goggles. A connection between the goggles could allow the session organizer to share the same view and information with everybody to ensure that the whole group is discussing the same topic. Pointers could also be added to draw attention to specific things being talked about.

c. The session is finalized by summarizing the conclusions and recommendations from the field visit. The field visit could result in either approval of the solutions, further meetings or even more field visits to discuss the solutions and implement further improvements or changes necessary to get approval.

2. A second improvement would be the use of AR goggles to allow remote inspection of a site during a meeting discussing the proposed solution or at an approval meeting.

a. The preparatory steps include sending someone in the field to the inspection location with a camera or AR goggles and a good data connection to the meeting room (existing infrastructure or a portable transmitter). Extra information about a structure such as technical forms can be shown through the AR goggles. The person either preuploads the information or uses services to get extra information (plans, BIM, ...) in his AR goggles. A meeting is setup with stakeholders which combines the preparatory meeting for the field visit, the field visit and the follow-up meeting after the field visit.

b. During the session the stakeholders in the meeting room follow the field inspection by the person on site with the AR goggles. The people in the meeting room see what the person in the field sees, including the extra information displayed through the AR goggles. and can talk with the person in the field. The stakeholders at the meeting can display pointers on the AR goggles to highlight something to the person in the field while also displaying additional information which is shown or discussed by the people in the meeting room. The person onsite can participate in the meeting while the number of necessary movements is kept to a minimum.
<table><tr><td></td><td>c. The session is followed by the normal follow-up meeting after a field visit allowing to reduce the number of meetings. It will also allow to immediately go from the field visit to the conclusions which result in either approval or recommendations for the changes necessary to get approval. A follow-up field visit using the same system can be used to evaluate the changes and assess whether with the changes the installation can be approved.</td></tr><tr><td>Extensions</td><td>A possible extension would be to add functionality where the user is able using the information from plans and BIM-models to see what infrastructure (pipes, installations) is behind walls, under water or at other places which are normally not visible during a field inspection.</td></tr><tr><td>Frequency of Use</td><td>5 times a year, each time a new plant is built or renovated</td></tr><tr><td>Status</td><td>Requirements analysis not yet started</td></tr><tr><td>Owner</td><td>VMM</td></tr><tr><td>Priority</td><td>TBD</td></tr><tr><td>UC-57</td><td>Public Services – WW Leakage Detection</td></tr><tr><td>Title</td><td>Public Services – WW Leakage Detection (from BP Public Services – Management of permissions for sewers connections)</td></tr><tr><td>Description</td><td>This process includes the execution of physical works on a pipe or MH, aiming the restoration of it and prevention of leakage of WW. Pipe or MH leakage request comes from the BP Public Services – Management of permissions for sewers connections.</td></tr><tr><td>Primary Actor</td><td>WW Network Manager, WW Network Operator</td></tr><tr><td>Preconditions</td><td>According to the procedures for sewer network management plan, operations must be carried out on site in order for the leakage to end and the network to work properly.</td></tr><tr><td>Postconditions</td><td>Network operations have been carried out and sewer network work properly again</td></tr><tr><td>Main Success Scenario</td><td>Each task starts from a WO (work order – issued by the “BP Public Services – Management of permissions for sewers connections”) and finishes either by the completion of the job or a report explaining the reasons why it was not possible to complete the job.<br>Field interventions are carried out by WW Network operators, under the supervision of WW Network Manager, by the support of camera for video inspections, a tablet accessing the</td></tr></table>
Network Information System of the utility company.

The preparatory session consists of the following activities

1. Request of intervention by the Network Manager, having received a note for WW leakage.

2. Leakage might be the result of a broken pipe or blockage of pipe/HC

3. Preparation of the team for field interventions and of the needed equipment

4. Before going on the field, the WW Network Operator loads on the tablet necessary data from the Network Information System, in case they were not accessible via web services.

5. When arriving on site, the WW Network Operator analyses the situation of the network and surrounding area and looks for the problem, as communicated by the BP Management of permissions for sewers connections.

6. Positioning of the equipment in manholes and pipes (e.g., video camera) for inspection and collection of necessary data. Network Information System supports the operator providing data on the network and its main components.

