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Abstract

Virtual reality (VR) systems have the potential for alleviating the existing constraints on various natural and social resources. Currently, real-time applications of VR systems are hampered by the tediousness of creating virtual environments. Furthermore, today's VR systems only stimulate the human senses of vision, hearing -and to some extent touch -which prevents the system users from feeling fully immersed in the virtual environment. By integrating real physical devices with virtual environments, the user interactions with such systems can be improved and advanced technologies such as the MS Kinect system could be used to augment the environments themselves. While existing development platforms for VR systems are expensive, game engines provide a more efficient method for integrating VR with physical devices.In this paper, an efficient approach for integrating virtual environments and physical devices is presented. This approach employs modifications of games that are based on commercially available game engines for implementing the virtual environments in conjunction with the application of Dynamic Link Libraries (DLLs) for realizing versatile communications between these virtual environments and various application platforms, which in turn can interact with the physical devices outside of the virtual environments. This paper is divided into four sections. In the first section, the motivation for the developments described here is discussed, followed by a description of the method used to integrate virtual environments with physical devices in the second section. In the third section, an interactive and collaborative laboratory environment based on a multi-player computer game engine that is linked to physical experimental setups is presented as an example of a VR system. In the final section, some additional promising applications of the developed platform and the corresponding challenges are briefly introduced.
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iJOE Volume 9, Issue 5, September 2013
25
**,
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.@=J= @9N= :==F FG J=HGJLK G> L@= 9KK=KKE=FL G> L@=
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iJOE Volume 9, Issue 5, September 2013
27
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iJOE Volume 9, Issue 5, September 2013
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iJOE Volume 9, Issue 5, September 2013
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9F<GJHGKALAGFK9KO=DD9K>GJ<A>>=J=FL>9FKH==<K
iJOE Volume 9, Issue 5, September 2013
33
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34
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$,3,67,9(;69: (5+ &09;<(3 5=09654,5;: 0GD (G HH

iJOE Volume 9, Issue 5, September 2013
35
**,
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J=NA=O9;;=KK=<AFM?MKL
57 -IMAJ=% _@9F?AF?L@= ?9E=1@9L @9HH=FKO@=FNA<=G
?9E=K =FL=J L@= ;D9KKJGGE` 556=(;, 6<95(3 6- 5305,
+<*(;0650GD(G
57 MJ<=9 !  _0AJLM9D J=@9:ADAL9LAGF ^ =F=LK 9F<
;@9DD=F?=K` ,;/6+:6- 5-694(;065 05,+0*05, 0GD (G
HH
57 GMDGMJAK ! GDDAEGJ= $  %AF<:=J? .  _AKLJA:ML=<
-QKL=EKGF;=HLK9F<=KA?F`@F<<<<AKGF1=KD=Q
57 9A - RAR - K;@= - %  @9KK9HAK   _
J=EGL=DQ9;;=KK=<>DGOJA?KLM<=FLD9:GJ9LGJQ`!96*,,+05.:6-;/,
# 5;,95(;065(3 ,*/(50*(3 5.05,,905. 65.9,:: (5+
?76:0;065#'GKLGF '9KK9;@MK=LLK/- );LG:=J 
(GN=E:=J
57 <K'9P >JGE MLG<=KC #F; @LLHMK99MLG<=KC;GE<KE9P
9;;=KK=<AFM?MKL
57 9KK9MDL -QKL=E=K -GDA<1GJCK GJH
@LLHOOOKGDA<OGJCK;GE9;;=KK=<AFM?MKL
57 "9NGC H@QKA;K =F?AF= @LLHOOO@9NGC;GEHJG<M;LKH@QKA;K
9;;=KK=<AFM?MKL
57 RAR - @9F? 3 K;@= - %  @9KK9HAK  
_9HLMJAF? 9KK=E:DQ ;GFKLJ9AFLK G> =PH=JAE=FL9D K=LMHK AF 9
NAJLM9D D9:GJ9LGJQ =FNAJGFE=FL` !96*,,+05.: 6- ;/, #
5;,95(;065(3 ,*/(50*(3 5.05,,905. 65-,9,5*,  ?76:0;065
#'"GMKLGF.=P9K/-(GN=E:=J
57 J=<=JA;C *  _1@9LbK J=9D9:GMLNAJLM9D J=9DALQ` 
647<;,9 9(7/0*: (5+ 7730*(;065: 0GD HH
@LLH<P<GAGJ?
