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The use of virtual reality training system to improve technical skill
in the maintenance of live-line power distribution networks
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Miguel Perez-Ramirez, G. Arroyo-Figueroa and A. AyalaAQ2
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Tecnologias de la Informacion, Instituto Nacional de Electricidad y Energías Limpias, Cuernavaca, Mexico
ABSTRACT
The application of virtual reality (VR) technologies bringsAQ3
¶
training benefits
to industrial processes. Mainly because the technologies allow training
complex threatening tasks within a safe environment. The interactive
three-dimensional (3D)representation of areal world seems to be a
more effective learning medium than other traditional tools. This paper
presents the development and implementation of a training
environment based on VR, applied to the maintenance of medium-
tension overhead live-lines in power distribution networks. The
architecture of avirtual environment includes three main components:
the virtual warehouse of equipment, materials and tools; the interactive
3D environments; and a course management system. The system
consists of 43 maintenance maneuvers, including the application of
different techniques and equipment designed according to the medium-
tension structures. It has three operation modes: learning, practice, and
evaluation, which can be accessed according to the trainee’s level of
knowledge. The virtual environment is currently used to support training
of thousands of overhead power line operators in an electricity utility
with excellent results. The aim of the system is to improve the technical
skillsof operators and minimize safety risks while operating power
distribution networks. The system has allowed a substantial reduction of
the accident ratesduring the maintenance of lines of power distribution
networks
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.
ARTICLE HISTORY
Received 22 October 2018
Accepted 23 February 2019
KEYWORDS
Training; virtual reality;
power line; maintenance;
power distribution networks
Introduction
Nowadays, the electrical industry is facing big changes and there is aneed to satisfy different kinds of
efficiency and sustainability demands, among others, generation based on renewable sources, the
reduction of polluting emissions,and adequate control mechanisms.
Regarding the human factor, one of the most important conditions to have a sustainable and
efficient operation in the processes of generation, transport,and distribution of electrical energy,
is to count with highly well-trained operators (Hernández & Arroyo-Figueroa, 2015). This is why
the electrical industry demands highly trained operators as well as powerful tools for supporting
effectively learning/training processes. It requires an efficient and well-trained electrician because
a procedure badly performed can lead to accidents that can injure people, damage costly equipment,
and cause operation problems (Arroyo-Figueroa, Hernández, & Argotte, 2011).
Operators
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in training face problems such as the limited availability of electrical installations for
practicing in real environments, so that trainees should assist electricians for a long time, and due
to the danger involved, in the beginning they only observe the procedure. This limited opportunity
© 2019 Informa UK Limited, trading as Taylor & Francis Group
CONTACT G. Arroyo-Figueroa garroyo@ineel.mx
INTERACTIVE LEARNING ENVIRONMENTS
https://doi.org/10.1080/10494820.2019.1587636
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NILE1587636 Techset Composition India (P) Ltd., Bangalore and Chennai, India 2/26/2019
to practice in real environments makes the training process clumsy and expensive (Martinez Oliveira,
Castro Cao, Fernández Hermida, & Martín Rodriguez, 2007).
Thus
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, advanced training systems for using power utilities based on Information Technologies (ITs)
are available at any time and at any place (Stanney, 2002). For instance, the use of new ITs,such as
virtual reality (VR), augmented reality, internet of things, gesture recognition, natural language pro-
cessing, intelligent adaptive systems and multimedia, among others,provides an alternative that will
transform industrial training and make it more effective in order to satisfy the need of well-trained
operators. For instance, in the maintenance and operation of processes, especially in high-risk situ-
ations, it is possible, through ITs, to develop interactive virtual tools for training, which are able to
represent an accurate representation of the actual work.
