L. Mallett, National lnstitute for Occupational Safety and Health, Pittsburgh, PA 

R. Unger, National lnstitute for Occupational Safety and Health, Pittsburgh, PA 

Abstract 

The use of virtual reality (VR) technologies to train miners is an 

evolving area in research and development. In July 2006, 

representatives of 14 international organizations met to discuss current 

VR-related efforts and explore ways to employ VR in the future. This 

paper gives an overview of the various approaches presented at the 

meeting and discusses directions for future implementation. An 

example of a training package that teaches mine map-reading skills is 

presented. The meeting was the first step to building collaborations for 

furthering VR applications for mining. Planning has begun for a 2008 

meeting open to broader participation. 

Disclaimer: The findings and conclusions in this report are those 

of the authors and do not necessarily represent the views of the 

National lnstitute for Occupational Safety and Health. 

Introduction 

Sixty-five miners died in the United States from January through 

October 2006. This is more than the total for any of the past three 

years. Complicating the industries efforts to reduce this number are the 

new miners rapidly entering the workforce as baby-boomer miners 

retire. Protecting the new and veteran miners requires fresh training 

approaches. 

Rapidly changing technologies are allowing the evolution of mine 

safety and health training methods and materials. Miners around the 

world are encountering sophisticated computer programs during 

routine training sessions. In classes that some miners have called 

"safety jail", a new generation of miners becomes active participants in 

virtual reality simulations that bring the mine worksite to them.' This 

allows them to gain knowledge and skills in a safe and controlled 

environment. In the summer of 2006, representatives from 

organizations currently conducting VR-related research and 

development met and discussed those efforts. 

The National lnstitute for Occupational Safety and Health 

(NIOSH) hosted the Virtual Reality in Mine raining workshop in 

Pittsburgh, Pennsylvania. The gathering included representatives of 14 

organizations from 6 countries. (Table 1) The participants shared their 

work with the group on the first day of the meeting. The second day 

was devoted to discussions regarding areas where interests, efforts, 

and plans intersected and overlapped. Over the two days, the 

workshop attendees built a foundation for future information sharing 

and collaboration. 

Virtual Reality Workshop Presentatlons 

A representative from each participating organization gave a brief 

overview of their VR projects. Some highlights of the presentations are 

provided below not to summarize them, but to give an idea of the 

breadth of work being done around the world in this area of research 

and development. 

CSlRO - VR in Mlne Automation, presented by Con Caris 

CSlRO has developed techniques for integrating complex, geospatial scientific data sets into web-accessible 3D models. This 

allowed previously dispersed data to be accessed throughout an 

organization so personnel can evaluate complex spatial data in a 

common environment and provided an interactive training tool for mine 

operations. It is now finding ways to provide data in real-time from an 

underground longwall system (Figure 1). One result will be a better 

description of the status of the mining process as it proceeds. Another 

is a training system that enhances the operator's understanding of his 

or her role in the longwall mining process. 

Table 1. Oraanizations represented at the 2006 Virtual Reality in Mine 

Training wofkshop and their main interests 

Country 

Australia 

Germany 

United I I Uinnrlrrm 

South 

Africa 

, 

University of Nottingham 

Organization 

CSlRO (Australian Commonwealth Scientific 

and Research Organization) 

University of New South Wales 

University of Queensland 

Western Australia Department of Industry and 

Resources 

Deutsche Montan Technologie GmbH 

Deutsche Steinkohle 

'\"'yU""' I I 

United I National lnstitute for Occupational Safety and I , , , 

Areas* 

3,2,4 

2-3 

1,2,3 

. - I ,J 

2,3,4 

234 . University of Pretoria 

AlTEMlN (Association for Research and 

Industrial Development of Natural Resources) 

I States I Health 6, I ,i) 

23 

4'2'3 - 

The Pennsylvania State University 112 1 

University of Missouri-Rolla 1 2,4 

Virginia Polytechnic Institute 1 2,3,1 

I I West Virginia University I NIA I 

"1-accident investiaation. 2-mine worker andlor student trainina, 3-data 

visualization, 4-eqipment simulation 

" 

y :Igure 1. Longwall model used for information tracking system 

Copyright Q 2007 by SME 
"move" through the mine and thereby the story. Trainers interact with 

the trainees to clarify points, lead discussions, and answer questions, 

and can manipulate the progress of the training program. 