57 GA9F , -@9JE9  "9F  '=JA9FK  MJ<=9 !
<9EGNA;@ - ,=;;= ' .J=E9AF= '  *GARF=J " 
_0AJLM9D J=9DALQ:9K=< HGKLKLJGC= @9F< J=@9:ADAL9LAGF`
!96*,,+05.:6- ,+0*05, ,,;: &09;<(3 ",(30;@  65-,9,5*,
(=OHGJL=9;@HH
57 GJJ=9!<=KKAK!<G(9K;AE=FLG' A;@=E9F
# <==MK&GH=K , _!=F0AJLM9D9F 9M?E=FL=<J=9DALQ
EMKA;9D?9E= >GJ;G?FALAN= 9F<EGLGJJ=@9:ADAL9LAGF` !96*,,+05.
6-&09;<(3",/()030;(;0650=FA;=#L9DQHH
iJOE Volume 9, Issue 5, September 2013
37
**,
#(.!,.#)() *"3-#&0#-#(.)!'-0#,./&,&#.3
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57 -AKLG -  GJJ=KL !   !D=F<AFFAF?   _0AJLM9D
J=9DALQ 9HHDA;9LAGFK >GJ EGLGJ J=@9:ADAL9LAGF 9>L=J KLJGC=`
!96*,,+05. 6- $670*: 05 #;962, ",/()030;(;065 0GD (G
HH@LLH<P<GAGJ?3%*'(
57 -=='= J=@9:ADAL9LAGF KQKL=E @LLHOOONAJLM9DJ=9DALQ
J=@9:ADAL9LA GF;GEHJG<M;LKK==E=O@9LAKK==E= 9;;=KK=< AF
M?MKL
57 'A@9DAC$*%G@DA&1@ALLGF'_GL@=H@QKA;9D
;@9J9;L=JAKLA;KG> 9 NAJLM9DJ=9DALQ<=NA;= ;GFLJ9AF<A;9L= ALKMK= >GJ
:9D9F;= 9KK=KKE=FL` 6<95(3 6- #769; ",/()030;(;065 0GD
HH
57 9AD=FKGF $ ( *9L=D  % (A=DK=F  9B;KQ , $MF? - 
%MJADDG! _.@==>>=;L G>AFL=J9;LANALQGFD=9JFAF?H@QKA;9D
9;LAGFK AF NAJLM9D J=9DALQ` ,+0( !:@*/636.@ 0GD HH^
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57 1ADKGF_N9L9JKNAJLM9DJ=9DALQL=;@FGDG?Q9F<L@=/-
EADAL9JQ =E=J?AF? HGDA;Q AKKM=K` "# ",769; -69 65.9,::
)J<=JG<=,-
57 _0AJLM9DJ=9DALQAFEADAL9JQ`9N9AD9:D=GFL@=1=:@LLHOOONJK
GJ?MCNAJLM9DJ=9DALQEADAL9JQAF<=P@LED 9;;=KK=< AF M?MKL

57 '9JIM=K +M=AJWK  ,G;@9 ( _0AJLM9D J=9DALQ9F<
F=MJGHKQ;@GDG?Q 9 ;G?FALAN= J=@9:ADAL9LAGF 9HHJG9;@ >GJ H=GHD=
OAL@ HKQ;@A9LJA; <AK9:ADALA=K` !96*,,+05. 6- ;/, #,=,5;/
5;,95(;065(3 65-,9,5*, 65 0:()030;@ &09;<(3 ",(30;@ (5+
::6*0(;,+$,*/5636.0,: >0;/9;)030;(;065'9A9*GJLG
*GJLM?9D-=KKAGF#HH
57 *=V9L= 1 *ALLA  . =L@=F;GMJL $ ' <= D9 M=FL= $ 
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57 GL=DD9  9VGK , ' !M=JJ=JG  !9J;U9 *9D9;AGK 
+M=JG -  D;9VUR '  _/KAF? 9 >D=PA:D= NAJLM9D
=FNAJGFE=FL >GJ LJ=9LAF? 9 KLGJE H@G:A9` !:@*/636.@ 6<95(3
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57 "M9F? ' *  D=KKA (   _MJJ=FL DAEAL9LAGFK AFLG L@=
9HHDA;9LAGFG>NAJLM9DJ=9DALQLGE=FL9D@=9DL@J=K=9J;@`# !9,::
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57 J==E9F   _-LM<QAF? 9F< LJ=9LAF? K;@ARGH@J=FA9 MKAF?