VR is conceived here as the digital representation (partial or complete) of a real environment
(Parisi, 2015). Such arepresentation can include three-dimensional (3D)graphics and/or images,
has the property of being interactive,and might or might not be immersive. VR attempts to stimulate
human senses in order to provide a sense of presence inside a 3D computer-generated environment
(Burdea & Coiffet, 2003). VR is ideal for training operators to cope with dangerous tasks without risk; it
also allows visualization of equipment and installations from different perspectives, many of which
are impossible in real environments. Interactive virtual environments can create learning contexts,
which allow active learning where trainee’s participation is fundamental.
Although VR has been applied in different fields, such as design, games, movies, simulations, con-
struction, tourism, art, it has been highly successful in the domain of education (Stanney, 2002). Pan-
telidis (2010) presents the advantages and disadvantages of using VR for training purposes, as well as
suggestions on when to use and not to use it.Training through VR provides more benefits than the
traditional training (Burdea & Coiffet, 2003). The efficacy of virtual environments as the complemen-
tary tool for learning has been demonstrated empirically by Harrington (2011). She concludes that for
maximizing the learning impact on students is preferable when combining real experience with
virtual environments.
Examples of use of virtual environments for training can be found in many fields, such as medical
surgery (Alaraj et al., 2011; Izard et al., 2018); development of military skills (Bhagat, Liou, & Chang,
2016; Rizzo et al., 2011); assembling procedures of manufacture (Abulrub, Attridge, & Williams,
2011; Nee & Ong, 2013); construction (Blackledge & Barrett, 2012; Li, Yi, Chi, Wang, & Chana, 2018);
industrial design (Berg & Vance, 2017; Jimeno-Morenilla, Sánchez-Romero, Mora-Mora, & Coll-Miralles,
2016); industrial maintenance (Borsci, Lawson, & Broome, 2015
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; Gavish et al., 2015AQ8
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; Li, Khoo, & Tor,
2003; Martinez Oliveira et al., 2007); and dangerous conditions in the mining industry (Tripathy,
2014). The use of VR provides a clear and realistic view of facilities, systems, and complex operations.
It also provides environments in which procedures and working practices can be safely demonstrated
and performed. VR provides a level of practical experience not available in normal circumstances,
which can also allow the control of the learning complexity in different situations (Galvan-Bobadilla,
Ayala-Garcia, Rodriguez-Gallegos, & Arroyo-Figueroa, 2013). All these encouraging features of VR and
the applications reported supported the endeavor of developing a successful training tool within the
electricity sector.
The aim of this article is to show how the use of a training system based on VR can support training
and learning of operators in high-risk industrial processes. In fact, the system already supports the
training of operators of overhead medium-tension live-line in electric distribution networks. The
remainder of this paper is organized as follows: Section “VR training system applications for power
systems”presents a contextualization of VR and its application in the training of industrial mainten-
ance. Section “Power live-Line maintenance process”describes the process of maintenance of
medium-tension power lines in the distribution network. Section “Architecture of the training
system”describes the architecture of the training system. Section “Virtual training system”presents
the description of the training system. Section “Implementation results”shows the main results of the
implementation of the system in a national electric utility. Finally, Section “Conclusions and future
work”enumerates the conclusions and future work.
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VR training system applications for power systems
VR is a synthetic, three-dimensional, interactive environment typically created by a computer. It pro-
vides a unique avenue to enhance the three-dimensional visualization of complex objects and
environments in real time, providing users more interactive and spatial abilities. The application of
VR in training processes has shown that it is an important and appropriate technology in this field.
Many VR training applications have been developed for dangerous task training.
Most training applications in power systems are associated with hazardous tasks, as is the case in
the following areas and examples:
(1) Nuclear power plants: the simulation of nuclear power plants for dose assessment (Mol et al.,
2009); operation of control rooms (Nystad & Strand, 2006); learning about the installations and
physical organization of the area, the radiation dissemination and their control procedures
(Sebok & Johnsen, 2006) and maintenance and operation training (Liu et al., 2009; Mu, Huang,
& Liu, 2017; Nouailhas, Tonnoir, & Laureillard, 2006).
