A New Approach to Risk Management. The Role of Virtual Reality in Electrical Substation Safety

A New Approach to Risk Management. 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The Role of Virtual Reality in Electrical Substation Safety Jose Maria Gonzalez del Pozo, Eduardo Roig Segovia This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7064701/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 03 Mar, 2026 Read the published version in Scientific Reports → Version 1 posted 10 You are reading this latest preprint version Abstract In high-risk environments, such as electrical substations, operation and maintenance are complex and dangerous tasks, which is reflected in the high occupational accident rate in the energy sector. The need to improve worker training to reduce accidents is critical, especially in sectors where operational failures can have fatal consequences. This case study evaluates the effectiveness of immersive virtual reality (VR) versus traditional theoretical training in training electrical substation workers to react to electrical risk situations. The trial is developed in three phases, in the operational framework of an infrastructure and energy concessionaire company in Spain. In the first phase, both training approaches are compared by means of theoretical tests complemented by immersive simulations, which are tested in the real project environment. In the second, the knowledge obtained in the real project environment is evaluated, and in the third, participants are subjected to an emergency simulation in a controlled environment to measure their response capacity. The results obtained suggest that the incorporation of VR training into current theoretical training significantly improves knowledge retention, risk identification and decision making under pressure. Therefore, this research confirms the value of VR simulation as an effective training tool in high-risk environments, providing a safe and practical experience that reduces the incidence of occupational accidents in electrical substations. Physical sciences/Engineering Physical sciences/Mathematics and computing virtual reality simulation risk mitigation electrical substation pedagogical application Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Figure 8 Figure 9 Figure 10 Figure 11 Figure 12 1. Introduction The management and operation of electrical substations represent one of the most critical challenges in the energy sector due to the high risk of accidents associated with high-voltage environments. These facilities, essential for energy transmission and distribution, require frequent interventions by highly trained workers to perform inspection, maintenance, and technical maneuvers under potentially hazardous conditions. Nevertheless, statistics reveal a troubling prevalence of accidents at these sites (INSST, 2020), many of which result in serious injuries. In Spain, reports from the National Institute for Occupational Safety and Health (INSST) highlight that electrical substations are critical points of occupational accidents due to the magnitude of the energy managed and failures in applying safety protocols (INSST, 2020). Grupo Ortiz, the company where this case study was conducted, utilizes three fundamental indicators to measure occupational accidents across all activity types: the incidence rate, the frequency rate, and the severity rate. Annual evaluation and historical comparison of these indicators provide insights into occupational safety conditions, facilitating continuous improvement measures over time. At an aggregated level, considering the entire Group, there were 25.22 work-related accidents resulting in lost workdays per thousand workers in 2023, representing a decrease of 31% compared to the previous year. The severity rate was 0.16 compared to 0.40 in the preceding year. Figure 1 reflect a reduction in days lost due to occupational accidents during this period (Grupo Ortiz, 2023). Within this context, Virtual Reality (VR) emerges as a potentially valuable technology to address training needs in occupational risk prevention for electrical substations. VR enables the recreation of realistic environments in which workers can safely experience controlled emergency situations, learn to identify and manage electrical hazards, and practice safety procedures without exposure to actual dangers. This technology not only facilitates the acquisition of technical competencies and knowledge retention but also enhances decision-making capabilities under pressure—a critical aspect of effective training for responding to hazardous incidents. Previous studies in various industrial sectors have demonstrated that VR-based training can be significantly more effective than traditional methods, optimizing worker performance in risky situations and thus reducing the incidence of occupational accidents (Immerse.io, 2021; Ortmo Agency, 2021). The primary objective of this research is to evaluate the effectiveness of VR as a pedagogical methodology for training in occupational risk prevention within electrical substation environments, assessing its potential to enhance the safety and performance of workers engaged in technically demanding and high-risk tasks. Through a case study, results from VR-enhanced training were compared to traditional training methods. 2. Current occupational accident rates in the Spanish electrical grid. Work in electrical substations represents high-risk activities due to the inherent conditions associated with high-voltage operations and the necessity of conducting critical maneuvers within extremely hazardous environments. These substations play a pivotal role in energy infrastructure, serving as key nodes for energy transmission and distribution from generation centers to end consumers. In Spain, the electrical sector is highly interconnected through a complex network of high and medium-voltage lines, predominantly managed by Red Eléctrica de España (REE), which ensures system stability and supply continuity. High-voltage installations are classified according to their voltage level, following specific regulations that establish categories based on the criticality and risk associated with each type of facility. 2.1. Electricity transmission and distribution network. The electricity transmission network in Spain comprises over 44,000 kilometers of high-voltage lines covering the entire national territory, connecting large generation plants to regional substations that distribute energy through lower voltage networks. The primary function of the transmission network is to transport the electricity generated at power stations (both renewable and conventional) to distribution points, thus ensuring continuity and stability in power supply quality (Cora, 2021). In the case of Red Eléctrica de España, the company operates facilities with voltage levels above 220 kV but also manages critical infrastructures in insular systems, where voltages are below this threshold yet equally significant due to the energy dependency of these regions. According to the Spanish regulation on high voltage electrical installations, there are four main categories of installations, each defined by distinct risk levels and technical complexity; 1)Special category: installations with nominal voltages equal to or greater than 220 kV; 2) First category: installations with nominal voltages below 220 kV but above 66 kV; 3)Second category: installations with nominal voltages between 30 kV and 66 kV; 4) Third category: installations with nominal voltages equal to or below 30 kV but above 1 kV. The significance of these categories lies in the increased criticality and danger associated with operations and maintenance tasks as voltage levels rise. This situation requires workers to be adequately trained to identify and respond effectively to potential failures or emergencies within these facilities. 2.2. Accidents and occupational accidents rate. Electrical accidents in substations, including those integrated into photovoltaic plants, continue to represent a major safety concern within the energy sector. According to Spain's National Institute for Occupational Safety and Health (INSST), electrocution-related incidents at electrical facilities account for 4.3% of serious occupational accidents and 3.5% of overall incidents, with electrical substations being critical points due to the high voltages managed at these installations (INSST, 2020). Substations are responsible for transforming and transmitting energy generated by solar panels to the distribution network, thus increasing the exposure to electrical hazards. Common incidents within these facilities include direct contact with energized equipment, short circuits causing fires or explosions, and failures related to personal protective equipment (PPE). Risks in electrical substations mainly stem from handling high-voltage systems and operating automatic circuit breakers, disconnectors, and transformers (Bugaris & Floyd, 2021). Furthermore, prolonged exposure to high-voltage environments increases the likelihood of operational failures and accidents related to fatigue or inadequate training. According to statistics from Spain’s Ministry of Labor regarding workplace accidents, in 2022 there were 935 occupational incidents related to electrical hazards. This translates to an average of 2.6 workers electrocuted per day, seven of whom suffered fatal electrocution. Regarding the nature of the electrical contact that caused the injuries, ministry statistics distinguish two types of electrocution incidents: ( 1 ) direct electrical contact, accounting for 479 cases; and ( 2 ) electrocution due to electrical arcs or indirect electrical contacts, accounting for 456 cases. A prominent example of such risks can be observed in photovoltaic plant substations, where workers must manage precise isolation and switching operations to prevent overloads and system failures. Insufficient maintenance or non-compliance with safety procedures has been repeatedly identified as a contributing factor in electrical accidents (López-Arquillo, 2020). Additionally, a report by the Spanish Photovoltaic Industry Association (UNEF) highlights that incidents in electrical substations within solar parks may be attributed to insufficient worker training in high-risk technologies, as many are inadequately prepared to handle emergency situations (UNEF, 2020). In this context, Virtual Reality (VR) emerges as a potentially valuable tool for enhancing worker training, allowing them to experience hazardous scenarios without compromising their safety. The significance of this study stems from the urgent need to reduce occupational accidents in the critical sector of electrical substation operation and maintenance. High-voltage installations, as described in the regulation for high voltage electrical, are not only vital for electricity distribution but also present extremely high occupational risks, particularly during maintenance operations or switching maneuvers. Workers in these environments are exposed to electrical failures, short circuits, explosions, fires, and other severe incidents potentially threatening their lives. Furthermore, occupational safety statistics indicate that despite technological advancements in protective systems, fatal electrical accidents continue to occur at substations (INSST, 2020). Data from the INSST indicates that the electrical sector remains among the most hazardous, with a high percentage of incidents related to electrocution or accidental contact with energized equipment (INSST, 2020). Current theoretical training approaches are insufficient, and the lack of safe practical training opportunities within operational high-risk environments necessitates incorporating innovative training methods. 2.3. Impacts associated with current occupational accident rates. The current impact of occupational accidents is evaluated from two distinct perspectives: economic and educational. The economic perspective compares the investment requirements for training against the cost savings achieved by accident prevention. The educational perspective examines potential improvements through the use of Virtual Reality (VR) as a pedagogical tool in environments such as those explored in this study. 2.3.1. Economic impact of occupational risk prevention: investment versus savings. The economic impact of occupational risk prevention (ORP) can be assessed by analyzing the costs associated with investments in training and preventive technologies compared to the savings achieved through the reduction of workplace accidents. In the electrical sector, particularly within electrical substations, the costs associated with serious or fatal accidents can be devastating from both human and economic standpoints. Multiple studies indicate that adequate investment in ORP not only reduces accident incidence but also generates significant economic returns for companies. Firstly, in terms of return on investment (ROI), according to the European Agency for Safety and Health at Work (EU-OSHA), companies can obtain a return of up to €2.20 for every euro invested in ORP, demonstrating the clear financial viability of these preventive measures. Secondly, regarding cost reduction through accident prevention, research conducted by the National Institute for Occupational Safety and Health (INSST, 2024) estimates that occupational accidents represent approximately 2.3% of Spain's Gross Domestic Product (GDP), translating into billions of euros annually. Implementing preventive measures can significantly reduce these substantial costs. Occupational accidents generate a diverse range of costs impacting both individual businesses and society at large. These costs are classified as either direct or indirect, each carrying significant economic implications. Direct costs include: ( 1 ) Compensation—according to INSST data, compensation amounts range between €30,000 and €500,000 depending on the severity and long-term consequences of the accident (INSST, 2024); ( 2 ) Medical treatment—hospital expenses associated with severe burns, cardiac arrests, or electrocution injuries may exceed €50,000 per case (EU-OSHA, 2024); and ( 3 ) Material damages—an accident occurring within a substation can damage critical equipment, with repair costs averaging around €100,000 per event. Indirect costs, on the other hand, include: ( 1 ) Productivity loss—each day of worker absence due to occupational injuries results in an average productivity loss of approximately €300 per employee; ( 2 ) Reputational damage—companies may face legal sanctions and experience a loss of customer trust (EU-OSHA, 2024); and ( 3 ) Operational disruptions—power supply interruptions caused by accidents can lead to substantial financial losses, particularly within industrial sectors. Investment in ORP not only enhances worker safety and well-being but also provides economic benefits to companies by reducing costs associated with accidents and enhancing productivity. Therefore, investment in ORP not only saves lives but also generates a direct economic return. Indeed, for every euro invested in preventive training, companies can save between two and three euros in compensation and other costs associated with prevented accidents. 2.3.2. Current training impact vs. the impact of VR training. A comparative analysis of the costs associated with traditional training methods versus Virtual Reality (VR) training reveals that while the initial investment in VR-based training is higher, its long-term benefits outweigh the costs (Ludus Global, 2024). Currently, the average annual cost of traditional training methods amounts to approximately €550 per worker (INSST, 2023). This figure includes expenses related to training materials, physical infrastructure, and instructional personnel. However, traditional training methods present significant limitations, primarily their inability to accurately replicate real-world hazards, thereby reducing the effectiveness of learning. A study conducted by Ludus Global, a leading company specializing in the development of VR environments for occupational risk prevention, assesses the costs associated with implementing VR as a training tool. The initial investment required for high-quality VR hardware and software for training purposes ranges between €15,000 and €25,000. The cost per worker for VR training sessions is approximately €250 per operator, representing a 50% reduction in recurring costs compared to traditional training methods (Ludus Global, 2024). Training constitutes a fundamental pillar in occupational accident prevention. With technological advancements, Virtual Reality (VR) has emerged as an innovative complement to conventional training methodologies (Ludus Global, 2024). Traditional training may fail to accurately replicate real-life risk scenarios, thereby limiting its effectiveness in preparing workers for emergency situations. Additionally, knowledge retention may be lower when compared to more interactive learning approaches. 3. Training in operation and risk prevention in an electrical substation. 