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K;A=F;=K` #F - MK@  ' J=PD=J <K _;/0*(3 ::<,: 05
3050*(3,<967:@*/636.@` -O=LK  4=ALDAF?=J*M:DAK@=JK&AKK=
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38
http://www.i-joe.org
... Integrating physical devices and environments with virtual environments has been tackled by a number of different works [28]. Figure 1 shows the data integration architecture of VF including multi-user VR simulation. ...
... A remote lab is developed by University of Deusto based on a 3D-based virtual environment Second Life [30] to control remote experiments. An approach for the communication between physical devices and virtual environments was developed by Stevens Institute of Technology [31] and a pilot virtual laboratory system was implemented for remote experiment [28]. An architecture that integrates a number of robotic platforms in immersive virtual environments was presented recently in [32]. ...
Conference Paper
Rapidly changing customer demands, regulations and technologies drive the complexity of products, processes and production systems, as well as shorter product and factory lifecycles. In order to handle such complexity while decreasing the time-to-market, immersive virtual reality (VR) technologies are increasingly being used in industry to support product and factory lifecycle engineering processes, such as (re)design, validation and verification, learning and training. However, the design and development of multiuser VR training for complex and manual production processes remain a challenge for industry. The integration of VR training simulations with virtual and physical factories could support the handling of such obstacles in terms of efficiency and effectiveness by increasing the precision, accuracy and reliability of data used in VR simulations. In this study, we present a collaborative and coordinated VR training model and its data integration with virtual factory tools and manufacturing execution systems for a wind turbine assembly scenario. A demonstration has been performed and evaluated by industry experts. The preliminary evaluation results show that integrated collaborative VR training has significant potential for more efficient and effective training, as well as enabling new use cases for industry.
... During their service period, in addition to bearing alternating loads such as vehicles, waves, and earthquakes, they are also affected by environmental erosion. Therefore, the combined effect of fatigue load and corrosive environment inevitably leads to the accumulation of damage and the attenuation of resistance in the bridge, significantly weakening the ability of the structure to bear normal service loads and sudden disaster loads [1][2][3][4][5]. ...
Article
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The durability problem in high-strength steel wire used for bridge cable is becoming more and more severe due to chlorine salt erosion, with the primary corrosion morphology of steel wire surfaces being pit corrosion. To simplify the pitting formation process, a machine-cut notch was used to represent a corrosion pit caused by electrochemical non-uniformity, and then the fatigue performance and corrosion fatigue performance of steel wire with initial defects were studied experimentally. A new type of test device was designed to carry out synchronous pulsating fatigue loading on multiple wires. A series of S-N curves of steel wire with initial defects under various loading conditions was obtained, and the effects of the concentration and pH value of the corrosive solution, and the shape and dimension of the initial defect on the fatigue corrosion performance of steel wire for bridge cables were investigated. The results show that the test device designed in this paper can effectively perform the life test under the combined action of corrosive medium and fatigue load, and can considerably shorten the duration of the fatigue test. Under the combined action of corrosive medium and fatigue load, the life of steel wire with an initial defect is significantly lower than that without consideration of the corrosion effect. The corrosion fatigue performance of steel wire decreases with the increase of acidity of the corrosive solution, rather than the increase of solution concentration. The life of steel wire with a narrow deep notch is much lower than that with a wide shallow notch. The stress concentration leads to a sharp reduction in wire life.
... Moreover, the WSN should have a specific information model based on the communication protocols in order to improve the interoperability among the sensor nodes on which the sensors from different manufacturers are attached [13]. As shown in Fig. 2, the information of the real world is sensed by the sensors. ...