(2) Thermoelectric power plants: training of power plant operators (Matsubara & Yamasaki, 2002;
Rovaglio & Scheele, 2011); boiler operation (Wang, Cao, Dekker, Moreland, & Zhou, 2014); elec-
trical parts (Jiang & Long, 2016).
(3) Hydroelectric power plants: maintenance and operation of hydroelectric units of energy (De Sousa,
Filho, Nunes, & Lopes, 2010); power generation in hydroelectric plants (Aydogan, Aras, & Ercü-
ment, 2010).
(4) Transmission networks: maintenance and operation of live-line working (Wu, 2013
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).
(5) Distribution networks: live-line Cut-Out-Switch replacement (Park, 2016); maintenance of under-
ground lines (Galvan-Bobadilla et al., 2013); maintenance and operation of high-voltage overhead
lines (Ayala-García, Galván-Bobadilla, Arroyo-Figueroa, Pérez-Ramírez, & Muñoz-Román, 2016);
replacement of cross arms live-line (Martinuzzi Buriol, Rozendo, Geus, Scheer, & Felsky, 2009).
(6) Distribution substations: operation of power equipment (Wenju & Li, 2010); operation and protec-
tion relay (Baeta, 2010); basic and emergency maneuvers (Tanaka et al., 2017); virtual simulation
(Arroyo & Arcos, 1999; Fanqi & Yunqi, 2010; Feng & Cheng, 2009; Li, Fengli, & Liu, 2010; Romero
et al., 2008); supervision and control (Ribeiro et al., 2014).
(7) Power Transformers: maintenance and diagnosis (Arendarski, Termath, & Mecking, 2008); oper-
ation and maintenance procedures (Barata, Ribeiro Filho, & Nunes, 2015a,2015b); internal oper-
ation mechanism (Zheng & Dai, 2009).
Table 1 presents a summary of VR applications for operation and maintenance training of power
systems, reported in the literature.
Unlike other VR prototypes designed for power systems, which,in general, are solutions tested in
laboratories for small groups of people, the VR training system described here has the characteristic
of integrating various maneuvers for medium-tension energized line maintenance, it has been
applied for training hundreds of operators of a national electric company.
Power live-line maintenance process
Transmission and distribution processes
Once electricity is generated by power plants, it is transported and distributed to final consumers,
through a complex system, sometimes called the grid, which includes electricity substations, trans-
formers, and power lines. The electricity grid consists of hundreds of thousands of miles of high-
voltage power lines and millions of miles of medium-voltage power lines with distribution transfor-
mers that connect power plants to millions of electricity customers. The electricity that power plants
generate is delivered to customers over transmission and distribution power lines, see Figure 1.
INTERACTIVE LEARNING ENVIRONMENTS 3
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Table 1. VR training application for power systems.
Process Domain Works Task
Power plant
generation
Nuclear power
plants
Mól (2011), Nystad and Strand (2006), Sebok and Johnsen (2006),
Nouailhas et al. (2006), Liu et al. (2009), Mu et al. (2017)
Training in high-risk maintenance tasks to learn the distribution of the work
area, radiation fields and procedures without being exposed to nuclear
radiation
Thermoelectric
power plants
Rovaglio and Scheele (2011), Matsubara and Yamasaki (2002), Wang et al.