3.1. Analysis of current training. In order to enhance its occupational risk prevention policies in high-risk environments, Grupo Ortiz has been implementing a training program for several years that encompasses operations in photovoltaic plants, with a particular focus on electrical substations. The official training provided to workers during the 2023–2024 period is regulated by an electrical consultancy specialized in photovoltaic projects and is centered on high-voltage (HV) and low-voltage (LV) switching operations, as well as on the prevention of electrical hazards associated with the maintenance and operation of these infrastructures. This training initiative has been delivered over a three-year period to more than 80 workers and is evaluated through a system comprising three theoretical exams followed by a satisfaction survey. The training program addresses various technical and safety-related aspects, structured into the following three core modules: The first module focuses on substation components, aiming to familiarize trainees with the key components that make up an electrical substation and their respective roles within the electrical system. Evaluation includes practical exercises in which participants must associate visualized elements with their corresponding names and functions. The second module covers switching operations, providing instruction on the different types of maneuvers that can be carried out in a substation, such as opening and closing circuit breakers, operating disconnectors, and disconnecting transmission lines. Assessment includes true/false questions as well as exercises in which elements must be matched with their correct descriptions, thereby testing the participants’ understanding of safe maneuvering procedures. The third module addresses accident prevention and safe switching practices, focusing on operator safety and the prevention of electrical accidents. Trainees are instructed on the five golden rules for de-energized work, the proper use of personal protective equipment (PPE), and the correct procedural sequence for conducting switching operations within the installation. The evaluation of this module emphasizes the identification of electrical risks, accident prevention procedures, and the correct use of protective equipment such as insulating gloves, insulating platforms, and voltage detectors. In addition to this quantitative evaluation system, which determines whether participants successfully complete the training, the training team also conducts a satisfaction survey regarding the course, following the guidelines established by Fundae (the State foundation for employment training). This survey consists of an anonymous questionnaire comprising twenty sections, which each technician completes individually. 3.2. Potential areas of improvement. In addition to the efforts undertaken to provide comprehensive training, ongoing work is being conducted across all departments to develop improved training solutions, particularly in preparing workers to respond effectively to emergency situations or operational failures in high-voltage electrical substations. The areas identified for enhancement can be summarized as follows; 1) Enhancement of immersion and practical experience in real-world environments: One of the most prominent limitations is the predominantly theoretical nature of current training. Although workers receive a solid foundation of technical knowledge regarding substation components and associated risks, it is recommended to increase the use of practical simulations that enable workers to improve their ability to anticipate risk; 2)Integration of new technologies: The current training program does not incorporate the use of innovative technologies, which have proven effective in simulating high-risk scenarios and training workers in controlled yet realistic environments; 3) Training in new technologies and digital tools: The ability to remotely operate and monitor electrical substations is becoming increasingly prevalent, particularly in photovoltaic plants, where substations are often located in remote areas. The current training does not address this technological shift, representing a significant opportunity to prepare workers for emerging digital competencies; 4)Adaptability to specific scenarios: Another identified limitation lies in the adaptability of training programs to the diverse configurations and typologies of electrical substations found within photovoltaic plants. Substation layouts and associated risks vary according to location and the specific characteristics of each facility.​ 4. Virtual Reality as an alternative training method in occupational risk prevention. The application of Virtual Reality (VR) in professional training has gained significant momentum in recent years, particularly in high-risk sectors such as construction and energy. These working environments demand rigorous preparation from workers due to the technical complexity of operations and the inherent risk of serious accidents. VR has proven to be an innovative and effective tool for developing practical and safety-related skills, as it enables the simulation of hazardous scenarios without exposing workers to real danger. Radhakrishnan et al. (2021), through a systematic review on immersive VR in disciplines such as engineering and construction, identified that this technology outperforms traditional methods in several key areas. Notably, it enables safe and repetitive practice without physical risk and significantly enhances knowledge retention through immersive experiences that actively engage users (Tsukada et al., 2024). In the field of electrical engineering, VR simulation has proven effective for training personnel to operate in hazardous environments such as electrical substations, improving hazard identification capabilities and the proper application of safety protocols. Studies conducted by the University of Jakarta compare the effectiveness of VR-based training with traditional Occupational Safety and Health (OSH) training methods among electrical workers and engineering students (Pribadi et al., 2024). The results show that participants who completed VR training not only demonstrated superior knowledge retention but also improved their response capabilities in simulated risk scenarios, such as fires or short circuits in electrical substations. VR emerges as an effective solution for training workers in hazard identification and the correct application of safety procedures without the need to expose them to real-life dangers. This is particularly relevant for maintenance operations or complex maneuvers in high-voltage systems, where realistic VR simulations can accurately replicate the hazardous scenarios, workers face in their daily activities (Hewagarusinghe et al., 2024). Such simulations allow the creation of immersive environments that faithfully reproduce the conditions of electrical substations, enabling workers to practice complex maneuvers and learn how to identify and respond to dangerous situations without incurring actual risk (Luo et al., 2023). In the construction sector, reviewed studies also demonstrate significant benefits from the use of VR in training programs. One study (Dajac & Dela Cruz, 2021) analyzed how virtual reality offers a more immersive and effective alternative to safety training compared to traditional, theory-based, and manual-driven approaches. The results concluded that participants trained in VR environments demonstrated a greater ability to retain information on safety procedures and to apply the acquired knowledge in real-world working conditions. Another study highlights the possibility of recreating site-specific scenarios, such as construction site conditions, which facilitates the transfer of learned skills to real-life situations (Ludus Global, 2021). Despite the numerous benefits observed in VR training, several studies highlight important challenges that limit its widespread adoption (Asham et al., 2024). One of the main barriers is the cost of implementation. The development of high-quality immersive environments requires significant investment in both software and hardware, which may be prohibitive for some companies, especially in sectors like construction, where profit margins are often tight. Another challenge lies in the need for specialized technology, such as VR headsets and haptic controllers, which are not always accessible to all organizations. Numerous studies emphasize that the effectiveness of VR training depends largely on the design of the virtual environment and how users interact with it (Radhakrishnan et al., 2021). Factors such as simulation quality, virtual body ownership (embodiment), and the coherence of the training environment can directly influence learning effectiveness. It has been observed that when the VR environment is highly realistic and reflects actual working conditions, participants exhibit greater engagement and knowledge retention (Kitleni et al., 2012). Conversely, low-quality environments or those that fail to accurately replicate workplace scenarios may reduce the overall effectiveness of the training​​. 5. Case study The aim of this case study is to evaluate the effectiveness of Virtual Reality (VR) in training workers for electrical hazard environments, by comparing its impact against that of traditional theoretical training. The study is structured into three phases. In the first phase, two groups of participants receive theoretical instruction, with one of the groups additionally undergoing an immersive VR simulation that replicates operations within an electrical substation. Following the training, both groups are assessed through standardized quantitative and qualitative evaluation methods. In the second phase, both groups visit a real, constructed substation project to observe the practical application of the knowledge acquired and to complete a survey assessing the perceived realism and impact of the training. In the final phase, participants are exposed to a simulated high-risk electrical environment under controlled conditions. During this exercise, their vital signs and behavioral responses are monitored in order to evaluate their emergency response capabilities. The objective is to determine whether VR-based training enhances decision-making and reaction performance in hazardous situations compared to conventional theoretical training. 5.1. Controlled enviroment test. This study is conducted within the framework of a real electrical substation construction project located in Spain. Due to confidentiality reasons, the actual name of the project is not disclosed. However, relevant project data is provided to contextualize the scope of the study. The project involves a 30/400 kV step-up photovoltaic substation (PSFV), consisting of an overhead-underground 400 kV interconnection line between the step-up substation and the collector substation. The associated evacuation infrastructure is designed to handle 299.46 MW of peak power, 269.61 MW of installed capacity, and 250 MW of power injected into the grid. The substation is equipped with two power transformers, which enable voltage level transformation to meet grid requirements. Each transformer is connected to a dedicated transmission line, thereby distributing the energy flow across both systems. The medium-voltage (MV) and high-voltage (HV) switchgear units house maneuvering equipment such as circuit breakers and disconnectors. Disconnectors and earthing switches ensure that specific parts of the installation are fully isolated when maintenance work is required. Earthing switches connect the active parts of the installation to ground in order to eliminate residual voltages that may pose hazards to personnel. Circuit breakers allow switching operations under load conditions and protect equipment from potential faults. The protection and control systems ensure that equipment and transmission lines are not subjected to overloading or damage in the event of a fault. These systems also enable remote monitoring and operational adjustments to be made to the maneuvering sequences. 5.2. Gamified procedure. The VR training experience designed for occupational risk prevention in an electrical substation is built upon a virtual environment previously modeled using Building Information Modeling (BIM) methodology and developed in Unreal Engine 5.3. This environment replicates the infrastructure of an electrical substation, allowing users to interact with it in a safe and controlled manner. The BIM methodology enables the generation of a comprehensive 3D model containing detailed construction information about the project (INSST, 2023). Through this immersive experience, the objective is to enable workers and technicians to effectively assimilate safety procedures, identify potential hazards, and respond appropriately to simulated emergency scenarios. The virtual reality simulation shows in Fig. 2 was developed to recreate an immersive and highly realistic environment of an electrical substation. This training experience allowed participants to interact with key infrastructure elements, perform operational maneuvers, and respond to simulated emergency scenarios in a safe and controlled setting. Guided narration, interactive tasks, and gamification elements enhanced knowledge retention and risk perception. The VR training demonstrated significant improvements in hazard identification, decision-making under pressure, and overall learning effectiveness compared to traditional methods. Here is the full simulation in VR: https://www.youtube.com/watch?v=GNwy7R5zA2s&t=3s&ab_channel=ChemaGonz%C3%A1lez The training experience is structured into various scenarios that faithfully represent the critical areas of an electrical substation. These spaces include transformers, switching cells, and transmission lines, offering a comprehensive view of the highest-risk zones. The experience features guided narration through a voice-over, which accompanies users throughout the training journey. This voice acts as a virtual instructor, delivering detailed instructions on task execution, proper use of personal protective equipment (PPE), and compliance with safety protocols. Additionally, the voice-over assists users in hazard identification and decision-making during emergency simulations. Interaction with the virtual environment is a core component of this VR training. Users can manipulate objects directly within the environment, for instance, donning PPE such as helmets and gloves, performing visual equipment inspections, and executing preventive procedures. This interactive approach enhances the acquisition of practical knowledge, as users are not merely passive observers but must actively perform tasks that simulate real-life working conditions within a substation. The immersive VR experience was implemented using Meta Quest 2 headsets (Meta, Palo Alto, United States) with a standard strap. The device runs on an Android-based operating system and is powered by a Qualcomm Snapdragon XR2 processor with 6GB of RAM. It supports six degrees of freedom (6DoF) tracking for both the headset and the haptic controllers used for user interaction. A high-performance MSI laptop equipped with a 13th Gen Intel® Core™ i7-13700H processor, Nvidia GeForce RTX 4080 GPU, and 64GB RAM was used, connected via Meta’s fiber-optic Link cable. The project modeling was executed in Revit 2023.1 (Autodesk), while the immersive environment was developed in Unreal Engine 5.3 (Epic Games), utilizing the VR Template and customized via Blueprints. Quixel Megascan libraries were integrated, and bespoke textures were created using Adobe Substance Designer. Gamification was another central component of the training program. Through a structured system of levels and challenges, the simulation incorporated game-like elements that motivate users to progress and improve performance. Each simulation phase presented specific scenarios requiring hazard identification or application of safety protocols. Tasks included inspecting hazardous areas, managing safe clearance distances in high-voltage zones, and extinguishing a fire within an electrical panel in the substation. Users were also required to make real-time decisions in response to identified dangers, thereby increasing the exercise's complexity and realistically simulating the pressure conditions of a work environment. Real-time assessment enabled users to receive immediate feedback on their actions. Specifically, during emergency simulations, users’ abilities to respond to events such as short circuits and fires were evaluated. This immediate feedback was essential for allowing users to learn from their mistakes and refine their critical decision-making skills. Consequently, the VR experience functions not as a passive simulator, but as an active environment that measures user performance and adapts the learning process to real-time needs. A fundamental component of the experience was the correct use of PPE, which constituted the initial mandatory phase of the simulation. Users were required to select and properly wear protective equipment—such as helmets and insulating gloves—ensuring they met safety standards and were correctly fitted. Once equipped, users progressed to different substation zones where specific hazards were presented. For instance, they were required to avoid energized equipment and respect safety distances around high-voltage transmission lines. These elements were intentionally designed to reinforce understanding of safety regulations applicable to electrical substations. Users faced unexpected situations such as explosions caused by short circuits or fires in transformers, compelling them to act promptly and follow established emergency protocols. In this way, the simulation not only provided risk prevention training but also fostered effective emergency management skills—an essential competency in any high-risk work environment. 