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Robotics is one form of interdisciplinary field which involves the tight integration of mechanical systems, electrical systems, computer systems, and information systems. However for students enrolled in the Engineering Technology programs, especially the Mechanical Engineering Technology (MET) program to learn robotics, they are confronted with two difficulties: (1) limited number of fundamental robotics-related courses, (2) limited robotics course hours. In order to help the students of MET to overcome these two difficulties, a wireless sensor and control network (WSCN) platform is designed and employed. This platform has two advantages: affordable and foolproof. Therefore, students can avoid exposing themselves to complicated algorithms. They can focus on the applications of robotics to develop sophisticated projects. Before introducing WSCN,, the existing entry-level robotics course was redesigned based on the pre-class survey results and the assessment of the students’ abilities. Subsequently, the students were instructed to familiarize themselves with the basic sensors and actuators, the Arduino development kit and the c-based programming. Then, the platform was implemented in the course. In addition, a series of homework and projects were assigned. Through these assignments, the students were able to design practical projects using the platform. It was proven that the platform enhanced the students’ understanding of the fundamental concepts, inspired the students’ interest in this course, and improved their performance in the robotics classes.
... [22] This is one more form of an IES which emphasizes the virtual presence of the users and only has the lowest level of immersion. A more advanced IES was presented in a game-based virtual laboratory, which integrated the physical devices into the virtual environments 16 , used 3D reconstruction techniques to create the virtual environments in real time [ 23,24,25], applied a new data acquisition system [ 26,27] and a natural human-computer interface [ 28] with a Microsoft Kinect and employed a virtual proctoring system to facilitate distance education [29,30]. An ideal IES would allow its users to totally immerse themselves into it. ...
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Virtual reality (VR) is becoming increasingly popular in educational applications, but insufficient users’ feel of immersion often slows the further adoption of VR. Many solutions with a focus on the results rather than the details of the interactions between the objects in the real and virtual worlds have been developed. Therefore, the real procedures are distorted and the users lose their perception of in-person participation. In order to improve the users’ feel of immersion further and to simulate more realistic operations in VR, a procedure-oriented approach for the combination of real and virtual environments is proposed here. As its name implies, this approach emphasizes the details of the procedures, namely how to capture, track, operate and interoperate the real and virtual objects in a mixed environment. In order to illustrate this idea, a prototype of mixed real and virtual assembly, in con-junction with object recognition and rigid-object tracking functions based on robotic vision techniques, is presented as an example. This prototype is designed based on a game-based virtual laoratory system, and the specific implementation is a planetary gear train experiment. In this experiment, all models of the parts with the information required for the assembly are created, labeled and added to the database of the virtual laboratory system. The physical parts are marked in order to facilitate object recognition and object tracking. During the experiment, the main assembly with one missing planetary gear is accomplished in a purely virtual environment. In the real world, the missing planetary gear is tracked by a Kinect while the user is manipulating this gear. Then, the system recognizes this gear based on the markers and couples the corresponding virtual model of that gear with the avatar’s hand in the virtual environment. Afterward, the cam-era tracks the real part, and the user can adjust its pose and location to finish the final assembly. The main benefit of this implementation is that the user can take advantage of some simple real parts in conjunction with virtual models of sophisticated parts in order to get realistic experience with the assembly process.
... One of the important advantages of GBVLs is that the users can create their own models, avatars and other virtual features. This advantage makes GBVLs extensible and customizable 9 . ...