(2014), Jiang and Long (2016)
Training of operators in power plants
Hydroelectric power
plants
De Sousa et al. (2010), Aydogan et al. (2010) Training in the maintenance and operation of hydroelectric plants. It allows to
visualize the start/stop procedures and the electromechanical dynamics of
the turbine-generator arrangement
Transmission
Network
Lines Wu et al. (2013) Training for maintenance of Live-line Working
Distribution
Network
Lines Park, Jang, and Chai (2006), Galván-Bobadilla et al. (2011), Ayala-García
et al. (2016), Martinuzzi Buriol et al. (2009)
Training for maintenance of live-line
Substations Wenju and Li (2010), Baeta (2010), Tanaka et al. (2017), Arroyo and Arcos
(1999), Li et al. (2010), Feng and Cheng (2009), Romero et al. (2008),
Fanqi and Yunqi (2010); Ribeiro et al. (2014)
Training for maintenance and operation of protection and control equipment
Transformers Arendarski et al. (2008), Barata et al. (2015a), Barata, Ribeiro Filho, and
Nunes (2015b), Zheng and Dai (2009)
Training for operation, maintenance,and diagnosis
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High-voltage transmission lines (400 kV) transport electricity over long distances where consumers
need it. Transformers at transmission substations reduce voltages to 132 kV, and then in the distri-
bution substation,the tension is reduced to 11 kV. This tension is distributed by means of
medium-tension distribution structures to population areas for industrial and domestic use. Finally,
transformer in the medium-tension structures reduces11 kV to 240 Vor 127 V, which are ideal for
domestic consumption. The importance of the medium-tension distribution structures is that they
are in charge of taking electricity to end users.
Medium-tension structure
Figure 2 shows the typical components of a medium-tension structure in México, they are: (1) Cross-
bar which supports the medium-tension lines. (2) Dish insulators. (3) Disconnector. (4) Medium-
tension lines (1–kV) that distribute the tension coming from a substation. (5) Transformer, which
reduces from medium tension to low tension. (6) Stays to provide the support to power poles. (7)
Low-tension lines (127 volts), which provide electricity for domestic use. (8) Power pole, which is
the support for all the elements of the structure. This is the type of structures where maintenance
is performed on, commonly when the lines are energized.
Types of maintenance procedures
There are different situations in a medium-tension structure (Figure 2), which demand energized line
maintenance. We have identified and developed 43 maintenance procedures, which are classified as
follows (Table 2):
Except by change and conversion of structures,all the other maintenance procedures mean daily
work for lineman, including sometimes unfortunately the rescue of one of the injured linemenby
electroshock. One of the main risks involved in the maintenance to energized lines is electroshock,
this is mostly fatal, but in other cases it is mutilating and falling from heights. These are usually ori-
ginated by omissions, which,in turn,are due to bad training.
Maintenance of energized lines
A total of 43 maintenance procedures are carried out by two methods: live-line glove and barrier
method and live-line stick method (EEA-Electricity Engineers Association, 2007; Schweitzer, 1995).
Live-line glove and barrier method
This method consists of two isolation levels to protect the line worker from an electroshock.
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Figure 1. Electricity transmission and distribution.
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(1) In the first level, line workers must protect themselves by wearing safety gear which mainly
includes dielectric gloves, dielectric sleeves, cotton work uniform, leather boots, sun glasses,
cotton and leather gloves,and helmet (Figure 3(a)).
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Figure 2. Medium-tension structure.
Table 2. Maintenance procedures for medium tension structures.
Qty. Type of maintenance procedure
3Insulator change
Suspension and pin type
3Short circuit fuse change
On structures: TS30/RD3 and 1TR2B
10 Structure change using insulated bucket truck or platform
AD30/RD3, TS30/RD3, CT10/CT2, AP30, PS30, RD30/RD3, VS30/RD3
2Pole change
PS30, DS30
10 Structure conversions
AD30 a TS30, AD30 a VS30, TS30 a AD30, etc.
2Blade installation
On AD30 using 2 insulated bucket truck or two platforms
2Stirrups installation
On TS30 insulated bucket truck or two platforms
Obtain 11 Special maintenance procedures
Arresters change
Crossbar change
Preformed top change
Changing an insulator string
Connecting a group of operation blades
Repairing fallen line
Installation of grounding equipment
Distribution transformer installation
Installation of a tubular joint
Replacement of a fuse
Rescue of an injured lineman by electroshock
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(2) In the second level, linemen must cover the structure they are working at. Thus, as the line
workers climb up the power pole by using either a bucket truck or climbing ropes, they must pro-
gressively isolate the structure (Figure 3(b)). The structure includes the low-tension lines, the
power pole, the stay, the crossbar, the insulators,and the live-lines.
