Case-study of using educational mobile applications in higher education in the Oil and Gas Engineering specialty

UDK: 681.518:378.081.4
DOI: 10.24887/0028-2448-2021-10-128-132
Key words: educational mobile application, virtual laboratory, oil and gas engineering
Authors: E.V. Shelyago (Gubkin University, RF, Moscow, N.D. Shelyago (Gubkin University, RF, Moscow

The present paper discusses the author’s experience in development and use of a number of educational mobile applications for "Oil and Gas Engineering" subjects. Mobile devices can be easily used for educational purposes by creating a virtual educational environment due to high computing power. One can create an interactive technical process, in particular, a laboratory work on a smartphone screen. The quality of modern graphics, combined with the performance of traditional calculations, enhance the perception of educational information by the student. An additional benefit is the high availability of mobile devices. Thanks to the mobile learning application, each student gets the opportunity to understand and learn a laboratory work or other practical task using a personal phone or a tablet in a relatively short period of time. Unfortunately, nowadays higher education practically does not use the potential of mobile devices in any way. Learning subjects of oil and gas engineering profession include a large number of laboratory and calculation tasks that simulate industrial activities. A variety of tasks and their practical approach suggests a high potential for e-learning technologies. The paper discusses educational problems that can be solved by mobile applications simulating the work of laboratory instruments or a field research procedure. Such applications are called "virtual laboratories" - they allow a student to complete a technical task in a virtual environment, while each student works with his own numbers, and the application checks the student's calculations. Basic principles of application design are described in the paper. The applications are based on a numerical or analytical model. The student interacts with this model by performing actions in the application (pressing buttons or moving objects). Then student sees some parameters of the model on the phone screen – these values are perceived as real parameters of the technical process (object weight, pressure gauge readings, etc.). Finally, the student calculates hidden parameters of the model (which are the subject of verification) by processing the visible parameters. The results of students’ survey on using mobile applications in distance learning are analyzed in the end of the paper. Recommendations on the development of similar applications are given.

References

1. Mukhina A.G., Shelyago N.D., Building virtual models for monitoring technological processes of oil and gas production in the PI system environment as a learning tool for digital natives generation (In Russ.), Avtomatizatsiya, telemekhanizatsiya i svyaz' v neftyanoy promyshlennosti, 2020, no. 4(561), pp. 50–54, DOI: 10.33285/0132-2222-2020-4(561)-50-54

2. Shtyrova I.A., Vishtak N.M., Remarenko S.A., Use of the mobile application for the establishment of a higher education unit of additional education (In Russ.), Sovremennye naukoemkie tekhnologii, 2019, no. 2, pp. 153–157.

3. Dobychina S.S., Mobil'nye tekhnologii v sisteme vysshego obrazovaniya (Mobile technologies in the higher education system), Collected papers “Nauka YuUrGU” Proceedings of 69th scientific conference. Section of Economics, Management and Law, 2017, Part 1, pp. 29–34.

4. Rakhmatov V.Z., Virtual'nye laboratorii v sisteme obucheniya studentov (Virtual laboratories in the student learning system), Proceedings of Donetsk Institute of Railway Transport, 2018.

5. Duncan R., The potential contribution of augmented and virtual reality to the oil and gas industry, International Journal of Management and Applied Research, 2015, V. 2, no. 3, pp. 112–120, DOI: 10.18646/2056.23.15-011

6. Santos I.H.F., A collaborative virtual reality oil & gas workflow, The International Journal of Virtual Reality, 2012, no. 11(1), pp. 1–13, DOI: 10.20870/IJVR.2012.11.1.2832

7. Jampeisov Z., Using virtual reality technology in oil and gas industry, International Journal of Engineering and Management Research, 2019, V. 9(2), pp. 124–127, DOI: 10.31033/ijemr.9.2.15

8. Kyselova V., The benefits of VR for improving training in the oil and gas industry, URL. https://jasoren.com/the-benefits-of-vr-for-improving- training-in-the-oil-and-gas-industry/

9. Drilling simulator lab training - Module 1: Drilling operation practices, Dakota: University of North Dakota, URL: https://register.und.edu/learning/jsp/session.jsp?sessionId=EVT.18.0003&courseId=EVT.ENGR.DS...

10. Martynov V.G., Sheynbaum V.S., Pyatibratov P.V., Sardanashvili S.A., Implementing interdisciplinary education through virtual environment for design and professional tasks (In Russ.), Inzhenernoe obrazovanie, 2014, no. 14, pp. 5–11.

11. Martynov V.G., Sheynbaum V.S., Sardanashvili S.A., Pyatibratov P.V., Digital field in the education  (In Russ.), Neftyanoe khozyaystvo = Oil Industry, 2011, no. 6, pp. 124–126.