Conference Paper
Full-text available
Game-based virtual laboratories (GBVLs) represent an important implementation of virtual reality and are often considered to be simulations of real or artificial environments. They are based on 2D/3D graphics and built using a specific game engine. GBVLs are becoming increasingly popular at various levels of education. In addition to designing the story plot and game logic, other essential tasks during the creation of GBVLs are to virtualize the real world and to insert all of the virtual representations of the real objects into the GBVLs’ environments. The traditional method for virtualizing real objects is to design the models of these objects with some CAD software and then to convert these models to the model format of the GBVL. In creating these models, one needs to not only measure the real objects but also to draw their features. These processes are tedious and time-consuming, thus considerably limiting the potential application and popularization of GBVLs. This paper introduces a series of novel procedures for creating virtual representations of real objects based on 3D reconstruction techniques. During these procedures, one hand-held depth camera is used to scan the real objects. First, the tracing of the pose of the camera is discussed. Then, the processing methods for the captured raw data are covered, and based on the processed data, the registration of the shape information of the model is discussed. Subsequently, a method for recognizing the scanned object is presented. Finally, the generation of the final model file for GBVLs is described. In order to validate this method, a prototype GBVL used in an undergraduate engineering course was designed and implemented. Through a comparison between the traditional methods and the proposed procedures, it was demonstrated that the latter significantly sped up the process of creating virtual laboratory implementations.
... 11,12 The main benefit of using VL engines is the convenience of development to realize immersion, distribution and collaboration. 13 At present, the developers of VLs are mainly focusing on the creation of the virtual environment (which includes a virtual space and virtual models) based on specific game engines. This kind of work can be defined as virtualization of the real world. ...
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Full-text available
Virtual laboratories are used in online education, corporate training and professional skill development. There are several aspects that determine the value and effectiveness of virtual laboratories, namely (i) the cost of development which includes the cost of creating the virtual environment and designing and implementing the laboratory exercises, (ii) the benefits brought to the trainees compared with those provided by traditional physical laboratories, and (iii) the operation which includes the communication between trainers and trainees, the authentication and remote proctoring of the trainees, etc. In this paper, a virtual laboratory system with biometric authentication and remote proctoring by employing facial recognition techniques is introduced. The general logic and basic algorithms used to enable biometric authentication and remote proctoring are described. When using this virtual laboratory system, the students log in by scanning their faces with a camera. While performing a laboratory exercise, the students sit in front of the camera and the virtual laboratory system monitors their facial expressions and head motions in order to identify suspicious behaviors. Upon detection of such suspicious behaviors, the system records a video for further analysis by the laboratory administrator. An evaluation of the feasibility of this approach is presented.
... The distance education market keeps growing rapidly 1 . While several research threads (i.e. on real-time creation of virtual environments for virtual laboratories 2,3 , augmen- tation of virtual laboratories 4 , creation of smart sensor networks 5 , etc.) have contrib- uted to the continued adoption of distance education approaches, the lack of efficient and reliable proctoring is slowing this adoption process down. ...
Conference Paper
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The lack of efficient and reliable proctoring for tests, examinations and laboratory exercises is slowing down the adoption of distance education. At present, the most popular solution is to arrange for proctors to supervise the students through a surveillance camera system. This method exhibits two shortcomings. The cost for setting up the surveillance system is high and the proctoring process is laborious and tedious. In order to overcome these shortcomings, some proctoring software that identifies and monitors student behavior during educational activities has been developed. However, these software solutions exhibit certain limitations: (i) They impose more severe restrictions on the students than a human proctor would. The students have to sit upright and remain directly in front of their webcams at all times. (ii) The reliability of these software systems highly depends on the initial conditions under which the educational activity is started. For example, changes in the lighting conditions can cause erroneous results. In order to improve the usability and to overcome the shortcomings of the existing remote proctoring methods, a virtual proctor (VP) with biometric authentication and facial tracking functionality is proposed here. In this paper, a two-stage approach (facial detection and facial recognition) for designing the VP is introduced. Then, an innovative method to crop out the face region from images based on facial detection is presented. After that, in order to render the usage of the VP more comfortable to the students, in addition to an eigenface-based facial recognition algorithm, a modified facial recognition method based on a real-time stereo matching algorithm is employed to track the students’ movements. Then, the VP identifies suspicious student behaviors that may represent cheating attempts. By employing a combination of eigenface-based facial recognition and real-time stereo matching, the students can move forward, backward, left, right and can rotate their head in a larger range. In addition, the modified algorithm used here is reliable to changes of lighting, thus decreasing the possibility of false identification of suspicious behaviors.
