Water Hammer VR: Immersive Learning Environment for Hydraulic Transient Analysis in Water Distribution Systems

CCWI 2025 - 21st Computing & Control for the Water Industry Conference, Sheffield, UK WATER HAMMER VR: IMMERSIVE LEARNING ENVIRONMENT FOR HYDRAULIC TRANSIENT ANALYSIS IN WATER DISTRIBUTION SYSTEMS 1 † Matthew B. Johns1, *, Gareth Lewis1, Lydia Vamvakeridou-Lyroudia1,2, Slobodan Djordjevic1, Dragan A. Savic1,2, Albert S. Chen1 1 Centre for Water Systems, University of Exeter 2 KWR Water *[email protected] ABSTRACT Hydraulic transients such as water hammer pose critical challenges in water distribution systems but are difficult to teach effectively using conventional methods. Water Hammer VR is a virtual reality application designed to bridge this gap by combining immersive simulation with structured conceptual instruction. Developed in Unreal Engine 5 for Meta Quest 3, the system integrates a scenario-driven simulation, where users experience the consequences of rapid valve closure, with a guided interactive exhibit that visualises pressure dynamics and mitigation strategies in real time. Grounded in experiential learning theory and multimedia principles, the tool aims to improve engagement, conceptual understanding, and systems thinking. This paper outlines the educational rationale, system design, and early feedback. While evaluation is pending, preliminary responses show strong engagement. Future work will focus on pilot testing and curriculum integration. Keywords: Water Hammer, Virtual Reality, Educational Technology INTRODUCTION Water hammer, the rapid pressure surges caused by abrupt changes in flow velocity within pressurised pipe systems, presents a significant challenge in the design and operation of water distribution networks. Uncontrolled transients can cause pipe rupture, infrastructure damage, and service interruptions. A solid understanding of water hammer is therefore essential for engineers. Yet traditional methods, including lectures, derivations, and lab experiments, often struggle to convey the sudden, invisible, and dynamic nature of these events. Abstract, equation-heavy explanations can obscure the immediacy and physicality of hydraulic transients, resulting in limited retention and shallow conceptual understanding. Emerging immersive technologies offer new opportunities to overcome this challenge. Virtual Reality (VR), in particular, supports experiential learning by enabling spatial interaction and embodied engagement. Students are no longer passive observers but active participants in simulated environments where they can directly influence system behaviour. VR has been shown to enhance engagement and knowledge retention in fields such as surgery, structural engineering, and emergency response. However, applications of VR in hydraulic engineering education remain limited. 1 † Portions of the manuscript text were developed and refined with assistance from an AI language model (ChatGPT, OpenAI), under the direction and full responsibility of the authors. CCWI 2025 - 21st Computing & Control for the Water Industry Conference, Sheffield, UK This paper introduces Water Hammer VR, an immersive learning application designed to bridge the gap between theoretical instruction and experiential understanding. Developed for the standalone Meta Quest 3, the application supports both intuitive and conceptual learning through a dual-mode approach. First, a scenario-based simulation places users in the role of a trainee engineer who inadvertently triggers a water hammer event. Second, a structured interactive exhibit, guided by a virtual AI assistant, allows learners to explore key concepts and mitigation strategies through direct manipulation and real-time visualisation. The paper outlines the educational rationale, technical implementation, and initial deployment of Water Hammer VR, and reflects on early feedback. It also discusses plans for formal evaluation and future curriculum integration. PEDAGOGICAL DESIGN Water Hammer VR is designed to help engineering students understand the causes and consequences of hydraulic transients, explore mitigation strategies such as surge tanks and controlled valve closure, and develop systems thinking by linking operational decisions to system responses. These aims align with typical learning outcomes in civil and water engineering modules, which emphasise hydraulic principles, safety, and practical decision-making. The application prioritises experiential understanding over abstract theory, an approach shown to enhance conceptual grasp when used alongside traditional instruction [1], [2]. The instructional design follows a dual-modality model that combines experiential and conceptual learning. In the scenario mode, users act as trainee engineers responding to an emergency, experiencing the effects of rapid valve closure first-hand. This is followed by a guided learning journey, where an AI assistant introduces core concepts such as wave speed, pressure wave reflection, and mitigation techniques. This structure maps onto Kolb’s experiential learning cycle: experience, reflection, abstraction, and experimentation [3] and is rooted in constructivist pedagogy, where learners actively build understanding through interaction and feedback [4]. The system supports guided inquiry, providing scaffolded assistance while maintaining learner agency [5]. A defining feature is the ability to visualise invisible hydraulic phenomena, such as pressure wave propagation, in real time. Flow animations, audio cues, and responsive plots help students make sense of