5.3. Applied methodology. This case study, conducted within the context of a real electrical substation construction and operation project, aims to evaluate the effectiveness of Virtual Reality (VR) in training workers for high-risk electrical environments. The study is structured into three phases, combining both quantitative and qualitative assessments to compare immersive training with traditional theoretical instruction within an actual construction and operational setting. In the initial phase, participants were divided into two groups. Group A received conventional theoretical training based on manuals and standard operating procedures (SOPs) for electrical substations, including the use of personal protective equipment (PPE) and electrical safety maneuvers described in the training documentation. Group B, in addition to receiving the same theoretical content, participated in an immersive VR simulation replicating the substation under construction, allowing them to perform safety maneuvers and identify electrical hazards within a controlled virtual environment. Both groups were subsequently assessed using standardized tests (E1, E2, and E3) to measure their ability to identify risks, retain knowledge, and apply safety protocols. A satisfaction survey, conducted in compliance with training standards, was also administered to evaluate the perceived quality of the training. In the second phase, participants visited the electrical substation under construction, where a full-scale (1:1) replication of the training content was presented. Following the visit, a survey was conducted to assess both groups’ perceptions regarding the realism and accuracy of the learning experience. The objective was to determine whether the VR training provided Group B participants with a clearer and more accurate understanding of the real working environment compared to those who received only theoretical instruction. The final phase involved exposing participants to a controlled electrical hazard environment within an operational substation. Risk scenarios, similar to those encountered in actual working conditions, were simulated while monitoring participants’ vital signs and physiological responses, including heart rate and arousal levels. The responses of workers from both groups were compared, assessing their speed, accuracy, and decision-making abilities in emergency situations, with the aim of determining whether VR training improves responsiveness in high-risk scenarios. The data collected were analyzed using the T-test statistical method to compare training effectiveness between the two groups, along with linear regression methods to identify trends and variations. Additionally, qualitative responses from the surveys and physiological monitoring data were analyzed to determine whether immersive VR training provides significant advantages over traditional theoretical instruction. 5.3.1. Phase A) Training. The objective of this first phase is to objectively and systematically compare two training approaches: the traditional method based on theoretical content and manuals, and the immersive Virtual Reality (VR) approach. This comparison serves as a baseline to analyze how each group acquires and retains theoretical knowledge. An initial demographic profiling and categorization of participants was carried out based on parameters such as age, gender, professional category, department, educational level, and professional experience. All data were processed anonymously, with participants identified solely by an assigned ID code throughout the experiment. All individuals involved in the case study signed a data processing consent form authorizing the use of their personal data by the author of this study. The files linking participant IDs to their real names are encrypted, strictly adhering to Grupo Ortiz’s Data Protection Policy and in full compliance with Regulation (EU) 2016/679 of the European Parliament and of the Council of 27 April 2016, on the protection of natural persons with regard to the processing of personal data and on the free movement of such data, which repeals Directive 95/46/EC (General Data Protection Regulation – GDPR). Two groups of workers were selected and assigned randomly. Group A received exclusively theoretical training, which focused on the operation of electrical substations and the prevention of associated risks. Group B, in addition to receiving the same theoretical training, also participated in a VR simulation. The selection of both groups shown in Fig. 3 was carried out randomly based on their assignment to various subprojects within the generic photovoltaic plant, as well as their availability according to work shifts. This approach resulted in a diversity of participant profiles in both groups, with variations in prior training and educational background, although some discrepancies in age distribution were observed. It is worth noting that, despite the initial heterogeneity of the groups, they represent a significant sample of the typical worker profiles encountered in such professional environments. There is a clear predominance of male participants with specialized basic training and recent work experience in the sector. Initial assessment test and training satisfaction survey. In the first phase, following the training sessions, both groups were quantitatively assessed using a standardized evaluation system comprising tests E1, E2, and E3, specifically designed to measure both theoretical and practical knowledge related to the operation of electrical substations and occupational risk prevention. These assessments encompassed the identification of installation components, disconnection and switching maneuvers, the use of personal protective equipment (PPE), the application of the “five golden safety rules” for high-voltage work, and the correct implementation of safety protocols during electrical maneuvers. The results obtained from these tests served not only to evaluate knowledge retention but also to assess participants' ability to identify and prevent risks in electrical environments, thereby enabling a comparative analysis of the effectiveness of traditional theoretical training versus immersive VR-based training. In total, the assessments included eighteen questions, distributed as follows: six questions in E1, five questions in E2, and seven questions in E3, each scored on a scale from 0 to 1, depending on the number of correct response options. The average score for each participant was calculated individually for each test. The full set of examination questions is included in Annex 1, which compiles all evaluation questions by phase. Figure 4 presents the individual scores of each participant across the three examinations, with each question weighted from 0 to 1 based on the available response options. In Test 1, Group B (theoretical training + VR) achieved an average score of 0.813, compared to 0.707 for Group A (theoretical training only). The difference was statistically significant (p > 0.05, t-test). In Test 2, Group B obtained an average score of 0.818, while Group A achieved 0.763, with a statistically significant difference (p > 0.05, t-test). Finally, in Test 3, Group B recorded an average score of 0.668, compared to 0.564 for Group A, with the difference again being statistically significant (p > 0.05, t-test). Secondly, a training satisfaction survey was administered to the participants to evaluate the perceived effectiveness and overall quality of the training program. The survey aimed to assess multiple dimensions, including: satisfaction with course organization, content and methodology, duration and scheduling, instructors and tutors, instructional materials, training facilities, e-learning tools, evaluation mechanisms, and overall satisfaction with the training. Each of these dimensions included corresponding sub-categories. Participants were required to rate each subcategory using a Likert-type scale from 1 to 4, where 1 = strongly disagree, 2 = disagree, 3 = agree, and 4 = strongly agree. The full structure of the satisfaction survey, including all dimensions and individual questions, is provided in Annex 1: Evaluation Questions by Phase and Results. Figure 05 presents the satisfaction survey results for each group. Group B (theoretical training + VR) achieved an average satisfaction score of 3.59 out of 5, whereas Group A (theoretical training only) obtained an average score of 3.31 out of 5. The data also reveal that, for most individual items, Group B consistently reported higher satisfaction scores. The difference between the two groups was statistically significant (p > 0.05, t-test). Results. It was observed that the average quantitative evaluation scores obtained in each of the three tests (E1, E2, and E3) were higher in Group B (theoretical training + VR) compared to Group A (Control Group, theoretical training only). This indicates a greater assimilation of knowledge, improved understanding of the training context, and enhanced risk perception among participants who underwent VR-enhanced training. The null hypothesis of equality between Group A (Control Group, theoretical training only) and Group B (theoretical training + VR) was rejected based on a one-tailed t-test, with a 3.2% confidence level in the p-values of the study. This confirms that the difference in results between the two groups is statistically significant. The mean satisfaction score for Group B (theoretical training + VR) was nearly 0.5 points higher than that of the control group (3.59 vs. 3.31). This highlights a higher overall satisfaction rating among participants who experienced the VR training (Fig. 6 ). Similarly, the null hypothesis of equality between Group A (Control Group, theoretical training only) and Group B (theoretical training + VR) was rejected with a one-tailed t-test at a 1.3% confidence level, demonstrating that the difference between the two groups is statistically significant. Cross-referencing these findings with the contextual variables, it was observed that participants with higher levels of education and greater professional experience benefited more significantly from VR-based learning, achieving higher scores in these evaluations. This outcome is attributed to the enhanced engagement and experiential learning provided by the VR simulation. 5.3.2. Phase B) Practice. The second phase involves a visit to the constructed project, in which participants observe a full-scale (1:1) real-world electrical substation. In this setting, both Group A and Group B are exposed to the physical infrastructure—Group A visualizes what they have learned through theoretical training, while Group B compares it to what they previously experienced through the VR simulation. This visit to a real physical environment is used to assess how each group perceives the risks and preventive measures required in an actual electrical setting, as well as to evaluate their understanding of the components and systems that constitute the project. In this real-world environment, participants were asked to complete a survey aimed at evaluating the perceived accuracy and impact of the training on various aspects of their professional performance. The purpose of this phase is to determine whether the group exposed to the VR simulation holds a clearer and more accurate perception of the substation’s components and associated risks compared to the group that received only theoretical instruction. The survey consisted of twenty questions, grouped into three categories: ( 1 ) comprehension and knowledge retention, ( 2 ) risk perception and safety procedures, and ( 3 ) confidence and anticipation in real-world scenarios. Each question was rated by participants on a scale from 1 to 5, where 1 represented complete disagreement and 5 represented full agreement. An additional open-ended question was included at the end, allowing participants to freely express their opinions and comments. The full questionnaire, including all items, is provided in Annex 1: Evaluation Questions by Phase and Results. Figure 7 presents the individual results of each participant in the questionnaire. The data show that 25% of Group A (theoretical training) participants scored 5 points in Section A (comprehension and knowledge retention), compared to 75% of Group B (theoretical training + VR). In Section B (risk perception and safety procedures), 27% of Group A participants gave a score of 5, compared to 67% in Group B. Finally, in Section C (confidence and anticipation in real-world scenarios), 16% of Group A participants scored 5, compared to 63% of Group B. The remaining scores reflect a consistent trend, with a higher proportion of low scores (1 and 2) among Group A participants compared to Group B, further supporting the observed differences in the perceived effectiveness of the training approaches Results. The average scores across all evaluation blocks were higher for Group B (theoretical training + VR) compared to Group A (Control Group, theoretical training only), reflecting a higher weighted assessment of the training received. Similarly, the percentage of maximum scores (5 points) was higher in Group B than in Group A, further reinforcing the positive perception of VR-based training. These results clearly indicate that Virtual Reality is a highly valued tool among trainees for its application in training programs focused on substation operation and risk prevention. The null hypothesis of equality between Group A (Control Group, theoretical training only) and Group B (theoretical training + VR) was rejected based on a one-tailed t-test with a 1% confidence level in the study’s p-values, demonstrating that the difference between the results of both groups is statistically significant. Figure 8 shows one of the project technicians performing the corresponding maneuvers during the practical phase at the photovoltaic project facilities. 5.3.3. Phase C) Fire risk in controlled environment. In this third phase, members of Group A (theoretical training) and Group B (theoretical training + VR) participated in a simulated real-life electrical fire risk scenario conducted in a controlled environment. The objective was to assess how participants apply their acquired knowledge when facing a realistic fire hazard. This phase was made possible through collaboration with FORTEM INTEGRAL S.L. (Technical Emergency Training), a leading emergency training company and part of Grupo Ortiz. The training was conducted on-site at one of the photovoltaic projects operated by Grupo Ortiz in Spain. The FORTEM training program consisted of two parts. The first part was a 1.5-hour theoretical session, during which participants were instructed on the physicochemical principles of fire, types of extinguishing agents, basic fire suppression techniques, and the classification and use of various fire extinguishers, according to the origin of the fire. The second part involved a hands-on fire suppression exercise comprising two practical fire scenarios within an actual electrical substation: a fuel tray fire and a fire in an electrical panel. During each exercise, participants’ heart rate was monitored to assess their physiological response to high-pressure scenarios. The environment was fully controlled and safe. All participants provided written consent for the use of their biometric data and image rights, as stated in the ethical guidelines presented at the beginning of the study. In both exercises, heart rate was measured as beats per minute (bpm) to capture the frequency of cardiac activity. In high-risk or high-stress situations, heart rate typically increases due to activation of the sympathetic nervous system, which prepares the body for threat response. The monitoring of heart rate served as an indicator of both physiological and emotional responses, thereby revealing the level of preparedness and composure of each participant under simulated high-stress conditions. These biometric values were captured using a Garmin Vivoactive 4S smartwatch, a device equipped with sensors capable of real-time monitoring of vital signs throughout the fire suppression drills. Fuel tray fire scenario In this scenario, a certified firefighter ignited a tray of fuel emitting butane gas (C₄H₁₀). The operation and maintenance technician were required to suppress the fire effectively using a dry chemical extinguisher provided by the trainer. This activity was recorded through biometric sensors and logged for subsequent analysis. Figure 9 shows an operator engaged in fire suppression under the supervision of a specialized instructor. Figure 10 presents the average heart rate values at each 5-second interval for Group A (theoretical training) and Group B (theoretical training + VR), as well as the trend line, which highlights the key finding of this study phase—namely, a difference of 0.25 in the slope between the two groups’ trend lines. These results reveal that average initial heart rates were higher among participants in Group A (theoretical training), which may be attributed to physiological and metabolic differences. A noteworthy aspect is the standard deviation, which reflects the variation in heart rate values between the two groups. This variation was slightly lower in Group B (theoretical training + VR), suggesting that participants who experienced the VR simulation were better prepared to manage the stress response, potentially as a result of the immersive training. Consequently, their mean heart rate variation was smaller, although further investigation and additional case studies are needed to draw definitive conclusions. Electrical panel scenario In this scenario, a certified firefighter ignites a fire inside an electrical panel. The operation and maintenance technician must contain the fire by correctly using a CO₂ fire extinguisher provided by the trainer, aiming to extinguish the flames by displacing the oxygen within the panel enclosure. This activity was recorded using biometric sensors and documented for subsequent analysis. Figure 11 shows a technician in the process of extinguishing the fire. Figure 12 presents the average heart rate values at each 5-second interval for Group A (theoretical training) and Group B (theoretical training + VR), along with the trend line, which illustrates the key findings of this phase of the study—namely, the average pulse rate and its trend, showing a difference of over 0.30 in the slope between the trend lines of Group A and Group B. In this case, the standard deviation value becomes more stabilized, likely because participants were already familiarized with fire-related risk by the time of this second test. As a result, VR training was not as decisive a factor as it had been during the first risk scenario. Results. The biometric measurements obtained in this study, across both tests, indicate a slight improvement in the results for Group B (theoretical training + VR). As mentioned at the outset, although these outcomes are influenced by demographic contextual variables of the participants, they are also notably shaped by the integration of VR as a training tool, highlighting its relevance—particularly during a user's first exposure to risk scenarios. The null hypothesis of equality between Group A (Control Group, theoretical training only) and Group B (theoretical training + VR) was rejected using a one-tailed t-test, with a 2.1% confidence level in the study’s p-values. This confirms that the difference between the results of both groups is statistically significant. Although a baseline heart rate protocol was conducted for each worker prior to each data collection session, it was not possible to fully control for all factors that may elevate or reduce heart rate (such as prior physical condition, emotional state, hours of sleep, or intake of caffeine/stimulants). 