Live-line stick (or hot stick) method
This is a method of performing alive-line work using tools and equipment mounted on live-line sticks
with the line worker maintaining the minimum approach distance from energized components (EEA-
Electricity Engineers Association, 2007). The hot stick method is mostly used when maintenance is
carried out on insulated work platforms (Figure 3(a)) or climbing ropes (Figure 4) which are used
when maintenance is needed in places whose topology/geography does not allow access to
bucket trucks.
It is common to combine both methods, these are designed to keep safe the line workers, thus if
they follow strictly these methods, they can protect their own life.
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Figure 3. Two isolation levels of the live-line glove and barrier method. (a) In the first level of isolation, the line worker protects
himself: (1) Helmet; (2) Sun glasses; (3) Dielectric sleeves; (4) Dielectric gloves; (5) Leather gloves; (6) Cotton work uniform; (7) Work
platform; (8) Leather boots. (b) In the second level of isolation, the following structures are covered: (9) Power pole; (10) Crossbar,
(11) Live-lines.
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Figure 4. Using the live-line stick method and climbing ropes.
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Architecture of the training system
Based on a technological prospective study (Galván-Bobadilla et al., 2011), we proposed to develop a
medium voltageoverhead power line training system basedon a virtual non-immersive desktop environ-
ment. It was crucial that the training systemswere available to operators at their workplace at any time
and any place.An immersive approachwould have resultedin the need to build and operate special facili-
ties on each workplace. Unlike other VR prototypes designed for power systems, which in general, are
solutions tested in laboratories for small groups of people, the VR training system described here has
the characteristic of integrating various maneuvers for live-line maintenance and since itwas delivered,
it has been applied for training hundreds of operators of a national electric company.
The system was conceived as a tool of continuous training and a collection of knowledge of best
practices and arecord of experiences in the maintenance of live-lines of a distribution network. The
architecture of the system was defined by taking into account two main aspects: easy implemen-
tation and low cost. To achieve this goal, the system was developed to run on a medium performance
PC, as a desktop variant, with interactive 3D elements of acceptable quality level.
The main objective of this system is trying to reduce the number of accidents related to live-line
maintenance. Accidents in live-line maintenance might have different causes, due to human errors
that might have originated for neglecting safety regulations or because of the lack of knowledge
or training. Therefore, the design of the system required monitoring the progress of the trainees’cur-
ricula, controlled access to the systems, self-learning capabilities,and structured training courses.
Figure 5 shows the architecture of the training system.
The architecture of the system has two main modules: VR environment and course manager. The
VR environment is a desktop application. The multimedia orchestrator takes control of the multime-
dia elements (text, audio, 3D content) that must be presented according to the sequence of steps
indicated in the database of maneuvers.
The VR environment is integrated by three modes: virtual catalog, learn and practice mode, and
evaluation mode, a description in more detail is presented in the next section. The course manager is
a Web application that allows instructors to create courses, register students, create theoretical test,
hold descriptions of maneuvers,and monitor progress of learning. Through this application, the
instructors and directives can follow up the learning process by areas in the organization structure,
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Figure 5. Energized-line maintenance: Blended training flow.
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teacher, trainee, course, and maneuvers; also have control on the tests and generation of perform-
ance reports.
The architecture of the VR environment allows the system to be flexible and extensible in such a
way that in the future new maneuvers can be added to its database and repository of multimedia
resources.
Virtual training system
This section describes the VR system for training operators in the maintenance of live-lines of medium
tension in distribution networks. The training system has three main modules: virtual catalog, learn
and practice mode,and evaluation mode. Figure 6 shows the main menu of the system.