Thesis
Constant evolution in the global manufacturing resulting from various forces like innovation, changing demands, competition, and regulations is forcing manufacturing enterprises towards more digital and smarter operations to stay competitive in their respective markets. This evolution of manufacturing towards digitalisation led to a new paradigm in the last decade, which has been called the “fourth industrial revolution” or “Industry 4.0”. Yet, it is not a trivial matter for manufacturing organisations to deal with the accelerating frequency of radical changes by means of new strategies, methods, and technologies. Evolving dynamic forces have immense impacts on the digital transformation of manufacturing operations as well as the priorities of scholarly works. Nowadays, it is more apparent and easier to comprehend the relation between evolving market dynamics and their reciprocal consequences on products, processes, and manufacturing systems. Accordingly, manufacturing organisations must handle the initiation of change as well as its propagation, which triggers a multitude of unpredictable and complex modifications in production. This challenge is characterised as the concurrent/coordinated evolution of products, processes, and systems, in other words, “co-evolution” in scholarly works. The Virtual Factory (VF), as “an immersive virtual environment wherein digital twins of all factory entities can be created, related, simulated, manipulated, and communicate with each other in an intelligent way”, enables data integration across the manufacturing value chain as well as the integrated use of technologies and methodologies. Therefore, VF is recognised by scholars as a useful and effective solution to deal with the co-evolution paradigm. However, there are still significant gaps in the knowledge domain as well as empirical challenges in the application domain in terms of designing, developing, and utilising the VF concept. Therefore, the purpose of VF research work is to address such gaps and challenges by designing and developing artefacts and frameworks together with empirical evaluations of designed artefacts in the industrial cases. The VF research work presented in this thesis is the final outcome of a three-year- long PhD study conducted as part of a comprehensive research collaboration project named Smart Factories. The thesis on hand is the final effort to frame the three-year-long research aiming to establish a systemic design and development approach for DT-based VF, employing a collaborative virtual reality capability that can integrate product, process, and system models to support the manufacturing enterprises for handling co-evolution problems during their adaptation to evolving environments. Thus, with this final effort, this thesis is aiming to: Establish comprehensive and methodical foundations for the empirical, conceptual, and philosophical discussions supporting the previously discovered and disseminated knowledge on DT-based VF employing a collaborative virtual reality capability that can integrate product, process, and system models.
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Robotics program at many Colleges has continued to become more and more popular. However, the students of the robotics program of Mechanical Engineering Technology (MET) are facing three difficulties: (1) Weak fundamental knowledge related electrical engineering (EE), computer science (CS) and information technology (IT); (2) Difficulty in understanding the advanced concepts and theories of robotics; (3) Limited robotics class hours. Therefore, devising an efficient educational pedagogy for the robotics classes of the MET program is desirable. In order to overcome the above-mentioned problems, a project-based pedagogy for the robotics program is devised and implemented in the Department of MET. There are three levels of robotics courses ranging from 'introduction', 'application' to 'advanced'. A series of projects corresponding to different levels are designed and then are assigned to students. The students learn and practice the fundamental theories of robotics through projects instead of mathematical analysis. This pedagogy has two advantages. First, the projects let the students understand the theories spontaneously and expand the given projects with these theories. Second, the goal of the proposed educational pedagogy is to release the dependency on advanced algorithms and optimization. Then, the students can familiarize themselves with the principal concepts of robotics, practice the application of hardware and software, create their own innovative projects and, prepare themselves for their entries into the job market, thus supporting the central educational goal of cultivating technologists in MET.