6. Discussion The results obtained in each of the evaluation phases suggest that the integration of Virtual Reality (VR) into traditional theoretical training offers significant advantages in terms of practical knowledge retention and response capacity in emergency situations. In the theoretical training and assessment phase, the results from tests E1, E2, and E3, as well as from the satisfaction survey and training evaluation, demonstrate that participants in the group that received both traditional training and VR simulation (Group B) achieved higher average scores in risk identification and comprehension of safety procedures compared to those in the theoretical-only training group (Group A). These findings are consistent with previous research highlighting VR’s ability to enhance experiential learning, allowing workers to practice hazardous procedures without real-world risk (Radhakrishnan et al., 2021). VR facilitates spatial understanding of complex environments, such as those found in electrical substations, which is reflected in greater accuracy during simulated maneuvers and improved retention of critical technical details. The key advantage of immersive training lies in its capacity to provide an interactive environment that allows for repetition and rehearsal of critical procedures, thereby improving practical understanding and environmental visualization. In the real-world validation phase, the group exposed to immersive training demonstrated superior performance when faced with real scenarios at the substation. This finding is particularly relevant, as it suggests that VR-based training not only enhances theoretical understanding but also facilitates the transfer of knowledge to real-world contexts. Group B participants showed a greater ability to apply acquired knowledge in a physical environment, indicating that previous immersion in a simulated virtual environment enhances the ability to make fast and effective decisions in hazardous situations. In the third phase, where participants were exposed to controlled fire-risk environments, biometric data showed positive trends in pressure-response capabilities, despite the limited sample size and the inherent characteristics of the experimental design. Workers trained using VR exhibited greater physiological stability—measured by heart rate control and reduced heart rate variance—compared to those who received only theoretical training. This more effective physiological response may be attributed to familiarity with risk scenarios developed during immersive simulation, which enables workers to safely pre-experience situations similar to those they may encounter in reality. In emergency conditions, VR-trained workers were able to rapidly identify hazards and apply safety protocols more accurately, thereby supporting the hypothesis that VR enhances preparedness and decision-making in high-risk environments. Despite these positive outcomes, the use of VR as a training tool also presents certain challenges. One of the main obstacles is the high implementation cost and the requirement for advanced technologies to generate simulations that are sufficiently realistic and dynamic. Furthermore, some participants encountered initial adaptation difficulties within the virtual environment, indicating the need for a pre-training familiarization phase, as the learning curve for VR technologies varies across individuals. The effectiveness of immersive training is also contingent on the quality of the virtual environment design, including haptic feedback integration and the accuracy in simulating complex maneuvers. One of the limitations of this study lies in the reduced sample size, which was constrained by the availability of project personnel. Likewise, the total training time was longer for Group B (theoretical training + VR) due to the additional hours dedicated to VR sessions, which may have introduced a training-time effect as a confounding variable. Other factors may have affected the internal validity of the study, including group selection bias, the limited duration of the training, or the need to replicate the study to ensure the consistency and robustness of its long-term outcomes. For all these reasons, the study highlights the need for continued research in the application of immersive technologies in high-risk electrical environments, particularly to validate their scalability, impact, and long-term effectiveness in occupational safety training. 7. Conclusions This study reinforces the effectiveness of Virtual Reality (VR) as a pedagogical methodology for training in the operation and occupational risk prevention in electrical substations. The results obtained demonstrate that immersive simulations enhance workers’ ability to make critical decisions and respond accurately and promptly to emergency situations. VR has proven effective in replicating high-risk scenarios within controlled environments, reducing real exposure to hazards while promoting greater adherence to safety protocols. These findings underscore the relevance of this technology as an educational tool that combines technical rigor, safety, and sustainability, laying the groundwork for its integration as a standard training approach in high-risk sectors. The findings of this research open new avenues for exploration and application in the fields of industrial training and risk management in electrical environments. Future lines of inquiry should consider the integration of complementary technologies, such as haptic feedback systems, artificial intelligence, and real-time data analytics, to further personalize learning processes and optimize knowledge transfer. From a methodological perspective, it is recommended to design longitudinal studies that assess the long-term impact of VR training on the effective reduction of workplace accidents and the improvement of operational performance. Finally, it will be essential to analyze the economic, logistical, and cultural barriers that may hinder the large-scale implementation of these technologies. Addressing these challenges through comprehensive adoption strategies will be key to promoting their widespread integration and maximizing their benefits across the industry. Statements and declarations Competing Interests : The authors declare that they have no financial or non-financial interests that are directly or indirectly related to the work submitted for publication. Funding: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. Ethics Approval and Consent to Participate: This study involved human participants and was conducted in accordance with the ethical standards of the institutional and national research committee, as well as the 1964 Helsinki Declaration and its later amendments. Informed consent was obtained from all individual participants included in the study. Availability of Data and Materials : The datasets generated and analyzed during the current study are available from the corresponding author upon reasonable request. Authors' Contributions: Jose Maria Gonzalez del Pozo conceived and designed the study, collected the data and analyzed and interpreted the data. Eduardo Roig Segovia drafted the manuscript. All authors read and approved the final manuscript. Acknowledge: We gratefully acknowledge Grupo Ortiz for providing the facilities and support necessary to conduct this study and all the employees involved into. References Anderson, J., & Chittaro, L. (2021). Electrical Safety in Industrial Construction: An Analysis of 10 Years of Incidents in the Global Engineering, Procurement, and Construction Industry. https://doi.org/10.1109/MIAS.2020.3024452 Asham, A., Pribadi, K., & Radhakrishnan, R. (2021). Applications of Augmented and Virtual Reality in Electrical Engineering Education: A Review. https://doi.org/10.1109/ACCESS.2023.3337394 Avveduto, G., et al. (2017). Role of Virtual Reality in Safety Observations. Ai-Lim Lee, et al. (2020). How does desktop virtual reality enhance learning outcomes? A structural equation modeling approach. http://dx.doi.org/10.1016/j.compedu.2010.06.006 Ahn, E., Afzal, M., & Stefan, D. (2021). 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Supplementary Files Appendix1.docx Cite Share Download PDF Status: Published Journal Publication published 03 Mar, 2026 Read the published version in Scientific Reports → Version 1 posted Editorial decision: Revision requested 16 Oct, 2025 Reviews received at journal 15 Oct, 2025 Reviewers agreed at journal 20 Sep, 2025 Reviews received at journal 17 Sep, 2025 Reviewers agreed at journal 17 Sep, 2025 Reviewers invited by journal 08 Sep, 2025 Editor assigned by journal 16 Aug, 2025 Editor invited by journal 25 Jul, 2025 Submission checks completed at journal 22 Jul, 2025 First submitted to journal 22 Jul, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7064701","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":489191413,"identity":"a255478a-4019-4e9e-a615-cef510f5378d","order_by":0,"name":"Jose Maria Gonzalez del Pozo","email":"data:image/png;base64,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","orcid":"","institution":"Universidad Politécnica de Madrid, Doctorado en Comunicación Arquitectónica","correspondingAuthor":true,"prefix":"","firstName":"Jose","middleName":"Maria Gonzalez del","lastName":"Pozo","suffix":""},{"id":489191414,"identity":"3f5bc771-4adb-43f2-8f10-5e77531b6b2c","order_by":1,"name":"Eduardo Roig Segovia","email":"","orcid":"","institution":"Universidad Politécnica de Madrid, Doctorado en Comunicación Arquitectónica","correspondingAuthor":false,"prefix":"","firstName":"Eduardo","middleName":"Roig","lastName":"Segovia","suffix":""}],"badges":[],"createdAt":"2025-07-07 11:08:20","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7064701/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7064701/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1038/s41598-026-35534-1","type":"published","date":"2026-03-03T15:59:01+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":87764300,"identity":"b21ba883-7400-4c33-a11d-304c873168d7","added_by":"auto","created_at":"2025-07-28 17:41:39","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":57860,"visible":true,"origin":"","legend":"\u003cp\u003eAggregate occupational accident rates from 2022-2024. 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Gonzalez-delPozo\u003c/p\u003e","description":"","filename":"5.png","url":"https://assets-eu.researchsquare.com/files/rs-7064701/v1/64d0d4dde48239fa0934a75f.png"},{"id":87764310,"identity":"ce081bb2-7ae9-4867-834c-3dd367916cb2","added_by":"auto","created_at":"2025-07-28 17:41:39","extension":"png","order_by":6,"title":"Figure 6","display":"","copyAsset":false,"role":"figure","size":738749,"visible":true,"origin":"","legend":"\u003cp\u003eOperation and maintenance technicians from Grupo Ortiz during virtual reality training. Source: J.M. Gonzalez-delPozo.\u003c/p\u003e","description":"","filename":"6.png","url":"https://assets-eu.researchsquare.com/files/rs-7064701/v1/d040e74d8db5ce7bb7ee6acc.png"},{"id":87764866,"identity":"03a4d8df-64b3-493e-be7b-7f87b91404a9","added_by":"auto","created_at":"2025-07-28 17:49:39","extension":"png","order_by":7,"title":"Figure 7","display":"","copyAsset":false,"role":"figure","size":48908,"visible":true,"origin":"","legend":"\u003cp\u003eWeighted evaluation questionnaire results. Source: J.M. Gonzalez-delPozo\u003c/p\u003e","description":"","filename":"7.png","url":"https://assets-eu.researchsquare.com/files/rs-7064701/v1/abed7f7777a63a3360eeea87.png"},{"id":87765614,"identity":"d9d7a8e2-1717-436a-acb2-0a8a7f0c90e6","added_by":"auto","created_at":"2025-07-28 17:57:39","extension":"png","order_by":8,"title":"Figure 8","display":"","copyAsset":false,"role":"figure","size":722269,"visible":true,"origin":"","legend":"\u003cp\u003eOperation and maintenance technicians on the site. Source: J.M.Gonzalez-delPozo\u003c/p\u003e","description":"","filename":"8.png","url":"https://assets-eu.researchsquare.com/files/rs-7064701/v1/45777a301b81baee1a027a90.png"},{"id":87765907,"identity":"96676d15-8c81-4ea0-8bf3-7c179889fc3f","added_by":"auto","created_at":"2025-07-28 18:05:39","extension":"png","order_by":9,"title":"Figure 9","display":"","copyAsset":false,"role":"figure","size":770362,"visible":true,"origin":"","legend":"\u003cp\u003eExecution of the fuel tray test. Source: J.M.Gonzalez-delPozo\u003c/p\u003e","description":"","filename":"9.png","url":"https://assets-eu.researchsquare.com/files/rs-7064701/v1/4669f8915167174892f7c112.png"},{"id":87764885,"identity":"9b192fa9-0cc4-4c89-a710-118ee46f6248","added_by":"auto","created_at":"2025-07-28 17:49:40","extension":"png","order_by":10,"title":"Figure 10","display":"","copyAsset":false,"role":"figure","size":38115,"visible":true,"origin":"","legend":"\u003cp\u003eDispersion and linear regression analysis of heart rate data by group in the first tray test. Source: J.M. Gonzalez-delPozo\u003c/p\u003e","description":"","filename":"10.png","url":"https://assets-eu.researchsquare.com/files/rs-7064701/v1/79ac4878638affa1d4725bef.png"},{"id":87764880,"identity":"27c6bbca-8e7c-4015-bc5c-e16ab0ac96cc","added_by":"auto","created_at":"2025-07-28 17:49:39","extension":"png","order_by":11,"title":"Figure 11","display":"","copyAsset":false,"role":"figure","size":759767,"visible":true,"origin":"","legend":"\u003cp\u003eExecution of the electrical panel fire drill. Source: J.M.Gonzalez-delPozo.\u003c/p\u003e","description":"","filename":"11.png","url":"https://assets-eu.researchsquare.com/files/rs-7064701/v1/409ad95702fc85da4886559f.png"},{"id":87764881,"identity":"eeb795bb-59fb-4236-b463-c43de9488e2c","added_by":"auto","created_at":"2025-07-28 17:49:40","extension":"png","order_by":12,"title":"Figure 12","display":"","copyAsset":false,"role":"figure","size":103119,"visible":true,"origin":"","legend":"\u003cp\u003eDispersion and linear regression analysis of heart rate data by group in the second panel test. Source: J.M. Gonzalez-delPozo\u003c/p\u003e","description":"","filename":"12.png","url":"https://assets-eu.researchsquare.com/files/rs-7064701/v1/90d7e1213635fe3f0f20e37b.png"},{"id":104252086,"identity":"117f1195-44e5-4447-8ba9-11997d57c663","added_by":"auto","created_at":"2026-03-09 16:17:11","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":5128875,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7064701/v1/933823a3-4857-45a0-b9c1-5ec76cc26ad0.pdf"},{"id":87764318,"identity":"a200244c-5515-4019-b5b0-5094f798cf59","added_by":"auto","created_at":"2025-07-28 17:41:39","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":477827,"visible":true,"origin":"","legend":"","description":"","filename":"Appendix1.docx","url":"https://assets-eu.researchsquare.com/files/rs-7064701/v1/85aded7712b9a16e5ed759d1.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"A New Approach to Risk Management. The Role of Virtual Reality in Electrical Substation Safety","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eThe management and operation of electrical substations represent one of the most critical challenges in the energy sector due to the high risk of accidents associated with high-voltage environments. These facilities, essential for energy transmission and distribution, require frequent interventions by highly trained workers to perform inspection, maintenance, and technical maneuvers under potentially hazardous conditions. Nevertheless, statistics reveal a troubling prevalence of accidents at these sites (INSST, 2020), many of which result in serious injuries. In Spain, reports from the National Institute for Occupational Safety and Health (INSST) highlight that electrical substations are critical points of occupational accidents due to the magnitude of the energy managed and failures in applying safety protocols (INSST, 2020). Grupo Ortiz, the company where this case study was conducted, utilizes three fundamental indicators to measure occupational accidents across all activity types: the incidence rate, the frequency rate, and the severity rate. Annual evaluation and historical comparison of these indicators provide insights into occupational safety conditions, facilitating continuous improvement measures over time.