transient behaviour that is otherwise difficult to observe in laboratory settings. This aligns with Mayer’s multimedia learning theory, which emphasises dual-channel processing and cognitive load management [5]. Techniques such as content segmentation, synchronised narration, and minimal extraneous detail are employed to enhance comprehension and reduce overload [6]. The application also supports varied instructional formats. Learners may follow a guided path or explore independently, with opportunities for repetition and experimentation [7]. SYSTEM ARCHITECTURE AND IMPLEMENTATION Water Hammer VR was developed for the Meta Quest 3 headset, targeting standalone operation without reliance on tethered PCs. Built in Unreal Engine 5 with OpenXR, the application is designed for future portability across XR platforms. To ensure smooth performance on mobile hardware, optimisation CCWI 2025 - 21st Computing & Control for the Water Industry Conference, Sheffield, UK techniques include baked lighting, level-of-detail (LOD) management, and geometry instancing. Interactions are implemented using Unreal’s VR framework, extended with custom Blueprints for physics-based hand control, haptics, and spatial user interface (UI). This foundation supports immersive, responsive experiences while remaining accessible to students and educators. Scenario Simulation: Emergency Valve Closure The simulation opens in a plant control office with a relaxed supervisor, but alarms soon interrupt, prompting urgent instructions to shut a valve. After navigating corridors and stairs, the user reaches a control room overlooking the plant floor, where spray is visible from a tank. They descend and locate a large wheel valve, which is closed using realistic hand-tracked interaction with haptic and audio feedback. Prompted by urgency, most inexperienced users are likely to act by instinct to shut down the valve quickly, triggering a loud bang, pipe rupture, and jet of water, simulating a water hammer event. The supervisor responds with alarm and instructs the user to shut the main facility valve. Figure 1. Valve interaction in Water Hammer VR. Left: user operating shutoff valve. Right: pipeline rupture from rapid closure. While moving to the next sector, the user receives a brief explanation of the pressure spike caused by rapid closure. At the second valve, a cautious approach prevents further failure and earns praise. Closing too fast results in another dramatic system response. Regardless of outcome, the experience transitions to the structured training environment: “Simulation ended. Welcome to the Water Hammer VR Training Program.” This sequence sets the emotional and conceptual context for the learning journey that follows. Interactive Learning Journey The guided learning space features eight interactive stations, styled as a futuristic exhibit. Each introduces a key concept related to water hammer through hands-on manipulation of pipe components, supported by narration from an AI guide. A shared blueprint architecture ensures consistent interaction mechanics across stations, including turning valves and adjusting pipe parameters. Users can vary closure time, pipe length, diameter, and material (friction, and elasticity,), and initial flow rate (velocity). These inputs drive a simplified model based on the Joukowsky surge equation with a decaying sine approximation, enabling real-time feedback. Outputs include animated wavefronts, sound cues, and pressure-time plots. The stations build understanding progressively, from simple flow dynamics to transient propagation and mitigation strategies. CCWI 2025 - 21st Computing & Control for the Water Industry Conference, Sheffield, UK Figure 2. Interactive learning station focused on valve closure time. Users vary closure rate to observe pressure change and leak simulation. Interactive design plays a central pedagogical role. Users can grab, rotate, push, and flip mechanical elements, and navigate using teleportation or smooth locomotion. Interfaces combine floating and embedded UI depending on context and complexity. Haptic cues simulate resistance and impact, while spatial audio reinforces feedback. Mechanical sounds, fluid effects, and alarms are used to convey state changes and highlight important events. These multisensory elements support dual-channel learning and enhance user engagement and retention. The application is built from modular, parameterised components: pipe segments, valve actors, and pressure visualisation tools, that can be reused across scenarios. Simulation logic is dynamic and equation-driven, supporting a range of hydraulic behaviours. Although the current version follows a fixed sequence, the underlying architecture is designed for future adaptability. Planned extensions include tools for educators to define custom scenarios, modify variables, and align simulations with curriculum needs. EARLY-STAGE DEPLOYMENT AND FEEDBACK At the time of writing, Water Hammer VR remains in active development, with core functionality implemented and refinement ongoing. Although formal evaluation has yet to begin, early-stage demonstrations and hands-on use have provided valuable informal feedback. These engagements offer insight into usability and educational potential. The application has been presented at two key venues: the Centre for Water Systems’ industry-facing Showcasing Event and a Pedagogy and Education Research Showcase. These involved professional engineers and academic staff, offering diverse perspectives. One event featured live, guided walkthroughs using the Meta Quest 3 