7. Report about network conditions, accompanied with a video, where it is detailed the state of the pipe or MH or HC.

8. Report on the cause of leakage – Broken main sewer/HC or blocking of pipe or HC, including description and position of breakage or blocking and/or other malfunctions detected

9. Planning of maintenance interventions, according to the failure detected with the inspection and supported by the NIS

10. Field intervention for pipe repairing, which might involve works of excavation and replacement/repairing the broken part, or intervention for pipe unblocking as per UC4. If needed cleaning of manholes from insects and spraying to prevent.

The closing of the operation consists of the following:

11. Leakage restored. Network works properly. This process can also report abnormalities found in installations, for which structural field interventions are needed.

Extensions

The main scenario is based on the usage of a tablet with AR software. AR software is useful to support video inspection and
<table><tr><td></td><td>to visualize hidden parts of the network.<br/>The usage of a tripod is motivated by the need of using both hands during operation. Another option is to use AR glasses. In such a case, the procedure for registration is different. It is also not investigated to what extent the AR glasses can be used for displaying instructions.<br/>In case the registration is not accurate or reliable enough, the Network Operator should be notified about that and new registration procedure should be initiated. In case instructions, forms or other information is missing, there should be an option of downloading such data on site.</td></tr><tr><td>Frequency of Use</td><td>Once/Twice a month (TBC)</td></tr><tr><td>Status</td><td>Requirement analysis not yet started</td></tr><tr><td>Owner</td><td>SBN for requirement analysis</td></tr><tr><td>Priority</td><td>TBD</td></tr></table>

## 7.4 APPENDIX 4 Detailed description of learning material

<table><caption>Table 10 ALLIANCE4XR Learning Material for Higher Education Institutions</caption><tr><td>LM-01</td><td>FLAME - Facilitated Learning with Animated Multi-media Engagement</td></tr><tr><td>Learning Objective</td><td>FLAME aims to empower educators to create online 3D interactive material to support learning rather than accept limited materials burdened by fees and vendor lock-in (e.g., 3DEXPERIENCE, Jigsaw, H5P). A clear gap exists in availability, accessibility, and cost of interactive learning materials.</td></tr><tr><td>Target Audience</td><td>Lectures and students in engineering in higher level education.</td></tr><tr><td>Content Type</td><td>WebXR - browser-based 3D models and interactivity (FLAME Summer workshop Showcase<sup>41</sup>)</td></tr><tr><td>Learning Outcomes</td><td><ul><li>Competencies with engineering principles, design, testing, validation, reporting, immersive technologies.</li><li>Concepts related to 3D modelling, texturing, animation, rendering, HTML and JavaScript.</li><li>A new Brightspace module to teach deployment of interactive 3D media.</li><li>Establish the Digital Library.</li><li>Physical artefacts to link online learning to</li></ul></td></tr></table>