Learning and practice mode
In this mode,the system best contributes to the creation of a learning context. A learning context is
conceived as the sum of factors that intervene in a specific learning process. VR-based training claims
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Figure 6. Training system based on Virtual Environment architecture.
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that the more learning factors are integrated into a learning process (e.g. audio, images, animations,
etc.), the more efficient is the instructional task, and so specified learning goals are expected to be
effectively reached. From this point of view, the system takes advantage of VR to provide trainees
with a comprehensive environment for learning live-line maintenance procedures.
In the beginning, the user selects a procedure to be learned from a list of procedures according to
the types of maintenance, which could be Using bucket truck, Using work platform or Procedures
with non-energized lines. In order to provide an instantaneous glance of the maintenance procedure,
the objective is stated at the beginning along with two images that illustrate the initial and final
stages of the procedure (Figure 7). For instance, in Change of a damaged pin insulator using the
bucket truck procedure, one image shows the original situation with a damaged pin insulator and
the other depicts a scene where the pin insulator has been replaced.
The system teaches step by step the development of different maneuvers, through interactive
three-dimensional scenarios that facilitate self-learning. The interface includes objectives, infor-
mation and instructions of the maneuver, advice, tips and best practices of experts, attached to
the security regulations; associated with the maneuver. The interface is divided into three main
areas (1) information on the step to be executed, (2) the tools menu,and (3) the virtual scenario,
see Figure 8.
This is the work area where users interact with the training system, and the 3D elements work as
mouse-sensitive objects that indicate to the user which areas are valid to click on each step. Valid
clicks trigger 3D animations that show how the materials should be installed, how to operate the
equipment,and where the operators should be located. The quality of the animations was strictly
reviewed by technical specialists, particularly in those steps where you work with energized lines,
taking advantage of the fact that with VR you can show scenarios that in reality would be impossible
to represent (for example,breaking the allowed security distances) and close shots were made that
allow to see with a high level of detail how to operate the equipment.
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Figure 7. Main menu of the system: (1) Learning/practice modes; (2) Evaluation mode; (3) Catalogs.
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By passing the mouse over the tools, the name of the equipment is displayed on a label (tooltip),
which helps to memorize the name of the pieces. The audio is also used in this section to give more
realism to the scenes, environmental sounds were included: the buzz generated at the moment of
opening blades and generating the electric arc, the sounds produced by the tools and the cranes,
among others. All the text of this section is narrated in audio, which is useful for the users who
prefer to listen instead of reading (audio learning). The system also includes sounds of “success”
(“beep”) and error (“bang”) to get the user’s attention and keep him alert, in addition to informing
him if he is doing his job well.
Evaluation mode
In this mode, the system allows two kinds of evaluations:theoretical evaluation and practical evaluation.
The formeris implementedby using multiple-choice questionnaires. Questions are selected by instructors
from a repository to design an examination that studentsmust answer. Then the system is able to mark
the examinations automatically and record results in the database to keep records of the progress of stu-
dents. The latter evaluationshows the students the same virtual environment as in the learning/practice
modes but does not provide any help or explanation to the user; therefore, the trainees must develop a
maintenance procedure by theirown. Any mistake made byusers is recorded in a database by thesystem.
These mistakes are included into reports of trainees’progress for future review with instructors.
Virtual catalog
The system allows users to visualize and manipulate (zoom in, zoom out, rotate and translate) more
than 200 3D models classified into four catalogs namely,personal safety gear, live-line equipment,
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Figure 8. User–system interface for visualization of virtual catalog. (1) Area of catalog options; (2) List of 3D models of each catalog;
(3) Reset button for visualization area; (4) Start/stop rotation button of the 3D model at the visualization area; (5) Full screen zoom
of the visualization area; (6) Visualization area that displaysthe 3D model.
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tools,and materials (Figure 9). The aim of the catalog is to show the trainees a visual representation of
maintenance equipment to get familiar with before they visit a warehouse and before they come into
the learning/practice modes, since in any of the modes of the system, different elements of the cat-
alogs are used and should be known by trainees.