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eAt an aggregated level, considering the entire Group, there were 25.22 work-related accidents resulting in lost workdays per thousand workers in 2023, representing a decrease of 31% compared to the previous year. The severity rate was 0.16 compared to 0.40 in the preceding year. Figure\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e reflect a reduction in days lost due to occupational accidents during this period (Grupo Ortiz, 2023).\u003c/p\u003e\u003cp\u003eWithin this context, Virtual Reality (VR) emerges as a potentially valuable technology to address training needs in occupational risk prevention for electrical substations. VR enables the recreation of realistic environments in which workers can safely experience controlled emergency situations, learn to identify and manage electrical hazards, and practice safety procedures without exposure to actual dangers. This technology not only facilitates the acquisition of technical competencies and knowledge retention but also enhances decision-making capabilities under pressure\u0026mdash;a critical aspect of effective training for responding to hazardous incidents. Previous studies in various industrial sectors have demonstrated that VR-based training can be significantly more effective than traditional methods, optimizing worker performance in risky situations and thus reducing the incidence of occupational accidents (Immerse.io, 2021; Ortmo Agency, 2021).\u003c/p\u003e\u003cp\u003eThe primary objective of this research is to evaluate the effectiveness of VR as a pedagogical methodology for training in occupational risk prevention within electrical substation environments, assessing its potential to enhance the safety and performance of workers engaged in technically demanding and high-risk tasks. Through a case study, results from VR-enhanced training were compared to traditional training methods.\u003c/p\u003e"},{"header":"2. Current occupational accident rates in the Spanish electrical grid.","content":"\u003cp\u003eWork in electrical substations represents high-risk activities due to the inherent conditions associated with high-voltage operations and the necessity of conducting critical maneuvers within extremely hazardous environments. These substations play a pivotal role in energy infrastructure, serving as key nodes for energy transmission and distribution from generation centers to end consumers. In Spain, the electrical sector is highly interconnected through a complex network of high and medium-voltage lines, predominantly managed by Red El\u0026eacute;ctrica de Espa\u0026ntilde;a (REE), which ensures system stability and supply continuity. High-voltage installations are classified according to their voltage level, following specific regulations that establish categories based on the criticality and risk associated with each type of facility.\u003c/p\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e2.1. Electricity transmission and distribution network.\u003c/h2\u003e\u003cp\u003eThe electricity transmission network in Spain comprises over 44,000 kilometers of high-voltage lines covering the entire national territory, connecting large generation plants to regional substations that distribute energy through lower voltage networks. The primary function of the transmission network is to transport the electricity generated at power stations (both renewable and conventional) to distribution points, thus ensuring continuity and stability in power supply quality (Cora, 2021). In the case of Red El\u0026eacute;ctrica de Espa\u0026ntilde;a, the company operates facilities with voltage levels above 220 kV but also manages critical infrastructures in insular systems, where voltages are below this threshold yet equally significant due to the energy dependency of these regions.\u003c/p\u003e\u003cp\u003eAccording to the Spanish regulation on high voltage electrical installations, there are four main categories of installations, each defined by distinct risk levels and technical complexity; 1)Special category: installations with nominal voltages equal to or greater than 220 kV; 2) First category: installations with nominal voltages below 220 kV but above 66 kV; 3)Second category: installations with nominal voltages between 30 kV and 66 kV; 4) Third category: installations with nominal voltages equal to or below 30 kV but above 1 kV. The significance of these categories lies in the increased criticality and danger associated with operations and maintenance tasks as voltage levels rise. This situation requires workers to be adequately trained to identify and respond effectively to potential failures or emergencies within these facilities.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\u003ch2\u003e2.2. Accidents and occupational accidents rate.\u003c/h2\u003e\u003cp\u003eElectrical accidents in substations, including those integrated into photovoltaic plants, continue to represent a major safety concern within the energy sector. According to Spain's National Institute for Occupational Safety and Health (INSST), electrocution-related incidents at electrical facilities account for 4.3% of serious occupational accidents and 3.5% of overall incidents, with electrical substations being critical points due to the high voltages managed at these installations (INSST, 2020). Substations are responsible for transforming and transmitting energy generated by solar panels to the distribution network, thus increasing the exposure to electrical hazards. Common incidents within these facilities include direct contact with energized equipment, short circuits causing fires or explosions, and failures related to personal protective equipment (PPE). Risks in electrical substations mainly stem from handling high-voltage systems and operating automatic circuit breakers, disconnectors, and transformers (Bugaris \u0026amp; Floyd, 2021). Furthermore, prolonged exposure to high-voltage environments increases the likelihood of operational failures and accidents related to fatigue or inadequate training. According to statistics from Spain\u0026rsquo;s Ministry of Labor regarding workplace accidents, in 2022 there were 935 occupational incidents related to electrical hazards. This translates to an average of 2.6 workers electrocuted per day, seven of whom suffered fatal electrocution.\u003c/p\u003e\u003cp\u003eRegarding the nature of the electrical contact that caused the injuries, ministry statistics distinguish two types of electrocution incidents: (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e1\u003c/span\u003e) direct electrical contact, accounting for 479 cases; and (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2\u003c/span\u003e) electrocution due to electrical arcs or indirect electrical contacts, accounting for 456 cases. A prominent example of such risks can be observed in photovoltaic plant substations, where workers must manage precise isolation and switching operations to prevent overloads and system failures. Insufficient maintenance or non-compliance with safety procedures has been repeatedly identified as a contributing factor in electrical accidents (L\u0026oacute;pez-Arquillo, 2020). Additionally, a report by the Spanish Photovoltaic Industry Association (UNEF) highlights that incidents in electrical substations within solar parks may be attributed to insufficient worker training in high-risk technologies, as many are inadequately prepared to handle emergency situations (UNEF, 2020).\u003c/p\u003e\u003cp\u003eIn this context, Virtual Reality (VR) emerges as a potentially valuable tool for enhancing worker training, allowing them to experience hazardous scenarios without compromising their safety. The significance of this study stems from the urgent need to reduce occupational accidents in the critical sector of electrical substation operation and maintenance. High-voltage installations, as described in the regulation for high voltage electrical, are not only vital for electricity distribution but also present extremely high occupational risks, particularly during maintenance operations or switching maneuvers. Workers in these environments are exposed to electrical failures, short circuits, explosions, fires, and other severe incidents potentially threatening their lives.\u003c/p\u003e\u003cp\u003eFurthermore, occupational safety statistics indicate that despite technological advancements in protective systems, fatal electrical accidents continue to occur at substations (INSST, 2020). Data from the INSST indicates that the electrical sector remains among the most hazardous, with a high percentage of incidents related to electrocution or accidental contact with energized equipment (INSST, 2020). Current theoretical training approaches are insufficient, and the lack of safe practical training opportunities within operational high-risk environments necessitates incorporating innovative training methods.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\u003ch2\u003e2.3. Impacts associated with current occupational accident rates.\u003c/h2\u003e\u003cp\u003eThe current impact of occupational accidents is evaluated from two distinct perspectives: economic and educational. The economic perspective compares the investment requirements for training against the cost savings achieved by accident prevention. The educational perspective examines potential improvements through the use of Virtual Reality (VR) as a pedagogical tool in environments such as those explored in this study.\u003c/p\u003e\u003cdiv id=\"Sec6\" class=\"Section3\"\u003e\u003ch2\u003e2.3.1. Economic impact of occupational risk prevention: investment versus savings.\u003c/h2\u003e\u003cp\u003eThe economic impact of occupational risk prevention (ORP) can be assessed by analyzing the costs associated with investments in training and preventive technologies compared to the savings achieved through the reduction of workplace accidents. In the electrical sector, particularly within electrical substations, the costs associated with serious or fatal accidents can be devastating from both human and economic standpoints. Multiple studies indicate that adequate investment in ORP not only reduces accident incidence but also generates significant economic returns for companies. Firstly, in terms of return on investment (ROI), according to the European Agency for Safety and Health at Work (EU-OSHA), companies can obtain a return of up to \u0026euro;2.20 for every euro invested in ORP, demonstrating the clear financial viability of these preventive measures. Secondly, regarding cost reduction through accident prevention, research conducted by the National Institute for Occupational Safety and Health (INSST, 2024) estimates that occupational accidents represent approximately 2.3% of Spain's Gross Domestic Product (GDP), translating into billions of euros annually. Implementing preventive measures can significantly reduce these substantial costs.\u003c/p\u003e\u003cp\u003eOccupational accidents generate a diverse range of costs impacting both individual businesses and society at large. These costs are classified as either direct or indirect, each carrying significant economic implications. Direct costs include: (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e1\u003c/span\u003e) Compensation\u0026mdash;according to INSST data, compensation amounts range between \u0026euro;30,000 and \u0026euro;500,000 depending on the severity and long-term consequences of the accident (INSST, 2024); (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2\u003c/span\u003e) Medical treatment\u0026mdash;hospital expenses associated with severe burns, cardiac arrests, or electrocution injuries may exceed \u0026euro;50,000 per case (EU-OSHA, 2024); and (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e3\u003c/span\u003e) Material damages\u0026mdash;an accident occurring within a substation can damage critical equipment, with repair costs averaging around \u0026euro;100,000 per event. Indirect costs, on the other hand, include: (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e1\u003c/span\u003e) Productivity loss\u0026mdash;each day of worker absence due to occupational injuries results in an average productivity loss of approximately \u0026euro;300 per employee; (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2\u003c/span\u003e) Reputational damage\u0026mdash;companies may face legal sanctions and experience a loss of customer trust (EU-OSHA, 2024); and (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e3\u003c/span\u003e) Operational disruptions\u0026mdash;power supply interruptions caused by accidents can lead to substantial financial losses, particularly within industrial sectors.\u003c/p\u003e\u003cp\u003eInvestment in ORP not only enhances worker safety and well-being but also provides economic benefits to companies by reducing costs associated with accidents and enhancing productivity. Therefore, investment in ORP not only saves lives but also generates a direct economic return. Indeed, for every euro invested in preventive training, companies can save between two and three euros in compensation and other costs associated with prevented accidents.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec7\" class=\"Section3\"\u003e\u003ch2\u003e2.3.2. Current training impact vs. the impact of VR training.\u003c/h2\u003e\u003cp\u003eA comparative analysis of the costs associated with traditional training methods versus Virtual Reality (VR) training reveals that while the initial investment in VR-based training is higher, its long-term benefits outweigh the costs (Ludus Global, 2024). Currently, the average annual cost of traditional training methods amounts to approximately \u0026euro;550 per worker (INSST, 2023). This figure includes expenses related to training materials, physical infrastructure, and instructional personnel. However, traditional training methods present significant limitations, primarily their inability to accurately replicate real-world hazards, thereby reducing the effectiveness of learning.\u003c/p\u003e\u003cp\u003eA study conducted by Ludus Global, a leading company specializing in the development of VR environments for occupational risk prevention, assesses the costs associated with implementing VR as a training tool. The initial investment required for high-quality VR hardware and software for training purposes ranges between \u0026euro;15,000 and \u0026euro;25,000. The cost per worker for VR training sessions is approximately \u0026euro;250 per operator, representing a 50% reduction in recurring costs compared to traditional training methods (Ludus Global, 2024). Training constitutes a fundamental pillar in occupational accident prevention. With technological advancements, Virtual Reality (VR) has emerged as an innovative complement to conventional training methodologies (Ludus Global, 2024). Traditional training may fail to accurately replicate real-life risk scenarios, thereby limiting its effectiveness in preparing workers for emergency situations. Additionally, knowledge retention may be lower when compared to more interactive learning approaches.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"3. Training in operation and risk prevention in an electrical substation.","content":"\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\u003ch2\u003e3.1. Analysis of current training.\u003c/h2\u003e\u003cp\u003eIn order to enhance its occupational risk prevention policies in high-risk environments, Grupo Ortiz has been implementing a training program for several years that encompasses operations in photovoltaic plants, with a particular focus on electrical substations. The official training provided to workers during the 2023\u0026ndash;2024 period is regulated by an electrical consultancy specialized in photovoltaic projects and is centered on high-voltage (HV) and low-voltage (LV) switching operations, as well as on the prevention of electrical hazards associated with the maintenance and operation of these infrastructures. This training initiative has been delivered over a three-year period to more than 80 workers and is evaluated through a system comprising three theoretical exams followed by a satisfaction survey.\u003c/p\u003e\u003cp\u003eThe training program addresses various technical and safety-related aspects, structured into the following three core modules: The first module focuses on substation components, aiming to familiarize trainees with the key components that make up an electrical substation and their respective roles within the electrical system. Evaluation includes practical exercises in which participants must associate visualized elements with their corresponding names and functions. The second module covers switching operations, providing instruction on the different types of maneuvers that can be carried out in a substation, such as opening and closing circuit breakers, operating disconnectors, and disconnecting transmission lines. Assessment includes true/false questions as well as exercises in which elements must be matched with their correct descriptions, thereby testing the participants\u0026rsquo; understanding of safe maneuvering procedures. The third module addresses accident prevention and safe switching practices, focusing on operator safety and the prevention of electrical accidents. Trainees are instructed on the five golden rules for de-energized work, the proper use of personal protective equipment (PPE), and the correct procedural sequence for conducting switching operations within the installation. The evaluation of this module emphasizes the identification of electrical risks, accident prevention procedures, and the correct use of protective equipment such as insulating gloves, insulating platforms, and voltage detectors. In addition to this quantitative evaluation system, which determines whether participants successfully complete the training, the training team also conducts a satisfaction survey regarding the course, following the guidelines established by Fundae (the State foundation for employment training). This survey consists of an anonymous questionnaire comprising twenty sections, which each technician completes individually.