<footnote n="41">41 https://nolankucd.github.io/FLAME/showcase.html</footnote>
<table><tr><td></td><td>physical touch.<br/>• Establish and disseminate effectiveness of produced material to a wider educator audience.</td></tr><tr><td>Key Concepts</td><td>Using immersive technologies to enhance engineering in higher level education.</td></tr><tr><td>Interactive Elements</td><td>The creation of several 3D models with animations</td></tr><tr><td>Media Assets</td><td>3D models and 360 images</td></tr><tr><td>Accessibility Features</td><td>N/A</td></tr><tr><td>Technical Requirements</td><td>3D models created using Blender. Final assets available using desktop and laptop devices.</td></tr><tr><td>Integration with LMS</td><td>Brightspace module with a library of 3D assets. Built-in analytics.</td></tr><tr><td>LM-02</td><td>Training Wind Turbine Engineers using Virtual Reality Training Experiences (WMC Galway)</td></tr><tr><td>Learning Objective</td><td>The aim of this course is to create fresh opportunities for training and upskilling students using high-quality enhanced-learning skills embedded into state-of-the-art Virtual Reality imaging tools.</td></tr><tr><td>Target Audience</td><td>Undergraduate student learners</td></tr><tr><td>Content Type</td><td>VR (6DOF)</td></tr><tr><td>Learning Outcomes</td><td>The focus will be on the training requirements for Wind Turbine Engineers as it is relevant to both the onshore and offshore renewable wind energy generation. The Training developed will have applicability across other renewable energy disciplines and technologies and the potential for deployment across other industries and sectors in the future.</td></tr><tr><td>Key Concepts</td><td>The training is centred on reacting to disaster relief in a confined space. The user is given a choice to react on the spot to a potential life-threatening fire. The unique pathways implemented into the scenario allow the user to make their own decisions in a safe environment. The experience is guided by a voiceover to ensure they can be fully immersed in and focused on the experience, looking around and learning in a natural way – just like it would happen in the real world.</td></tr><tr><td>Interactive Elements</td><td>VR Scenarios</td></tr><tr><td>Media Assets</td><td>3D and 360 assets for demonstration purposes.</td></tr><tr><td>Accessibility Features</td><td>N/A</td></tr><tr><td>Technical Requirements</td><td>Some materials for VR headsets but training material</td></tr></table>
<table><tr><td></td><td>found online.</td></tr><tr><td>Integration with LMS</td><td>Planned Moodle Module</td></tr><tr><td>LM-03</td><td>Virtual Reality Welding Training Simulator (Dundalk Institute of Technology)</td></tr><tr><td>Learning Objective</td><td>Virtual reality welding trainers for dual users simulates welding for hands on welding training for two students at a time on one machine.</td></tr><tr><td>Target Audience</td><td>Undergraduate student learners</td></tr><tr><td>Content Type</td><td>VR</td></tr><tr><td>Learning Outcomes</td><td>The focus will be on the training requirements for Wind Turbine Engineers as it is relevant to both the onshore and offshore renewable wind energy generation. The Training developed will have applicability across other renewable energy disciplines and technologies and the potential for deployment across other industries and sectors in the future.</td></tr><tr><td>Key Concepts</td><td>Replicates proper machine set-up using a Welding Procedure Specification. Students must select gas type, process, gas flow, amperage/voltage and wire-feed speed in the system. Tracks and scores key weld parameters including work angle, travel angle, travel speed, distance and position.</td></tr><tr><td>Interactive Elements</td><td>VR Scenarios with welding tools</td></tr><tr><td>Media Assets</td><td>3D Environments</td></tr><tr><td>Accessibility Features</td><td>N/A</td></tr><tr><td>Technical Requirements</td><td>Some materials for VR headsets but training material found online.</td></tr><tr><td>Integration with LMS</td><td>Moodle Module</td></tr><tr><td>LM-04</td><td>Innovation Academy UCD: Virtual Reality for Future Skills</td></tr><tr><td>Learning Objective</td><td>This module utilises VR to develop and practise transversal skills. Participants progress through a multi-stage immersive VR experience completing tasks, making decisions, and exercising their critical faculties in a virtual workplace. The VR experience replicates a real-world enterprise, allowing participants to identify their areas of strength and tackle realistic workplace challenges in a safe environment.</td></tr><tr><td>Target Audience</td><td>The programme was developed in 2021, piloted in the academic year 2022-23 and is now a fully accredited 5 ECT elective module for Undergraduate students in UCD.</td></tr></table>
<table><tr><td>Content Type</td><td>A mix of teaching and learning activities including VR.</td></tr><tr><td>Learning Outcomes</td><td>Students use VR to become more aware of and using individual strengths, developing capacity for creative thinking, fostering innovation and curiosity, adopting an entrepreneurial and growth mindset, applying critical and analytical thinking to support decision making, effective communication and strategic thinking.</td></tr><tr><td>Key Concepts</td><td>Using immersive technologies to enhance future skills.</td></tr><tr><td>Interactive Elements</td><td>VR rooms with specific themes related to customer relations, recruitment, and marketing.</td></tr><tr><td>Media Assets</td><td>3D rooms with premade scenarios</td></tr><tr><td>Accessibility Features</td><td>N/A</td></tr><tr><td>Technical Requirements</td><td>Quest 2 or Quest 3 devices.</td></tr><tr><td>Integration with LMS</td><td>Brightspace module. Built-in analytics.</td></tr><tr><td>LM-05</td><td>UCD School of Computer Science: Augmented and Virtual Reality (COMP3025J)</td></tr><tr><td>Learning Objective</td><td>The course will cover recent developments in the field and teach the fundamental foundations of Mixed Reality, which combines both fields. The course material includes:<ul><li>History of Augmented and Virtual Reality (AR/VR)</li><li>Display technologies to produce AR/VR environment (Reality-Virtuality continuum)</li><li>Tracking technologies</li><li>3D Reconstruction</li><li>3D Printing</li><li>VR/AR Game Engines</li><li>Mobile AR/VR</li><li>CAVE VR Environments</li><li>VR HMD</li><li>3D photogrammetry</li><li>Computer vision fundamentals</li><li>Case study on Medical VR/AR applications</li><li>Case study on Educational VR/AR applications</li></ul></td></tr><tr><td>Target Audience</td><td>Undergraduate Computer Science students in UCD.</td></tr><tr><td>Content Type</td><td>A mix of teaching and learning activities including AR and VR.</td></tr><tr><td>Learning Outcomes</td><td>Acquire knowledge of fundamental techniques to produce VR and AR applications. The student will have knowledge of the latest developments in VR/AR and the competence to improve on this</td></tr></table>
<table><caption>Table 11 ALLIANCE4XR Learning Material for Vocational Education and Training</caption><tr><td></td><td>understanding in the future. They will also be exposed to the fundamental concepts of image processing used in VR/AR applications.</td></tr><tr><td>Key Concepts</td><td>Exploring the fundamental foundations of MR</td></tr><tr><td>Interactive Elements</td><td>Teaching and learning material found here<sup>42</sup>.</td></tr><tr><td>Media Assets</td><td>3D and 360 assets for demonstration purposes.</td></tr><tr><td>Accessibility Features</td><td>N/A</td></tr><tr><td>Technical Requirements</td><td>Some materials for VR headsets but training material found online.</td></tr><tr><td>Integration with LMS</td><td>Brightspace module. Built-in analytics.</td></tr></table>

