Interactive Visualization of a Base-Metal Concentrator

"Virtual reality, a 3D computer-generated environment, has become a recognized delivery system for many forms of education. This paper describes the application of virtual reality to mineral processing education. An interactive mineral processing visualization module developed at the University of New South Wales, Australia, provides users with an overview of a base-metal concentrator and details about how the mined ore progresses through stages in processing. The module also involves developing instructional based plant layouts and flowsheets in the virtual environment. These assist the user in understanding the essential components of the base-metal concentrator.RÉSUMÉ La réalité virtuelle (RV), un environnement en 3D généré par ordinateur, est devenue un système de prestation reconnu pour diverses formes d’éducation. Cet article décrit l’application de la réalité virtuelle à l’éducation dans le domaine de la minéralurgie. Un module interactif de visualisation du traitement des minerais développé par l’université de Nouvelle-Galles du Sud, en Australie, offre aux utilisateurs une vision d’ensemble d’un concentrateur de métaux communs ainsi que des détails concernant la progression du minerai extrait à travers les différentes étapes de traitement. Ce module implique également le développement de schémas de réalisation et de traitement didactiques dans l’environnement virtuel, lesquels schémas aident les utilisateurs à appréhender les composantes essentielles d’un concentrateur de métaux communsINTRODUCTIONVirtual reality (VR) is the creation of an artificial environment that is experienced through sights and sounds provided by a computer (Squelch, 2001). The simulated environment is achieved through technologies such as 3D graphics, audio feedback, and special peripheral devices to produce interactive environments.Virtual reality has been used in diverse fields including medicine (Riener & Harder, 2012), entertainment (Hsu, 2011), military (Manojlovich, Prasithsangaree, Hughes, Chen, & Lewis, 2003), manufacturing (Zimmermann, 2008; Jiang, 2011), and chemical processing (Squires, Andersen, Reklaitis, Jayakumar, & Carmichael, 1992; Schofield, Lester, & Wilson, 2005). Virtual reality is also becoming the recognized delivery system for education in many fields, including engineering (Bell & Fogler, 1996, 1998; Shin, 2002). For example, VR laboratories have been designed and developed to teach users fundamental features of heterogeneous catalytic mechanisms and absorption columns (Bell & Fogler, 1995), the multi-phase and multi-component blast furnace iron-making process (Babich & Senk, 2009), and to guide users to identify various safety measures while working in a real laboratory (Bell & Fogler, 1996)."