Conference Paper
Full-text available
Modern robotics is a field that integrates mechanical, electrical, computer and information systems. Therefore, students with knowledge of and practical experience in modern robotics will be more confident and competitive in tomorrow’s information society. However, students of Engineering Technology, especially Mechanical Engineering Technology (MET), are facing two dilemmas when taking robotics courses because technology programs mainly focus on hands-on skills and there are fewer fundamental robotics-related courses in the MET curriculum than in electrical engineering technology. First, one of the educational goals in MET is to cultivate future technologists rather than researchers. Therefore, the stronger emphasis of MET curricula on applications compared with mechanical engineering curricula impairs the students’ deeper understanding of the advanced concepts and theories required by modern robotics. Second, the limited number of robotics class hours constrain the extended application and practice of the knowledge related to advanced robotics. Therefore, devising an efficient educational approach for the robotics class of the MET program is desirable. In order to find an appropriate method for overcoming the above-mentioned problems, an educational framework based on using a wireless sensor and control network was devised and employed in the senior-level robotics course “Sensor and Actuator Applications in Robotics”. This framework has two advantages over the former teaching methodology. First, it is low cost and used to facilitate conceptual education. It was implemented using popular and affordable mechatronics devices (Arduino development kit, sensors, wireless communication modules, actuators, etc.). The goal of the proposed educational framework is to eliminate the need for including advanced algorithms and optimization (data processing, noisy control, robust optimization, etc.). Instead, with this framework, the students are enabled to familiarize themselves with the principal concepts of robotics, practice the application of hardware and software, create their own innovative projects and prepare themselves for their entry into the job market, thus supporting the central educational goal of cultivating technologists in MET. Second, the devised ready-to-use framework avoids exposing the students to complicated algorithms and appropriately balances the students’ time between theory and practice, thus letting them focus more on the applications of robotics. Therefore, both the students and instructors can take advantage of the limited number of class hours to develop sophisticated projects. The first step in the development of this educational approach was to conduct an assessment of the affected students. For that purpose, a student survey was administered in the course. This survey was designed to determine what the students wanted to get out of this course and to assess their abilities both in handling software and hardware. Based on the survey results and the assessment of the students’ abilities, the course was then redesigned. Subsequently, the students were instructed to familiarize themselves with basic sensors and actuators, the Arduino development kit and c-based programming with Arduino Integrated Development Environment (IDE). After the students had mastered the usage of the hardware and software, the framework was implemented into the course. Over the course of the semester, a series of homework and projects were assigned. Through these assignments, the students were able to build practical devices within the framework, including remotely controlled vehicles, a miniature smart building, a mobile controller, etc. In addition, the framework enhanced the students’ understanding of the fundamental concepts, and the practical applications inspired the students’ interest in this course, which also improved their performance
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Full-text available
The present work describes the implementation of a new remote lab, SecondLab, that allows students to control a microbot from Second Life. SecondLab works over WebLab-Deusto, the remote lab of the University of Deusto, giving the students the chance to work with real experiments from a social 3D-based immersive environment. This approach places the remote lab closer to the students, trying this way to increase their motivation to study science and engineering.
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Many laboratory experiments in electrical engineering courses can be performed remotely using real equipment in a laboratory. Traditional circuit theory experiments have been conducted over the Internet at Blekinge Institute of Technology (BTH) in Sweden using the same experimental set-up from different locations simultaneously. The circuits are formed using remotely controlled switch matrices. The instruments and switch matrices used are computer-based PXI (PCI extensions for instrumentation) devices which have virtual front panels that can be displayed on a remote PC. This approach is neither a simulation nor a SCADA (Supervisory Control and Data Acquisition) application. The students control the instruments in the same way as they would in a local laboratory. The only difference is that they do not form the circuits and connect the test probes manually. These laboratory experiments have been used successfully in undergraduate engineering education at BTH and at Luleå University of Technology, Sweden using a lab server at BTH. Two transducer laboratory exercises are also available for more experienced students, who mostly welcome the chance of doing the experiments from home at any convenient time. These exercises contain comparatively slow mechanical movements allowing only one user to be logged on and controlling the experiments at once. Video transmission is provided so other users can follow what is happening and which also performs part of the experiments.
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Recent research indicates that computer games share many characteristics with problem-solving activities, such as the construction of a problem context, multiple paths to a specific goal, collaboration between multiple participants, unknown outcomes as well as elements of competition and chance. Taking advantage of game technology for offering truly immersive and interactive learning experiences has now become a real possibility. Game-based educational environments involve synchronous student interaction mediated through a computer network, and they benefit the students by stimulating the different modalities of learning, i.e. visual, audio, read/write and kinesthetic. This paper presents the development of a game-based virtual laboratory environment for gear train design, which goes beyond static demonstrations or conventional computer simulations. This virtual laboratory environment provides the students with the flexibility to perform many experiments related to the fundamental law of gearing and the concept of planetary gear motion. In this virtual laboratory environment, the students, the instructor and the teaching assistant are represented by and interact as virtual characters (avatars). The scripted scenario for the laboratory exercise was piloted in the Fall 2010 semester in 'ME 358 Machine Dynamics and Mechanisms', a juniorlevel course for mechanical engineering majors. Assessment tools such as pre- and postexperiment tests are an integral part of the game-based laboratory environment and form the basis for providing different levels of support to the students at every step of the laboratory exercise. Furthermore, the game environment can be equipped with functionality for monitoring the students' progress and learning outcomes, thus enabling skill-based assessment.