12. Hero L.M., Lindfors E., Students’ learning experience in a multidisciplinary innovation project, Education + Training, 2019, V. 61, no. 4, pp. 500–522, DOI 10.1108/ET-06-2018-0138

13. Shelyago E.V., Shelyago N.D., The experience of using “Virtual Petrolab” – Virtual petrophysical laboratory for mobile devices in the educational process (In Russ.), Vysshee obrazovanie v Rossii, 2019, V. 28, no. 5, pp. 120–126. DOI: 10.31992/0869-3617-2019-28-5-120-126

The present paper discusses the author’s experience in development and use of a number of educational mobile applications for "Oil and Gas Engineering" subjects. Mobile devices can be easily used for educational purposes by creating a virtual educational environment due to high computing power. One can create an interactive technical process, in particular, a laboratory work on a smartphone screen. The quality of modern graphics, combined with the performance of traditional calculations, enhance the perception of educational information by the student. An additional benefit is the high availability of mobile devices. Thanks to the mobile learning application, each student gets the opportunity to understand and learn a laboratory work or other practical task using a personal phone or a tablet in a relatively short period of time. Unfortunately, nowadays higher education practically does not use the potential of mobile devices in any way. Learning subjects of oil and gas engineering profession include a large number of laboratory and calculation tasks that simulate industrial activities. A variety of tasks and their practical approach suggests a high potential for e-learning technologies. The paper discusses educational problems that can be solved by mobile applications simulating the work of laboratory instruments or a field research procedure. Such applications are called "virtual laboratories" - they allow a student to complete a technical task in a virtual environment, while each student works with his own numbers, and the application checks the student's calculations. Basic principles of application design are described in the paper. The applications are based on a numerical or analytical model. The student interacts with this model by performing actions in the application (pressing buttons or moving objects). Then student sees some parameters of the model on the phone screen – these values are perceived as real parameters of the technical process (object weight, pressure gauge readings, etc.). Finally, the student calculates hidden parameters of the model (which are the subject of verification) by processing the visible parameters. The results of students’ survey on using mobile applications in distance learning are analyzed in the end of the paper. Recommendations on the development of similar applications are given.

References

1. Mukhina A.G., Shelyago N.D., Building virtual models for monitoring technological processes of oil and gas production in the PI system environment as a learning tool for digital natives generation (In Russ.), Avtomatizatsiya, telemekhanizatsiya i svyaz' v neftyanoy promyshlennosti, 2020, no. 4(561), pp. 50–54, DOI: 10.33285/0132-2222-2020-4(561)-50-54

2. Shtyrova I.A., Vishtak N.M., Remarenko S.A., Use of the mobile application for the establishment of a higher education unit of additional education (In Russ.), Sovremennye naukoemkie tekhnologii, 2019, no. 2, pp. 153–157.

3. Dobychina S.S., Mobil'nye tekhnologii v sisteme vysshego obrazovaniya (Mobile technologies in the higher education system), Collected papers “Nauka YuUrGU” Proceedings of 69th scientific conference. Section of Economics, Management and Law, 2017, Part 1, pp. 29–34.

4. Rakhmatov V.Z., Virtual'nye laboratorii v sisteme obucheniya studentov (Virtual laboratories in the student learning system), Proceedings of Donetsk Institute of Railway Transport, 2018.

5. Duncan R., The potential contribution of augmented and virtual reality to the oil and gas industry, International Journal of Management and Applied Research, 2015, V. 2, no. 3, pp. 112–120, DOI: 10.18646/2056.23.15-011

6. Santos I.H.F., A collaborative virtual reality oil & gas workflow, The International Journal of Virtual Reality, 2012, no. 11(1), pp. 1–13, DOI: 10.20870/IJVR.2012.11.1.2832

7. Jampeisov Z., Using virtual reality technology in oil and gas industry, International Journal of Engineering and Management Research, 2019, V. 9(2), pp. 124–127, DOI: 10.31033/ijemr.9.2.15

8. Kyselova V., The benefits of VR for improving training in the oil and gas industry, URL. https://jasoren.com/the-benefits-of-vr-for-improving- training-in-the-oil-and-gas-industry/

9. Drilling simulator lab training - Module 1: Drilling operation practices, Dakota: University of North Dakota, URL: https://register.und.edu/learning/jsp/session.jsp?sessionId=EVT.18.0003&courseId=EVT.ENGR.DS...

10. Martynov V.G., Sheynbaum V.S., Pyatibratov P.V., Sardanashvili S.A., Implementing interdisciplinary education through virtual environment for design and professional tasks (In Russ.), Inzhenernoe obrazovanie, 2014, no. 14, pp. 5–11.

11. Martynov V.G., Sheynbaum V.S., Sardanashvili S.A., Pyatibratov P.V., Digital field in the education  (In Russ.), Neftyanoe khozyaystvo = Oil Industry, 2011, no. 6, pp. 124–126.

12. Hero L.M., Lindfors E., Students’ learning experience in a multidisciplinary innovation project, Education + Training, 2019, V. 61, no. 4, pp. 500–522, DOI 10.1108/ET-06-2018-0138

13. Shelyago E.V., Shelyago N.D., The experience of using “Virtual Petrolab” – Virtual petrophysical laboratory for mobile devices in the educational process (In Russ.), Vysshee obrazovanie v Rossii, 2019, V. 28, no. 5, pp. 120–126. DOI: 10.31992/0869-3617-2019-28-5-120-126


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