headset; the other relied on pre-recorded footage in a structured presentation format. In addition, hands-on testing with a small number of early users has helped confirm baseline usability and interaction clarity. Feedback across these contexts was consistently positive. Attendees described the experience as “visually striking” and “highly immersive,” with praise for the scenario-based introduction. The dramatic demonstration of failure, paired with the opportunity to prevent it, was especially impactful. Many highlighted the clarity of the cause-and-effect design and its potential to bridge the gap between theoretical concepts and operational understanding. CCWI 2025 - 21st Computing & Control for the Water Industry Conference, Sheffield, UK These early responses suggest that Water Hammer VR is both usable and pedagogically promising. Informal observations indicate high levels of engagement and conceptual curiosity, supporting the project’s underlying design approach. The next phase will involve structured classroom pilots and formal evaluation studies, including pre/post assessments, user surveys, and long-term retention analysis to guide refinement and integration into engineering education. CHALLENGES AND LESSONS LEARNED The development of Water Hammer VR presented a range of technical, design, and practical challenges, offering valuable lessons for future immersive education tools. Simulating hydraulic transients in real time required balancing physical fidelity with computational efficiency. The Joukowsky surge equation, combined with a damped sine approximation, provided a lightweight yet pedagogically effective model. This approach enabled responsive, real-time interaction. To ensure smooth performance on the standalone Meta Quest 3, visual fidelity was optimised through baked lighting, mesh instancing, and simplified particle effects. Design choices involved trade-offs between realism and clarity. Visual and auditory cues, pipe vibration, mechanical clanks, and high-pressure spray, were amplified to emphasise cause-and-effect. These enhancements prioritised learning outcomes over strict accuracy. The dramatic opening scenario effectively captured attention and contextualised the concepts that followed. The AI supervisor’s voice was refined with expert input to balance urgency, engagement, and clarity. Deploying to standalone VR hardware introduced additional optimisation constraints compared to PC-based development. Nevertheless, the process highlighted the importance of modular architecture, iterative prototyping, and early engagement with both technical and pedagogical stakeholders. FUTURE WORK AND PLANNED EVALUATION Development of Water Hammer VR is ongoing, with several milestones ahead. The final version will include eight interactive stations covering core concepts in hydraulic transients. Particular focus is given to a “sandbox” station for openended experimentation. Refinement of narration, visuals, and user interface is also planned. Telemetry hooks may be added to support evaluation through interaction tracking. A pilot deployment is planned within a civil engineering module, alongside lectures and lab activities, to assess the application’s effectiveness as a teaching supplement. Evaluation will follow a mixed-methods approach, combining pre/post-tests, user surveys, and, where feasible, observational data such as task duration or decision patterns. Comparative studies with conventional instruction are under consideration. Looking ahead, future iterations may explore topics such as surge mitigation or transients in pumped systems. Tools for educator-led scenario customisation are also planned. The platform may be distributed across WATERLINE partner institutions or released as an open-access resource for broader use in water engineering education. CCWI 2025 - 21st Computing & Control for the Water Industry Conference, Sheffield, UK CONCLUSIONS Water Hammer VR offers a novel approach to teaching hydraulic transients in water distribution systems. By combining immersive simulation with structured instruction, the application bridges the gap between abstract theory and direct experience. Its two-part design – a scenario-driven introduction and a modular guided learning journey – supports both emotional engagement and conceptual understanding. Developed for standalone VR on the Meta Quest 3, the system integrates visual realism with pedagogical intent. Now at a functional prototype stage, the application has received encouraging informal feedback, highlighting strong engagement and perceived educational value. Formal evaluation remains forthcoming, and current deployments have been limited to early demonstrations. Looking ahead, Water Hammer VR shows strong potential as a teaching tool within civil and water engineering education. Its flexibility, extensibility, and capacity to visualise complex phenomena make it a promising complement to traditional methods. With continued development and empirical validation, it may serve as a model for integrating immersive technologies into engineering curricula. ACKNOWLEDGEMENTS This work was supported by the WATERLINE project, which has received funding from the European Union’s Horizon Europe programme under grant agreement No. 101071306 and from UK Research and Innovation under the UK Government’s Horizon Europe Guarantee (Ref No: 10042020). REFERENCES [1] C. Yang et al., ‘The impact of virtual reality on practical skills for students in science and engineering education: a meta-analysis’, Int. J. 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