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\u003ch2\u003e3.2. Potential areas of improvement.\u003c/h2\u003e\u003cp\u003eIn addition to the efforts undertaken to provide comprehensive training, ongoing work is being conducted across all departments to develop improved training solutions, particularly in preparing workers to respond effectively to emergency situations or operational failures in high-voltage electrical substations. The areas identified for enhancement can be summarized as follows; 1) Enhancement of immersion and practical experience in real-world environments: One of the most prominent limitations is the predominantly theoretical nature of current training. Although workers receive a solid foundation of technical knowledge regarding substation components and associated risks, it is recommended to increase the use of practical simulations that enable workers to improve their ability to anticipate risk; 2)Integration of new technologies: The current training program does not incorporate the use of innovative technologies, which have proven effective in simulating high-risk scenarios and training workers in controlled yet realistic environments; 3) Training in new technologies and digital tools: The ability to remotely operate and monitor electrical substations is becoming increasingly prevalent, particularly in photovoltaic plants, where substations are often located in remote areas. The current training does not address this technological shift, representing a significant opportunity to prepare workers for emerging digital competencies; 4)Adaptability to specific scenarios: Another identified limitation lies in the adaptability of training programs to the diverse configurations and typologies of electrical substations found within photovoltaic plants. Substation layouts and associated risks vary according to location and the specific characteristics of each facility.​\u003c/p\u003e\u003c/div\u003e"},{"header":"4. Virtual Reality as an alternative training method in occupational risk prevention.","content":"\u003cp\u003eThe application of Virtual Reality (VR) in professional training has gained significant momentum in recent years, particularly in high-risk sectors such as construction and energy. These working environments demand rigorous preparation from workers due to the technical complexity of operations and the inherent risk of serious accidents. VR has proven to be an innovative and effective tool for developing practical and safety-related skills, as it enables the simulation of hazardous scenarios without exposing workers to real danger.\u003c/p\u003e\u003cp\u003eRadhakrishnan et al. (2021), through a systematic review on immersive VR in disciplines such as engineering and construction, identified that this technology outperforms traditional methods in several key areas. Notably, it enables safe and repetitive practice without physical risk and significantly enhances knowledge retention through immersive experiences that actively engage users (Tsukada et al., 2024). In the field of electrical engineering, VR simulation has proven effective for training personnel to operate in hazardous environments such as electrical substations, improving hazard identification capabilities and the proper application of safety protocols. Studies conducted by the University of Jakarta compare the effectiveness of VR-based training with traditional Occupational Safety and Health (OSH) training methods among electrical workers and engineering students (Pribadi et al., 2024). The results show that participants who completed VR training not only demonstrated superior knowledge retention but also improved their response capabilities in simulated risk scenarios, such as fires or short circuits in electrical substations.\u003c/p\u003e\u003cp\u003eVR emerges as an effective solution for training workers in hazard identification and the correct application of safety procedures without the need to expose them to real-life dangers. This is particularly relevant for maintenance operations or complex maneuvers in high-voltage systems, where realistic VR simulations can accurately replicate the hazardous scenarios, workers face in their daily activities (Hewagarusinghe et al., 2024). Such simulations allow the creation of immersive environments that faithfully reproduce the conditions of electrical substations, enabling workers to practice complex maneuvers and learn how to identify and respond to dangerous situations without incurring actual risk (Luo et al., 2023).\u003c/p\u003e\u003cp\u003eIn the construction sector, reviewed studies also demonstrate significant benefits from the use of VR in training programs. One study (Dajac \u0026amp; Dela Cruz, 2021) analyzed how virtual reality offers a more immersive and effective alternative to safety training compared to traditional, theory-based, and manual-driven approaches. The results concluded that participants trained in VR environments demonstrated a greater ability to retain information on safety procedures and to apply the acquired knowledge in real-world working conditions. Another study highlights the possibility of recreating site-specific scenarios, such as construction site conditions, which facilitates the transfer of learned skills to real-life situations (Ludus Global, 2021).\u003c/p\u003e\u003cp\u003eDespite the numerous benefits observed in VR training, several studies highlight important challenges that limit its widespread adoption (Asham et al., 2024). One of the main barriers is the cost of implementation. The development of high-quality immersive environments requires significant investment in both software and hardware, which may be prohibitive for some companies, especially in sectors like construction, where profit margins are often tight. Another challenge lies in the need for specialized technology, such as VR headsets and haptic controllers, which are not always accessible to all organizations. Numerous studies emphasize that the effectiveness of VR training depends largely on the design of the virtual environment and how users interact with it (Radhakrishnan et al., 2021). Factors such as simulation quality, virtual body ownership (embodiment), and the coherence of the training environment can directly influence learning effectiveness. It has been observed that when the VR environment is highly realistic and reflects actual working conditions, participants exhibit greater engagement and knowledge retention (Kitleni et al., 2012). Conversely, low-quality environments or those that fail to accurately replicate workplace scenarios may reduce the overall effectiveness of the training​​.\u003c/p\u003e"},{"header":"5. Case study","content":"\u003cp\u003eThe aim of this case study is to evaluate the effectiveness of Virtual Reality (VR) in training workers for electrical hazard environments, by comparing its impact against that of traditional theoretical training. The study is structured into three phases. In the first phase, two groups of participants receive theoretical instruction, with one of the groups additionally undergoing an immersive VR simulation that replicates operations within an electrical substation. Following the training, both groups are assessed through standardized quantitative and qualitative evaluation methods. In the second phase, both groups visit a real, constructed substation project to observe the practical application of the knowledge acquired and to complete a survey assessing the perceived realism and impact of the training. In the final phase, participants are exposed to a simulated high-risk electrical environment under controlled conditions. During this exercise, their vital signs and behavioral responses are monitored in order to evaluate their emergency response capabilities. The objective is to determine whether VR-based training enhances decision-making and reaction performance in hazardous situations compared to conventional theoretical training.\u003c/p\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003e5.1. Controlled enviroment test.\u003c/h2\u003e\u003cp\u003eThis study is conducted within the framework of a real electrical substation construction project located in Spain. Due to confidentiality reasons, the actual name of the project is not disclosed. However, relevant project data is provided to contextualize the scope of the study.\u003c/p\u003e\u003cp\u003eThe project involves a 30/400 kV step-up photovoltaic substation (PSFV), consisting of an overhead-underground 400 kV interconnection line between the step-up substation and the collector substation. The associated evacuation infrastructure is designed to handle 299.46 MW of peak power, 269.61 MW of installed capacity, and 250 MW of power injected into the grid. The substation is equipped with two power transformers, which enable voltage level transformation to meet grid requirements. Each transformer is connected to a dedicated transmission line, thereby distributing the energy flow across both systems. The medium-voltage (MV) and high-voltage (HV) switchgear units house maneuvering equipment such as circuit breakers and disconnectors. Disconnectors and earthing switches ensure that specific parts of the installation are fully isolated when maintenance work is required. Earthing switches connect the active parts of the installation to ground in order to eliminate residual voltages that may pose hazards to personnel. Circuit breakers allow switching operations under load conditions and protect equipment from potential faults. The protection and control systems ensure that equipment and transmission lines are not subjected to overloading or damage in the event of a fault. These systems also enable remote monitoring and operational adjustments to be made to the maneuvering sequences.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\u003ch2\u003e5.2. Gamified procedure.\u003c/h2\u003e\u003cp\u003eThe VR training experience designed for occupational risk prevention in an electrical substation is built upon a virtual environment previously modeled using Building Information Modeling (BIM) methodology and developed in Unreal Engine 5.3. This environment replicates the infrastructure of an electrical substation, allowing users to interact with it in a safe and controlled manner. The BIM methodology enables the generation of a comprehensive 3D model containing detailed construction information about the project (INSST, 2023). Through this immersive experience, the objective is to enable workers and technicians to effectively assimilate safety procedures, identify potential hazards, and respond appropriately to simulated emergency scenarios.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eThe virtual reality simulation shows in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e was developed to recreate an immersive and highly realistic environment of an electrical substation. This training experience allowed participants to interact with key infrastructure elements, perform operational maneuvers, and respond to simulated emergency scenarios in a safe and controlled setting. Guided narration, interactive tasks, and gamification elements enhanced knowledge retention and risk perception. The VR training demonstrated significant improvements in hazard identification, decision-making under pressure, and overall learning effectiveness compared to traditional methods. Here is the full simulation in VR:\u003c/p\u003e\u003cp\u003e\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.youtube.com/watch?v=GNwy7R5zA2s\u0026amp;t=3s\u0026amp;ab_channel=ChemaGonz%C3%A1lez\u003c/span\u003e\u003cspan address=\"https://www.youtube.com/watch?v=GNwy7R5zA2s\u0026amp;t=3s\u0026amp;ab_channel=ChemaGonz%C3%A1lez\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e\u003cp\u003eThe training experience is structured into various scenarios that faithfully represent the critical areas of an electrical substation. These spaces include transformers, switching cells, and transmission lines, offering a comprehensive view of the highest-risk zones. The experience features guided narration through a voice-over, which accompanies users throughout the training journey. This voice acts as a virtual instructor, delivering detailed instructions on task execution, proper use of personal protective equipment (PPE), and compliance with safety protocols. Additionally, the voice-over assists users in hazard identification and decision-making during emergency simulations. Interaction with the virtual environment is a core component of this VR training. Users can manipulate objects directly within the environment, for instance, donning PPE such as helmets and gloves, performing visual equipment inspections, and executing preventive procedures. This interactive approach enhances the acquisition of practical knowledge, as users are not merely passive observers but must actively perform tasks that simulate real-life working conditions within a substation.\u003c/p\u003e\u003cp\u003eThe immersive VR experience was implemented using Meta Quest 2 headsets (Meta, Palo Alto, United States) with a standard strap. The device runs on an Android-based operating system and is powered by a Qualcomm Snapdragon XR2 processor with 6GB of RAM. It supports six degrees of freedom (6DoF) tracking for both the headset and the haptic controllers used for user interaction. A high-performance MSI laptop equipped with a 13th Gen Intel\u0026reg; Core\u0026trade; i7-13700H processor, Nvidia GeForce RTX 4080 GPU, and 64GB RAM was used, connected via Meta\u0026rsquo;s fiber-optic Link cable. The project modeling was executed in Revit 2023.1 (Autodesk), while the immersive environment was developed in Unreal Engine 5.3 (Epic Games), utilizing the VR Template and customized via Blueprints. Quixel Megascan libraries were integrated, and bespoke textures were created using Adobe Substance Designer.\u003c/p\u003e\u003cp\u003eGamification was another central component of the training program. Through a structured system of levels and challenges, the simulation incorporated game-like elements that motivate users to progress and improve performance. Each simulation phase presented specific scenarios requiring hazard identification or application of safety protocols. Tasks included inspecting hazardous areas, managing safe clearance distances in high-voltage zones, and extinguishing a fire within an electrical panel in the substation. Users were also required to make real-time decisions in response to identified dangers, thereby increasing the exercise's complexity and realistically simulating the pressure conditions of a work environment.\u003c/p\u003e\u003cp\u003eReal-time assessment enabled users to receive immediate feedback on their actions. Specifically, during emergency simulations, users\u0026rsquo; abilities to respond to events such as short circuits and fires were evaluated. This immediate feedback was essential for allowing users to learn from their mistakes and refine their critical decision-making skills. Consequently, the VR experience functions not as a passive simulator, but as an active environment that measures user performance and adapts the learning process to real-time needs.\u003c/p\u003e\u003cp\u003eA fundamental component of the experience was the correct use of PPE, which constituted the initial mandatory phase of the simulation. Users were required to select and properly wear protective equipment\u0026mdash;such as helmets and insulating gloves\u0026mdash;ensuring they met safety standards and were correctly fitted. Once equipped, users progressed to different substation zones where specific hazards were presented. For instance, they were required to avoid energized equipment and respect safety distances around high-voltage transmission lines. These elements were intentionally designed to reinforce understanding of safety regulations applicable to electrical substations. Users faced unexpected situations such as explosions caused by short circuits or fires in transformers, compelling them to act promptly and follow established emergency protocols. In this way, the simulation not only provided risk prevention training but also fostered effective emergency management skills\u0026mdash;an essential competency in any high-risk work environment.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003e5.3. Applied methodology.\u003c/h2\u003e\u003cp\u003eThis case study, conducted within the context of a real electrical substation construction and operation project, aims to evaluate the effectiveness of Virtual Reality (VR) in training workers for high-risk electrical environments. The study is structured into three phases, combining both quantitative and qualitative assessments to compare immersive training with traditional theoretical instruction within an actual construction and operational setting.