<table><tr><td>LM-06</td><td>Pulse XR (Education Training Board - Ireland)</td></tr><tr><td>Learning Objective</td><td>Pulse XR offers an immersive experience that transports healthcare assistance students into a virtual hospital setting. Here, they encounter a variety of patient care scenarios, each designed to hone their clinical skills, critical thinking, and decision-making abilities. The VR environment replicates the sights, sounds, and the stress of a real-world clinical setting, but without the risk of harm to actual patients.</td></tr><tr><td>Target Audience</td><td>Students training to be healthcare professionals.</td></tr><tr><td>Content Type</td><td>VR</td></tr><tr><td>Learning Outcomes</td><td>Improve clinical skills, critical thinking, and decision-making abilities using a VR environment</td></tr><tr><td>Key Concepts</td><td>Using immersive technologies to enhance healthcare training in VETs.</td></tr><tr><td>Interactive Elements</td><td>3D environment with added scenarios</td></tr><tr><td>Media Assets</td><td>3D models and 360 images</td></tr><tr><td>Accessibility Features</td><td>N/A</td></tr><tr><td>Technical Requirements</td><td>A Quest 2 or 3 headset</td></tr><tr><td>Integration with LMS</td><td>Online module accessible through Moodle. Built-in analytics.</td></tr><tr><td>LM-07</td><td>BodySwaps<sup>43</sup></td></tr><tr><td>Learning Objective</td><td>Students are required to complete various scenarios to earn digital badges. Students are faced with several challenges including interview training, and conflict resolution.</td></tr></table>

<footnote n="42">42 https://drive.google.com/drive/folders/15u_YRRuuHCn0twydqBwMMydGcSusM4GA</footnote>