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Environments enabled by advanced cyberinfrastructure tools are increasingly being used by scientists, engineers and educators for their research, education and training, career development as well as life-long learning. Recently, virtual environments for instructional purposes have begun to be developed using multi-player computer game engines. Most of these projects are still in the early stages of development and are focusing mainly on exploring the suitability of interactive games for remote user interaction, content distribution and collaborative activities. A few other developments are aimed at utilising computer game technology as a platform for the implementation of simulations for personnel training and educational laboratories. After briefly reviewing some educational applications of computer games, this paper discusses an interactive engineering laboratory that was designed, implemented and piloted at Stevens Institute of Technology. An overview of the system architecture, capabilities and functions is given. Finally, a pilot implementation into a junior-level engineering course is described and the results of this study are summarised.
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From the bestselling authors of "Understanding Virtual Reality" comes a comprehensive compendium that examines over 50 unique and foundational VR applications in business, science, medicine, education, spatial studies, public safety, and entertainment industries.
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From the bestselling authors of "Understanding Virtual Reality" comes a comprehensive compendium that examines over 50 unique and foundational VR applications in business, science, medicine, education, spatial studies, public safety, and entertainment industries.
Article
Virtual reality (VR) offers new possibilities for learning, specifically for training individuals to perform physical movements such as physical therapy and exercise. The current article examines two aspects of VR that uniquely contribute to media interactivity: the ability to capture and review physical behavior and the ability to see one's avatar rendered in real time from third person points of view. In two studies, we utilized a state-of-the-art, image-based tele-immersive system, capable of tracking and rendering many degrees of freedom of human motion in real time. In Experi-ment 1, participants learned better in VR than in a video learning condition according to self-report measures, and the cause of the advantage was seeing one's avatar stereoscopically in the third person. In Experiment 2, we added a virtual mirror in the learning environment to further leverage the ability to see oneself from novel angles in real time. Participants learned better in VR than in video according to objective performance measures. Implications for learning via interactive digital media are discussed.
Article
Philosophical Psychology 23(2010), pp. 23-42] Realistic uses of Virtual Reality (VR) technology closely integrate user training on virtual objects with VR-assisted user interactions with real objects. This paper shows how the Interactive Theory of Perception (ITP) may be extended to cover such cases. Virtual objects are explained as concrete models (CMs) that have an inner generation mechanism, and the ITP is used to explain how VR users can both perceive such local CMs, and perceptually represent remote real objects. Also, concepts of modeling and representation are distinguished. The paper concludes with suggestions as to how the ITP methodology developed here could be extended to iconic external representations and models generally. This paper involves an attempt to extend a particular causal theory of perception--the interactive theory of perception or ITP (Dilworth 2004, 2005a-c, 2006, 2008, 2009; see section 3 for motivation and a summary)--to cover some more specialized perceptual phenomena associated with virtual reality (VR) technologies. Generally speaking, causal theories of perception, such as the Dretske/Fodor nomic covariance-based approaches (Dretske, 1981; Fodor, 1990), attempt to explain perceptual activities in purely causal terms. Such comprehensive causal theories may also attempt to naturalize all semantic phenomena on such a perceptual base (e.g., Dretske/Fodor or the ITP (Dilworth, 2008, 2009).
Article
In recent years there has been increased behavioral research in virtual reality and virtual worlds. While these experiments could offer substantial advantages to researchers, they might also pose risks. We begin by identifying key concepts in virtual experimental research. Then we review the critical virtual reality component of virtual worlds. Finally, we offer guidance in conducting virtual world research.