University of Queensland - VR Research at MlSHC (MINERALS 

INDUSTRY SAFETY AND HEALTH CENTRE), presented by 

Mehmet Kizil 

Researchers and faculty at MlSHC have created VR applications 

to address a number of mining industry issues such as safety training, 

mining engineering education, accident reconstruction, data 

visualisation, mine planning, and environmental hazard assessment. 

One of their simulations is used to teach drill rig operation (Figure 2). 

They also use VR to provide a holistic approach to learning in their 

engineering program. Assignment data, such as spreadsheets, 

photographs, schematics and textual descriptions, which were 

previously distributed via printed course materials, are now presented 

in the realistic context of a VR mine. 

Western Australia Department of Industry and Resources - The 

Use of Digital Photographs & Photogrammetry to Produce a 

Vlrtual Environment for the Use of Accident and Incident 

Investigation as well as Training Scenarios, presented by Ken 

Fowle 

The WA Dept. of lndustly and Resources uses 3D interactive 

virtual environments and digital photogrammetry to create tools for 

accident and incident investigations. Better understanding and 

presentation of past events can be used to prevent future ones. It is 

also supporting mining applications ranging from the analysis of rock 

mass structure to the monitoring of the mine environment using 3D 

imaging tools and 30 data analysis techniques. 

Deutsche Montan Technologie GmbH and Deutsche Steinkohle - 

Knowledge-Based Maintenance and Trainlng Systems for the 

Mining Industry, presented by Christian Medrow 

Researchers at DMT and Deutsche Steinkohle believe virtual 

reality will assist the mining industry as it faces increasingly complex 

operating processes, rising equipment costs, increasing 

mechanization, and pressures to increase productivity while 

maintaining high safety standards. 

They have developed VR longwall shield supports, a plough 

guide, and a tailgate drive for training purposes (Figure 3). They also 

see great opportunity for miners to use new technologies while doing 

maintenance tasks. They have created a program for a hand-held 

device to store information miners can use on the job (Figure 4). For 

example, maintenance workers can access machine information while 

doing their jobs and training for them. 

AlTEMlN - Virtual Reality as a Tralning Tool for Mine Machlne 

Operators, presented by Carlos Catailna 

One project objective at AlTEMlN is to develop simulators that 

can be used to train mining machine operators. AlTEMlN has created 

1 Figure 3. VR simulation of a tailgate drive 

Figure 4. Repalr assistance on PDA 

University of Nottingham - Seeing is Believing: A Vision for New 

Media in Academic and Industrial Sectors, presented by Damian 

Schofield 

Dr. Schofield has conducted research on the effects that viewing 

and interacting with VR environments have on the viewer. This issue 

will become increasingly important as realism of computer-generated 

accident recreations improves. Allowing a trainee to experience a "real" 

accident might be a valuable teaching tool (Figure 7). Reconstructions 

can be used not only in training, but also in prevention as the virtual 

accident is reviewed and the virtual environment modified to assess 

potential prevention strategies. 

University of Missouri-Rolla - Virtual Reality Training of Jack-Leg 

Roof Bolters, presented by Michael G. Hilger 

In Missouri, chroma key technology allows the creation of an 

augmented reality context for training underground mining roof bolters. 

A trainee uses a head-mounted display to see the virtual environment 

while learning to operate a jackleg drill. A small camera mounted on 

the trainee's hardhat provides input so the visual field matches the 

trainee's head movement. Researchers will test this technology with 

scenario-based training modules. 

Virginia Polytechnic Institute - VE Initiatives at Virginia Tech: 

lmmersive Virtual Environments for Mlnlng and Engineering 

Applications, presented by Doug Bowman 

Investigators at VPI are focusing on ways to reduce injuries and 

fatalities resulting from powered-haulage equipment in metal and nonmetal mines. They have begun work on training applications for 

conveyor belts and haul trucks. Both cover hazard recognition and 

potential consequences of missing hazards during inspections and 

operation. 

Copyright O 2007 by SME 
mockup with motion platform 

instructs new miners in how to read mine maps. 

exercise 

VPI has also developed AMADEUS (Adaptive and real-time 

geologic Mapping, Analysis, and DEsign of Underground Space) that 

provides 3D visualization (Figure 8) of information for digital imaging 

and image analysis, tomographic imaging, modeling and analysis of 

rock masses, and the design of tunnels and other underground 

spaces. 