Implementation results
Unlike many VR systems reported (see Table 1) which,in general,are solutions that have been tested
in laboratories or used for a small group of people; the VR training system described here is an inte-
grated tool currently in use as the official training tool in an electric company with nationwide
operation.
The training system comprises 43 maintenance maneuvers for overhead medium-tension live-
lines of distribution networks; it integrates 3D scenarios including all types of medium-tension struc-
tures, see Figure 10. The interactive 3D representations were designed for live-line operators on
different techniques such as bare hand and hot stick methods. The system includes maneuvers for
performing maintenance in circumstances when bucket trucks are available, as well as when the
operators have to climb the structures using ropes and platforms to perform the maintenance.
Since this training system integrates a heterogeneous group of maintenances procedures with
different degrees of complexity, the instructors can easily create courses for different skill levels.
The 43 interactive 3D environments needed more than 25,800 h of animation, 1200 objects were
modeled (including scenarios, avatars,and structures) and 3600 interactive scenes. Two hundred and
ten 3D models divided into four categories compose the virtual warehouse: live-lines equipment and
accessories, overhead line tools and personal safety gear, see Figure 10. The development of the
system took 36 months and more than 40,000 person-hours were required to complete it including
its validation by a team of expert operators(Figure 11
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Figure 9. The objective of the procedure screen presents: (1) The learning procedure option; (2) The selecting equipment option;
and (3) The objective of the procedure in images.
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Figure 10. Training interface (1) Name of the procedure; (2) Current step; (3) Total number of steps of the procedure; (4) Objective
of the step; (5) Information related to the current step; (6) Hyperlink to a specific section of the safety manual; (7) Instruction for
users; (8) Audio control (on/off); (9) Link to safety manual; (10) Audio controls; (11) Embedded virtual environment; (12) Menu of
tools.
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Figure 11. Training of medium voltage overhead line: 43 maneuvers and 210 tools and equipment.
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Some of the benefits that have been identified by the use of the system are as follows(Gutierrez-
Requejo et al., 2013):
(a) The training for overhead live-lines maintenance and operation has been modernized and
improved, since the multimedia elements presented attract the student’s attention and
improve their learning experience. The system provides a safe environment for risk-free training.
(b) The training environment has contributed to the normalization and standardization of mainten-
ance procedures for overhead live-lines. The maneuvers were designed in agreement with a
national group of expert operators.
(c) The virtual environment has become a repository of knowledge and best practices and experi-
ences for the maintenance and operation of overhead live-lines in the distribution network.
(d) The statistics show that having well-trained operators has increased the reliability of the electric
lines of the distribution network.
(e) There has been a significant reduction in the percentage of accidents since the implementation
of the virtual training environment, see Figure 12.
(f) The virtual environment has shown to be a cost-effective tool to transfer skills and knowledge to
power line operators, while reducing the time and money investment in training.
(g) By using the system, operators have been evaluated in order to determine needs in terms of
training and awareness.
(h) With the support of the virtual environment, the occurrence of accidents has been simulated, in
order to improve the maintenance procedures of live-lines.
Currently, the virtual environment has been installed on more of 2310 computers, and it was used
to train more of 4000 live-line operators of distribution network. The system has caused a positive
training impact and was awarded with different prizes such as innovation technology, security and
training, which are granted each year to the most innovative projects based on technology.
Young novice operators are attracted by the training environment, somehow they perceive it as a
video game, but when they see the interactive virtual environments representing the tools and struc-
tures they work with, they get hooked by the system and excited about using it to learn. But, instruc-
tors use the system as support in classroom courses.
From the point of view of the effectiveness of the virtual environment, an ANOVA comparative
study has been carried out. A group of students trained only one day using the training system,
obtained 21% better outcomes in evaluations compared with other group of operators trained
also one day using the traditional method, this means, without the training system, this with a
level of significance of α= 0.05. Expert operators were in charge of evaluations in both cases.