\u003c/p\u003e\u003cp\u003eIn the initial phase, participants were divided into two groups. Group A received conventional theoretical training based on manuals and standard operating procedures (SOPs) for electrical substations, including the use of personal protective equipment (PPE) and electrical safety maneuvers described in the training documentation. Group B, in addition to receiving the same theoretical content, participated in an immersive VR simulation replicating the substation under construction, allowing them to perform safety maneuvers and identify electrical hazards within a controlled virtual environment. Both groups were subsequently assessed using standardized tests (E1, E2, and E3) to measure their ability to identify risks, retain knowledge, and apply safety protocols. A satisfaction survey, conducted in compliance with training standards, was also administered to evaluate the perceived quality of the training.\u003c/p\u003e\u003cp\u003eIn the second phase, participants visited the electrical substation under construction, where a full-scale (1:1) replication of the training content was presented. Following the visit, a survey was conducted to assess both groups\u0026rsquo; perceptions regarding the realism and accuracy of the learning experience. The objective was to determine whether the VR training provided Group B participants with a clearer and more accurate understanding of the real working environment compared to those who received only theoretical instruction.\u003c/p\u003e\u003cp\u003eThe final phase involved exposing participants to a controlled electrical hazard environment within an operational substation. Risk scenarios, similar to those encountered in actual working conditions, were simulated while monitoring participants\u0026rsquo; vital signs and physiological responses, including heart rate and arousal levels. The responses of workers from both groups were compared, assessing their speed, accuracy, and decision-making abilities in emergency situations, with the aim of determining whether VR training improves responsiveness in high-risk scenarios.\u003c/p\u003e\u003cp\u003eThe data collected were analyzed using the T-test statistical method to compare training effectiveness between the two groups, along with linear regression methods to identify trends and variations. Additionally, qualitative responses from the surveys and physiological monitoring data were analyzed to determine whether immersive VR training provides significant advantages over traditional theoretical instruction.\u003c/p\u003e\u003cdiv id=\"Sec16\" class=\"Section3\"\u003e\u003ch2\u003e5.3.1. Phase A) Training.\u003c/h2\u003e\u003cp\u003eThe objective of this first phase is to objectively and systematically compare two training approaches: the traditional method based on theoretical content and manuals, and the immersive Virtual Reality (VR) approach. This comparison serves as a baseline to analyze how each group acquires and retains theoretical knowledge.\u003c/p\u003e\u003cp\u003eAn initial demographic profiling and categorization of participants was carried out based on parameters such as age, gender, professional category, department, educational level, and professional experience. All data were processed anonymously, with participants identified solely by an assigned ID code throughout the experiment. All individuals involved in the case study signed a data processing consent form authorizing the use of their personal data by the author of this study. The files linking participant IDs to their real names are encrypted, strictly adhering to Grupo Ortiz\u0026rsquo;s Data Protection Policy and in full compliance with Regulation (EU) 2016/679 of the European Parliament and of the Council of 27 April 2016, on the protection of natural persons with regard to the processing of personal data and on the free movement of such data, which repeals Directive 95/46/EC (General Data Protection Regulation \u0026ndash; GDPR).\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eTwo groups of workers were selected and assigned randomly. Group A received exclusively theoretical training, which focused on the operation of electrical substations and the prevention of associated risks. Group B, in addition to receiving the same theoretical training, also participated in a VR simulation. The selection of both groups shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e was carried out randomly based on their assignment to various subprojects within the generic photovoltaic plant, as well as their availability according to work shifts. This approach resulted in a diversity of participant profiles in both groups, with variations in prior training and educational background, although some discrepancies in age distribution were observed.\u003c/p\u003e\u003cp\u003eIt is worth noting that, despite the initial heterogeneity of the groups, they represent a significant sample of the typical worker profiles encountered in such professional environments. There is a clear predominance of male participants with specialized basic training and recent work experience in the sector.\u003c/p\u003e\u003cp\u003e\u003cb\u003eInitial assessment test and training satisfaction survey.\u003c/b\u003e\u003c/p\u003e\u003cp\u003eIn the first phase, following the training sessions, both groups were quantitatively assessed using a standardized evaluation system comprising tests E1, E2, and E3, specifically designed to measure both theoretical and practical knowledge related to the operation of electrical substations and occupational risk prevention. These assessments encompassed the identification of installation components, disconnection and switching maneuvers, the use of personal protective equipment (PPE), the application of the \u0026ldquo;five golden safety rules\u0026rdquo; for high-voltage work, and the correct implementation of safety protocols during electrical maneuvers. The results obtained from these tests served not only to evaluate knowledge retention but also to assess participants' ability to identify and prevent risks in electrical environments, thereby enabling a comparative analysis of the effectiveness of traditional theoretical training versus immersive VR-based training. In total, the assessments included eighteen questions, distributed as follows: six questions in E1, five questions in E2, and seven questions in E3, each scored on a scale from 0 to 1, depending on the number of correct response options. The average score for each participant was calculated individually for each test. The full set of examination questions is included in Annex 1, which compiles all evaluation questions by phase.\u003c/p\u003e\u003cp\u003eFigure \u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e presents the individual scores of each participant across the three examinations, with each question weighted from 0 to 1 based on the available response options. In Test 1, Group B (theoretical training\u0026thinsp;+\u0026thinsp;VR) achieved an average score of 0.813, compared to 0.707 for Group A (theoretical training only). The difference was statistically significant (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05, t-test). In Test 2, Group B obtained an average score of 0.818, while Group A achieved 0.763, with a statistically significant difference (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05, t-test). Finally, in Test 3, Group B recorded an average score of 0.668, compared to 0.564 for Group A, with the difference again being statistically significant (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05, t-test).\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eSecondly, a training satisfaction survey was administered to the participants to evaluate the perceived effectiveness and overall quality of the training program. The survey aimed to assess multiple dimensions, including: satisfaction with course organization, content and methodology, duration and scheduling, instructors and tutors, instructional materials, training facilities, e-learning tools, evaluation mechanisms, and overall satisfaction with the training. Each of these dimensions included corresponding sub-categories. Participants were required to rate each subcategory using a Likert-type scale from 1 to 4, where 1\u0026thinsp;=\u0026thinsp;strongly disagree, 2\u0026thinsp;=\u0026thinsp;disagree, 3\u0026thinsp;=\u0026thinsp;agree, and 4\u0026thinsp;=\u0026thinsp;strongly agree. The full structure of the satisfaction survey, including all dimensions and individual questions, is provided in Annex 1: Evaluation Questions by Phase and Results.\u003c/p\u003e\u003cp\u003eFigure \u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e05\u003c/span\u003e presents the satisfaction survey results for each group. Group B (theoretical training\u0026thinsp;+\u0026thinsp;VR) achieved an average satisfaction score of 3.59 out of 5, whereas Group A (theoretical training only) obtained an average score of 3.31 out of 5. The data also reveal that, for most individual items, Group B consistently reported higher satisfaction scores. The difference between the two groups was statistically significant (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05, t-test).\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eResults. It was observed that the average quantitative evaluation scores obtained in each of the three tests (E1, E2, and E3) were higher in Group B (theoretical training\u0026thinsp;+\u0026thinsp;VR) compared to Group A (Control Group, theoretical training only). This indicates a greater assimilation of knowledge, improved understanding of the training context, and enhanced risk perception among participants who underwent VR-enhanced training. The null hypothesis of equality between Group A (Control Group, theoretical training only) and Group B (theoretical training\u0026thinsp;+\u0026thinsp;VR) was rejected based on a one-tailed t-test, with a 3.2% confidence level in the p-values of the study. This confirms that the difference in results between the two groups is statistically significant.\u003c/p\u003e\u003cp\u003eThe mean satisfaction score for Group B (theoretical training\u0026thinsp;+\u0026thinsp;VR) was nearly 0.5 points higher than that of the control group (3.59 vs. 3.31). This highlights a higher overall satisfaction rating among participants who experienced the VR training (Fig.\u0026nbsp;\u003cspan refid=\"Fig6\" class=\"InternalRef\"\u003e6\u003c/span\u003e). Similarly, the null hypothesis of equality between Group A (Control Group, theoretical training only) and Group B (theoretical training\u0026thinsp;+\u0026thinsp;VR) was rejected with a one-tailed t-test at a 1.3% confidence level, demonstrating that the difference between the two groups is statistically significant. Cross-referencing these findings with the contextual variables, it was observed that participants with higher levels of education and greater professional experience benefited more significantly from VR-based learning, achieving higher scores in these evaluations. This outcome is attributed to the enhanced engagement and experiential learning provided by the VR simulation.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec17\" class=\"Section3\"\u003e\u003ch2\u003e5.3.2. Phase B) Practice.\u003c/h2\u003e\u003cp\u003eThe second phase involves a visit to the constructed project, in which participants observe a full-scale (1:1) real-world electrical substation. In this setting, both Group A and Group B are exposed to the physical infrastructure\u0026mdash;Group A visualizes what they have learned through theoretical training, while Group B compares it to what they previously experienced through the VR simulation. This visit to a real physical environment is used to assess how each group perceives the risks and preventive measures required in an actual electrical setting, as well as to evaluate their understanding of the components and systems that constitute the project.\u003c/p\u003e\u003cp\u003eIn this real-world environment, participants were asked to complete a survey aimed at evaluating the perceived accuracy and impact of the training on various aspects of their professional performance. The purpose of this phase is to determine whether the group exposed to the VR simulation holds a clearer and more accurate perception of the substation\u0026rsquo;s components and associated risks compared to the group that received only theoretical instruction. The survey consisted of twenty questions, grouped into three categories: (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e1\u003c/span\u003e) comprehension and knowledge retention, (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2\u003c/span\u003e) risk perception and safety procedures, and (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e3\u003c/span\u003e) confidence and anticipation in real-world scenarios. Each question was rated by participants on a scale from 1 to 5, where 1 represented complete disagreement and 5 represented full agreement. An additional open-ended question was included at the end, allowing participants to freely express their opinions and comments. The full questionnaire, including all items, is provided in Annex 1: Evaluation Questions by Phase and Results.\u003c/p\u003e\u003cp\u003eFigure \u003cspan refid=\"Fig7\" class=\"InternalRef\"\u003e7\u003c/span\u003e presents the individual results of each participant in the questionnaire. The data show that 25% of Group A (theoretical training) participants scored 5 points in Section A (comprehension and knowledge retention), compared to 75% of Group B (theoretical training\u0026thinsp;+\u0026thinsp;VR). In Section B (risk perception and safety procedures), 27% of Group A participants gave a score of 5, compared to 67% in Group B. Finally, in Section C (confidence and anticipation in real-world scenarios), 16% of Group A participants scored 5, compared to 63% of Group B. The remaining scores reflect a consistent trend, with a higher proportion of low scores (1 and 2) among Group A participants compared to Group B, further supporting the observed differences in the perceived effectiveness of the training approaches\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eResults. The average scores across all evaluation blocks were higher for Group B (theoretical training\u0026thinsp;+\u0026thinsp;VR) compared to Group A (Control Group, theoretical training only), reflecting a higher weighted assessment of the training received. Similarly, the percentage of maximum scores (5 points) was higher in Group B than in Group A, further reinforcing the positive perception of VR-based training. These results clearly indicate that Virtual Reality is a highly valued tool among trainees for its application in training programs focused on substation operation and risk prevention. The null hypothesis of equality between Group A (Control Group, theoretical training only) and Group B (theoretical training\u0026thinsp;+\u0026thinsp;VR) was rejected based on a one-tailed t-test with a 1% confidence level in the study\u0026rsquo;s p-values, demonstrating that the difference between the results of both groups is statistically significant.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eFigure \u003cspan refid=\"Fig8\" class=\"InternalRef\"\u003e8\u003c/span\u003e shows one of the project technicians performing the corresponding maneuvers during the practical phase at the photovoltaic project facilities.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec18\" class=\"Section3\"\u003e\u003ch2\u003e5.3.3. Phase C) Fire risk in controlled environment.\u003c/h2\u003e\u003cp\u003eIn this third phase, members of Group A (theoretical training) and Group B (theoretical training\u0026thinsp;+\u0026thinsp;VR) participated in a simulated real-life electrical fire risk scenario conducted in a controlled environment. The objective was to assess how participants apply their acquired knowledge when facing a realistic fire hazard. This phase was made possible through collaboration with FORTEM INTEGRAL S.L. (Technical Emergency Training), a leading emergency training company and part of Grupo Ortiz. The training was conducted on-site at one of the photovoltaic projects operated by Grupo Ortiz in Spain.\u003c/p\u003e\u003cp\u003eThe FORTEM training program consisted of two parts. The first part was a 1.5-hour theoretical session, during which participants were instructed on the physicochemical principles of fire, types of extinguishing agents, basic fire suppression techniques, and the classification and use of various fire extinguishers, according to the origin of the fire. The second part involved a hands-on fire suppression exercise comprising two practical fire scenarios within an actual electrical substation: a fuel tray fire and a fire in an electrical panel. During each exercise, participants\u0026rsquo; heart rate was monitored to assess their physiological response to high-pressure scenarios. The environment was fully controlled and safe. All participants provided written consent for the use of their biometric data and image rights, as stated in the ethical guidelines presented at the beginning of the study.\u003c/p\u003e\u003cp\u003eIn both exercises, heart rate was measured as beats per minute (bpm) to capture the frequency of cardiac activity. In high-risk or high-stress situations, heart rate typically increases due to activation of the sympathetic nervous system, which prepares the body for threat response. The monitoring of heart rate served as an indicator of both physiological and emotional responses, thereby revealing the level of preparedness and composure of each participant under simulated high-stress conditions. These biometric values were captured using a Garmin Vivoactive 4S smartwatch, a device equipped with sensors capable of real-time monitoring of vital signs throughout the fire suppression drills.