<footnote n="43">43 https://bodyswaps.co/</footnote>
<table><tr><td>Target Audience</td><td>Mechanical and Manufacturing Student Engineers</td></tr><tr><td>Content Type</td><td>VR simulations</td></tr><tr><td>Learning Outcomes</td><td>Students are competent in soft skills like interviews and conflict resolution.</td></tr><tr><td>Key Concepts</td><td><ul><li>Interpersonal, communication.</li><li>Interaction with immersive environments.</li><li>Using immersive technologies to enhance education.</li></ul></td></tr><tr><td>Interactive Elements</td><td>Quizzes, simulations, practice</td></tr><tr><td>Media Assets</td><td>PPT, notes, images</td></tr><tr><td>Accessibility Features</td><td>N/A</td></tr><tr><td>Technical Requirements</td><td>Meta Quest 2 or 3 VR headset. Individual licenses.</td></tr><tr><td>Integration with LMS</td><td>Not supported. Built-in analytics.</td></tr><tr><td>LM-08</td><td>Gadgeteer<sup>44</sup></td></tr><tr><td>Learning Objective</td><td>Students are taught engineering principles through the VR Gadgeteer app. The app is based on the Rube-Goldberg machine (a machine that achieves a simple task through an overly complicated process). Students must traverse a pre-defined space using a combination of tools/objects to the end location. Engineering principles are taught along the way such as pendulums, catapults, push mechanism and more. Students must use a minimum of 10 pre-defined tools to reach the goal, and the final Machine has to run at an 80% success rate at the end of the semester's evaluation by the lecturers. The module also provides students with a gradual introduction to VR.</td></tr><tr><td>Target Audience</td><td>Mechanical and Manufacturing Student Engineers</td></tr><tr><td>Content Type</td><td>VR</td></tr><tr><td>Learning Outcomes</td><td>Competencies with engineering principles, design, testing, validation, reporting, immersive technologies</td></tr><tr><td>Key Concepts</td><td><ul><li>Interaction with immersive environments and their limitations.</li><li>Using immersive technologies to enhance education</li></ul></td></tr><tr><td>Interactive Elements</td><td>Creating a fully interactive and immersive environment that allows the user to start a complex process and perform an E-Stop when required.</td></tr><tr><td>Media Assets</td><td>Off-the-shelf application</td></tr><tr><td>Accessibility Features</td><td>N/A</td></tr><tr><td>Technical Requirements</td><td>Meta Quest 2 or 3 VR headset. Individual licenses.</td></tr></table>

<footnote n="44">44 https://gadgeteergame.com/</footnote>
<table><tr><td>Integration with LMS</td><td>Not supported. Built-in analytics.</td></tr><tr><td>LM-09</td><td>Virtual Shoe Fablab</td></tr><tr><td>Learning Objective</td><td><ul><li>Promotion of Augmented Reality for trainers to teach practical footwear manufacturing skills;</li><li>Use of Augmented Reality for trainees to practice footwear manufacturing skills.</li></ul></td></tr><tr><td>Target Audience</td><td><ul><li>Trainers/teachers/coaches in the footwear sector</li><li>VET providers, institutes and Higher Education institutions</li><li>Students and trainees wanting to learn practical skills in footwear manufacturing in a precise, efficient and stimulating way.</li></ul></td></tr><tr><td>Content Type</td><td>AR applications</td></tr><tr><td>Learning Outcomes</td><td><ol><li>Learning-by-doing experience through a fully digital, immersive, accessible form;</li><li>Solving problems in context;</li><li>Testing their knowledge, and applying it to practical problems;</li><li>Enhancing students' technological understanding;</li><li>Improving their digital literacy.</li></ol></td></tr><tr><td>Key Concepts</td><td><ol><li>Testing Materials and Components</li><li>Footwear pattern-making</li><li>Footwear Collection Development</li><li>Rapid Prototyping</li><li>Manufacturing Technologies</li><li>Footwear Production Processes</li></ol></td></tr><tr><td>Interactive Elements</td><td><ul><li>Interactive lessons</li><li>Hands-on activities</li><li>Self-assessment</li></ul></td></tr><tr><td>Media Assets</td><td>Android</td></tr><tr><td>Accessibility Features</td><td>Text is included to make necessary descriptions of materials and steps.</td></tr><tr><td>Technical Requirements</td><td>Phone (android system) – Screening QR codes to access the contents; Computer.</td></tr><tr><td>Integration with LMS</td><td><ul><li>All the training materials could be exported to an LMS platform, like Moodle, and be integrated into school practices.</li><li>On job training could benefit from the availability of such content in platforms like ISO training to cover all the important points efficiently and reduce internal costs.</li></ul></td></tr></table>