Colour online, B/W in print
Figure 12. Tendency in the number of accidents reported by the electricity company (Gutierrez-Requejo et al., 2013).
14 M. PEREZ-RAMIREZ ET AL.
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Conclusions and future work
This paper presents the development and application of the training system based on virtual environ-
ment and course manager for training the operatorsin the maintenance of overhead medium-
tension line-live. The virtual environment incorporates an easy-to-use graphical user interface that
includes figures and terminology that resemble the real-life tasks and equipment that line operators
employ. This work aims to provide a tool to learn the procedures and regulations related to live-line
maintenance in a risk-free environment to improve the human performance and to minimize safety
risks when operating power distribution networks.
The training system offers a learning management module that allows instructors to plan whether
the operators can access the training mode or evaluation mode. Also it has a virtual catalog of tools,
materials and equipment use in the maintenance of power lines. The training systems has a course
manager that allows instructors to follow up the learning process by organizational structure areas,
operator, course, and maneuvers; also has control of the tests, generates performance reports, creates
courses, registersstudents, and developstheoretical tests.
The virtual environment is currently used by the national electricity company of Mexico, to support
training of thousands of overhead power line operators with excellent results. The system guides
workers step by step through 43 different maintenance maneuvers, which include contextual infor-
mation about related normativity and practical tips written by experts. The virtual environment has
become a repository of knowledge and best practices and experiences for the maintenance and
operation of overhead lines in the distribution network. The training system based on a non-immer-
sive reality system is very flexible and it can be installed and distributed easily on a desktop computer,
this characteristic makes available the free of risk live-line maintenance training to a broader
audience.
Since the system was delivered, more than 4000 operators use it across the country. By reducing
33% of the time required to train new workers, the proposed training system has proved to be a cost-
effective alternative to the traditional training methods, but more importantly, it guarantees workers’
safety during the training stage. Despite this, the main benefit has been the significant reduction in
the percentage of accidents when operating power distribution networks, since the implementation
of the virtual training environment.
In the near future,we want to integrate other technologies into this VR training system in order to
improve learning. Among others,we want to integrate intelligent tutoring systems in order to exploit
the information about the progress of the student and make decisions to provide better online real-
time aid to students.
Acknowledgements
The authors would like to acknowledge live-line maintenance experts of aCFE company who helped them to validate the
system along the three years of development work. Among others, J. G. del Razo, F. Ochoa, J. Gutiérrez R., F. Castellanos,
J. C. Cruz, R Reyes, J. Saavedra, R. Martínez, R. Carrillo, D. Medel, V. Tinoco, N. Ventura, J. Méndez, J. J. Ovalle, M. Ojeda,
E. González. In addition, the authors also acknowledge the team of the virtual reality group of the institute that partici-
pated in the development.
Disclosure statement
No potential conflict of interest was reported by the authorsAQ11
¶
.
Notes on contributors
Miguel Perez-Ramirez is a researcher in the Technologies of Information Department of the Instituto Nacional de Elec-
tricidad y Energias Limpias. He received his Ph.D.in Computer Science from Essex University (2003). He is the leader
of virtual reality group.
INTERACTIVE LEARNING ENVIRONMENTS 15
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Gustavo Arroyo-Figueroa is a researcher in the Technologies of Information Department of the Instituto Nacional de Elec-
tricidad y Energias Limpias. He received his Ph.D in Computer Science from Monterrey Institute of Technology (1999). He
is the leader of intelligent systems applications group.
Andres Ayala is a researcher in the Technologies of Information Department of the Instituto Nacional de Electricidad y
Energias Limpias. He received his M.Sc. in Computer Science from Western University (2012). He is a Technical Project
Manager of Virtual Realityand Interactive Applications.
ORCID
G. Arroyo-Figueroa http://orcid.org/0000-0003-0764-045X
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¶
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