NlOSH Pittsburgh and Spokane Research Laboratories - Creating 

Games for Serious Safety and Health Training, presented by 

Timothy Orr 

- 

Figure 7. Scene from an accident recreation 

The Mine Navigation Challenge allows trainees to move freely in . six entries and approximately 35 crosscuts of the virtual mine 

environment (Figure 9). They start the training by boarding the mantrip 

where the operator gives them their work assignment. The operator 

tells them to pick up tools and take them to the supervisor who is 

working at a certain location. They must use their map to plot their 

course and then virtually walk to the supewisor's location. To be 

successful, they must know where they can go (such as through a 

mandoor) and where they cannot (such as under the belt). When they 

have found the supervisor, he will give further instructions for the next 

task (Figure 10). 

The research team reported that while the program is still under 

development, trainers and trainees were very positive about it during 

initial field tests. The project was designed to use this training scenario, 

once complete, in studies of effective deployment of this technology. 

Workshop Summary 

Participants came from all over the world, but their common 

interests were readily apparent. The shared languages of mining and 

Copyright O 2007 by SME 
~jgud' Mine Navlgatlon Challenge map 

Figure 10. Mine Navlgation Challenge virtual mlner 

Some organizations were working exclusively in the mining 

industry. Even in those cases, programs were addressing the needs of 

a heterogeneous audience. They focused on miners, managers, 

engineers, andlor students who differed in terms of age, gender, 

ethnicity, experience levels, and language. Workshop participants 

found targeting their work to the appropriate segment of the industry to 

be a common project requirement. They also found that most of them 

were addressing similar issues, such as meeting the needs of miners 

from different generations. 

Defining the audience was particularly an issue when discussing 

how they will interact with the computer. Generally, younger individuals 

have more experience and comfort with technology. As this becomes 

increasingly the case, computer interfaces need less explanation. At 

this point, however, participants were struggling with how best to 

present the programs in ways the audience can effectively interact with 

the programs. The choices ranged from computer keyboards with mice 

to full-scale mockups of equipment controls. Some participants were 

exploring newer interfaces, such as heads-up displays and interfaces 

with haptic (or touch) feedback. Many participants explained research 

in this area as important components of their projects. 

A related concern was how to deploy the programs. Some 

programs were designed for desktop or laptop PCs. Others require 

special facilities for simulators or expensive projection equipment. 

Participants discussed and demonstrated efforts to bring VR to PDAs 

gppppg 

how instructors, live or virtual, can and should be included in VR-based 

training sessions. 

Participants acknowledged that some interface and deployment 

decisions would correspond to the task done by the VR program. 

Presentations showed VR products for accident reconstruction and 

investigation, equipment simulations, scenario-based training 

simulations, simulators that show processes, and visual display of 

various kinds of data. In some cases, VR projects were attempting to 

make the mine environment or equipment available in the classroom or 

control room. In others, the technology was carrying information, 

training, or record keeping to the work-site. 

All of the workshop participants reported evaluation activities were 

ongoing or planned. Researchers have assessed the technologies they 

are using, the content conveyed by that technology, and the success of 

product users. A limited amount of evaluation data was available, but 

the group was encouraged by the results of the initial studies. 

In Summary 

Virtual reality offers great promise to the mining industry. The 

workshop held in the summer of 2006 showed that researchers in 

universities and other research organizations are seeking ways to help 

the industw capitalize on its potential. Workshop participants proiected 

that miners, managers, engineers, trainers, and'student; will incbunter 

VR in many tasks, such as those below, in the future. 

sharing mining operations data 

visualising unseen buried ore bodies or gas seams 

demonstrating mine plans to employees or surrounding 

communities 

training on simulators instead of high-cost equipment 

assessing trainees' performances in virtual mines 

practicing high-risk tasks 

reconstructing accidents for analysis and prevention 

observing production progress from the surface in real-time 

training on-demand and at the work-site 

record keeping 

recruiting potential employees 

Participants at the Virtual Reality in Mine Training Workshop plan 

to continue their research in this area and improve their efforts through 

collaboration. They will communicate and plan ways to assist each 

other with common tasks and reduce duplication of effort. The 

workshop was the first step. The group appointed a leadership 

committee to define the group and work out the logistics for future 

interactions. This may include student and staff exchanges, sharing of 

other resources, and jointly funded projects. A group website serves as . an easily accessible venue for communication. Group members have 

been sharing what they learned during the workshop through 

presentations and papers in their home countries. They also plan to 

hold a meeting open to anyone with an interest in this topic. Initial 

plans are for this gathering to take place in Australia in 2008. 

References 

I. Cullen, ET; Camm, TW; Jenkins, FM; and Mallett, LG, (2006) 

Getting to zero: the human side of mining, NlOSH Information 

Circular 9484, page 14. 

Copyright O 2007 by SME