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eFuel tray fire scenario\u003c/strong\u003e\u003cp\u003eIn this scenario, a certified firefighter ignited a tray of fuel emitting butane gas (C₄H₁₀). The operation and maintenance technician were required to suppress the fire effectively using a dry chemical extinguisher provided by the trainer. This activity was recorded through biometric sensors and logged for subsequent analysis. Figure\u0026nbsp;\u003cspan refid=\"Fig9\" class=\"InternalRef\"\u003e9\u003c/span\u003e shows an operator engaged in fire suppression under the supervision of a specialized instructor.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eFigure \u003cspan refid=\"Fig10\" class=\"InternalRef\"\u003e10\u003c/span\u003e presents the average heart rate values at each 5-second interval for Group A (theoretical training) and Group B (theoretical training\u0026thinsp;+\u0026thinsp;VR), as well as the trend line, which highlights the key finding of this study phase\u0026mdash;namely, a difference of 0.25 in the slope between the two groups\u0026rsquo; trend lines. These results reveal that average initial heart rates were higher among participants in Group A (theoretical training), which may be attributed to physiological and metabolic differences. A noteworthy aspect is the standard deviation, which reflects the variation in heart rate values between the two groups. This variation was slightly lower in Group B (theoretical training\u0026thinsp;+\u0026thinsp;VR), suggesting that participants who experienced the VR simulation were better prepared to manage the stress response, potentially as a result of the immersive training. Consequently, their mean heart rate variation was smaller, although further investigation and additional case studies are needed to draw definitive conclusions.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eElectrical panel scenario\u003c/strong\u003e\u003cp\u003eIn this scenario, a certified firefighter ignites a fire inside an electrical panel. The operation and maintenance technician must contain the fire by correctly using a CO₂ fire extinguisher provided by the trainer, aiming to extinguish the flames by displacing the oxygen within the panel enclosure. This activity was recorded using biometric sensors and documented for subsequent analysis. Figure\u0026nbsp;\u003cspan refid=\"Fig11\" class=\"InternalRef\"\u003e11\u003c/span\u003e shows a technician in the process of extinguishing the fire.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eFigure \u003cspan refid=\"Fig12\" class=\"InternalRef\"\u003e12\u003c/span\u003e presents the average heart rate values at each 5-second interval for Group A (theoretical training) and Group B (theoretical training\u0026thinsp;+\u0026thinsp;VR), along with the trend line, which illustrates the key findings of this phase of the study\u0026mdash;namely, the average pulse rate and its trend, showing a difference of over 0.30 in the slope between the trend lines of Group A and Group B. In this case, the standard deviation value becomes more stabilized, likely because participants were already familiarized with fire-related risk by the time of this second test. As a result, VR training was not as decisive a factor as it had been during the first risk scenario.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eResults.\u003c/b\u003e The biometric measurements obtained in this study, across both tests, indicate a slight improvement in the results for Group B (theoretical training\u0026thinsp;+\u0026thinsp;VR). As mentioned at the outset, although these outcomes are influenced by demographic contextual variables of the participants, they are also notably shaped by the integration of VR as a training tool, highlighting its relevance\u0026mdash;particularly during a user's first exposure to risk scenarios. The null hypothesis of equality between Group A (Control Group, theoretical training only) and Group B (theoretical training\u0026thinsp;+\u0026thinsp;VR) was rejected using a one-tailed t-test, with a 2.1% confidence level in the study\u0026rsquo;s p-values. This confirms that the difference between the results of both groups is statistically significant. Although a baseline heart rate protocol was conducted for each worker prior to each data collection session, it was not possible to fully control for all factors that may elevate or reduce heart rate (such as prior physical condition, emotional state, hours of sleep, or intake of caffeine/stimulants).\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"6. Discussion","content":"\u003cp\u003eThe results obtained in each of the evaluation phases suggest that the integration of Virtual Reality (VR) into traditional theoretical training offers significant advantages in terms of practical knowledge retention and response capacity in emergency situations. In the theoretical training and assessment phase, the results from tests E1, E2, and E3, as well as from the satisfaction survey and training evaluation, demonstrate that participants in the group that received both traditional training and VR simulation (Group B) achieved higher average scores in risk identification and comprehension of safety procedures compared to those in the theoretical-only training group (Group A). These findings are consistent with previous research highlighting VR\u0026rsquo;s ability to enhance experiential learning, allowing workers to practice hazardous procedures without real-world risk (Radhakrishnan et al., 2021). VR facilitates spatial understanding of complex environments, such as those found in electrical substations, which is reflected in greater accuracy during simulated maneuvers and improved retention of critical technical details. The key advantage of immersive training lies in its capacity to provide an interactive environment that allows for repetition and rehearsal of critical procedures, thereby improving practical understanding and environmental visualization.\u003c/p\u003e\u003cp\u003eIn the real-world validation phase, the group exposed to immersive training demonstrated superior performance when faced with real scenarios at the substation. This finding is particularly relevant, as it suggests that VR-based training not only enhances theoretical understanding but also facilitates the transfer of knowledge to real-world contexts. Group B participants showed a greater ability to apply acquired knowledge in a physical environment, indicating that previous immersion in a simulated virtual environment enhances the ability to make fast and effective decisions in hazardous situations.\u003c/p\u003e\u003cp\u003eIn the third phase, where participants were exposed to controlled fire-risk environments, biometric data showed positive trends in pressure-response capabilities, despite the limited sample size and the inherent characteristics of the experimental design. Workers trained using VR exhibited greater physiological stability\u0026mdash;measured by heart rate control and reduced heart rate variance\u0026mdash;compared to those who received only theoretical training. This more effective physiological response may be attributed to familiarity with risk scenarios developed during immersive simulation, which enables workers to safely pre-experience situations similar to those they may encounter in reality. In emergency conditions, VR-trained workers were able to rapidly identify hazards and apply safety protocols more accurately, thereby supporting the hypothesis that VR enhances preparedness and decision-making in high-risk environments.\u003c/p\u003e\u003cp\u003eDespite these positive outcomes, the use of VR as a training tool also presents certain challenges. One of the main obstacles is the high implementation cost and the requirement for advanced technologies to generate simulations that are sufficiently realistic and dynamic. Furthermore, some participants encountered initial adaptation difficulties within the virtual environment, indicating the need for a pre-training familiarization phase, as the learning curve for VR technologies varies across individuals. The effectiveness of immersive training is also contingent on the quality of the virtual environment design, including haptic feedback integration and the accuracy in simulating complex maneuvers.\u003c/p\u003e\u003cp\u003eOne of the limitations of this study lies in the reduced sample size, which was constrained by the availability of project personnel. Likewise, the total training time was longer for Group B (theoretical training\u0026thinsp;+\u0026thinsp;VR) due to the additional hours dedicated to VR sessions, which may have introduced a training-time effect as a confounding variable. Other factors may have affected the internal validity of the study, including group selection bias, the limited duration of the training, or the need to replicate the study to ensure the consistency and robustness of its long-term outcomes. For all these reasons, the study highlights the need for continued research in the application of immersive technologies in high-risk electrical environments, particularly to validate their scalability, impact, and long-term effectiveness in occupational safety training.\u003c/p\u003e"},{"header":"7. Conclusions","content":"\u003cp\u003eThis study reinforces the effectiveness of Virtual Reality (VR) as a pedagogical methodology for training in the operation and occupational risk prevention in electrical substations. The results obtained demonstrate that immersive simulations enhance workers\u0026rsquo; ability to make critical decisions and respond accurately and promptly to emergency situations. VR has proven effective in replicating high-risk scenarios within controlled environments, reducing real exposure to hazards while promoting greater adherence to safety protocols. These findings underscore the relevance of this technology as an educational tool that combines technical rigor, safety, and sustainability, laying the groundwork for its integration as a standard training approach in high-risk sectors.\u003c/p\u003e\u003cp\u003eThe findings of this research open new avenues for exploration and application in the fields of industrial training and risk management in electrical environments. Future lines of inquiry should consider the integration of complementary technologies, such as haptic feedback systems, artificial intelligence, and real-time data analytics, to further personalize learning processes and optimize knowledge transfer. From a methodological perspective, it is recommended to design longitudinal studies that assess the long-term impact of VR training on the effective reduction of workplace accidents and the improvement of operational performance. Finally, it will be essential to analyze the economic, logistical, and cultural barriers that may hinder the large-scale implementation of these technologies. Addressing these challenges through comprehensive adoption strategies will be key to promoting their widespread integration and maximizing their benefits across the industry.\u003c/p\u003e"},{"header":"Statements and declarations","content":"\u003cp\u003e\u003cstrong\u003eCompeting Interests\u003c/strong\u003e: The authors declare that they have no financial or non-financial interests that are directly or indirectly related to the work submitted for publication.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding:\u0026nbsp;\u003c/strong\u003eThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics Approval and Consent to Participate:\u0026nbsp;\u003c/strong\u003eThis study involved human participants and was conducted in accordance with the ethical standards of the institutional and national research committee, as well as the 1964 Helsinki Declaration and its later amendments. Informed consent was obtained from all individual participants included in the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of Data and Materials\u003c/strong\u003e: The datasets generated and analyzed during the current study are available from the corresponding author upon reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors' Contributions:\u0026nbsp;\u003c/strong\u003eJose Maria Gonzalez del Pozo conceived and designed the study, collected the data and analyzed and interpreted the data. Eduardo Roig Segovia drafted the manuscript. All authors read and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledge:\u003c/strong\u003e We gratefully acknowledge Grupo Ortiz for providing the facilities and support necessary to conduct this study and all the employees involved into.\u0026nbsp;\u003cbr\u003e\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAnderson, J., \u0026amp; Chittaro, L. (2021). Electrical Safety in Industrial Construction: An Analysis of 10 Years of Incidents in the Global Engineering, Procurement, and Construction Industry. https://doi.org/10.1109/MIAS.2020.3024452\u003c/li\u003e\n \u003cli\u003eAsham, A., Pribadi, K., \u0026amp; Radhakrishnan, R. (2021). Applications of Augmented and Virtual Reality in Electrical Engineering Education: A Review. https://doi.org/10.1109/ACCESS.2023.3337394\u003c/li\u003e\n \u003cli\u003eAvveduto, G., et al. (2017). 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Investigating the impact of scenario and interaction fidelity on training experience when designing immersive virtual reality-based construction safety training. https://doi.org/10.1016/j.autcon.2021.104113\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"scientific-reports","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"scirep","sideBox":"Learn more about [Scientific Reports](http://www.nature.com/srep/)","snPcode":"","submissionUrl":"","title":"Scientific Reports","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Scientific Reports","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"virtual reality, simulation, risk mitigation, electrical substation, pedagogical application","lastPublishedDoi":"10.21203/rs.3.rs-7064701/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7064701/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eIn high-risk environments, such as electrical substations, operation and maintenance are complex and dangerous tasks, which is reflected in the high occupational accident rate in the energy sector. The need to improve worker training to reduce accidents is critical, especially in sectors where operational failures can have fatal consequences. This case study evaluates the effectiveness of immersive virtual reality (VR) versus traditional theoretical training in training electrical substation workers to react to electrical risk situations. The trial is developed in three phases, in the operational framework of an infrastructure and energy concessionaire company in Spain. In the first phase, both training approaches are compared by means of theoretical tests complemented by immersive simulations, which are tested in the real project environment. In the second, the knowledge obtained in the real project environment is evaluated, and in the third, participants are subjected to an emergency simulation in a controlled environment to measure their response capacity. The results obtained suggest that the incorporation of VR training into current theoretical training significantly improves knowledge retention, risk identification and decision making under pressure. Therefore, this research confirms the value of VR simulation as an effective training tool in high-risk environments, providing a safe and practical experience that reduces the incidence of occupational accidents in electrical substations.\u003c/p\u003e","manuscriptTitle":"A New Approach to Risk Management. The Role of Virtual Reality in Electrical Substation Safety","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-28 17:41:34","doi":"10.21203/rs.3.rs-7064701/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-10-16T09:28:47+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-10-16T03:07:49+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"276150780189786025328605237483163615784","date":"2025-09-20T12:45:56+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-18T03:19:26+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"145359790542653012452529029358595845258","date":"2025-09-18T02:48:19+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-09-09T01:28:58+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-08-16T08:19:33+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-07-25T16:54:59+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-07-22T12:43:26+00:00","index":"","fulltext":""},{"type":"submitted","content":"Scientific Reports","date":"2025-07-22T12:39:26+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"scientific-reports","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"scirep","sideBox":"Learn more about [Scientific Reports](http://www.nature.com/srep/)","snPcode":"","submissionUrl":"","title":"Scientific Reports","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Scientific Reports","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"a81e9af7-d2e6-4155-a481-f960a02c8ac6","owner":[],"postedDate":"July 28th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[{"id":51934490,"name":"Physical sciences/Engineering"},{"id":51934491,"name":"Physical sciences/Mathematics and computing"}],"tags":[],"updatedAt":"2026-03-09T16:14:24+00:00","versionOfRecord":{"articleIdentity":"rs-7064701","link":"https://doi.org/10.1038/s41598-026-35534-1","journal":{"identity":"scientific-reports","isVorOnly":false,"title":"Scientific Reports"},"publishedOn":"2026-03-03 15:59:01","publishedOnDateReadable":"March 3rd, 2026"},"versionCreatedAt":"2025-07-28 17:41:34","video":"","vorDoi":"10.1038/s41598-026-35534-1","vorDoiUrl":"https://doi.org/10.1038/s41598-026-35534-1","workflowStages":[]},"version":"v1","identity":"rs-7064701","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7064701","identity":"rs-7064701","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}