Assessment of VR Technology and its Applications to Engineering Problems

Virtual reality applications are making valuable contributions to the field of product realization. This paper presents an assessment of the hardware and software capabilities of VR technology needed to support a meaningful integration of VR applications in the product life cycle analysis. Several examples of VR applications for the various stages of the product life cycle engineering are presented as case studies. These case studies describe research results, fielded systems, technical issues, and implementation issues in the areas of virtual design, virtual manufacturing, virtual assembly, engineering analysis, visualization of analysis results, and collaborative virtual environments. Current issues and problems related to the creation, use, and implementation of virtual environments for engineering design, analysis, and manufacturing are also discussed

Computer Aided Drafting Virtual Reality Interface

Computer Aided Drafting (CAD) is pervasive in engineering fields today. It has become indispensable for planning, creating, visualizing, troubleshooting, collaborating, and communicating designs before they exist in physical form. From the beginning, CAD was created to be used by means of a mouse, keyboard, and monitor. Along the way, other, more specialized interface devices were created specifically for CAD that allowed for easier and more intuitive navigation within a 3D space, but they were at best stopgap solutions. Virtual Reality (VR) allows users to navigate and interact with digital 3D objects and environments the same way they would in the real world. For this reason, VR is a natural CAD interface solution. Using VR as an interface for CAD software, creating will be more intuitive and visualizing will be second nature. For this project, a prototype VR CAD program was created using Unreal Engine for use with the HTC Vive to compare against traditional WIMP (windows, icons, menus, pointer) interface CAD programs for the time it takes to learn each program, create similar models, and impressions of using each program, specifically the intuitiveness of the user interface and model manipulation. FreeCAD, SolidWorks, and Blender were the three traditional interface modeling programs chosen to compare against VR because of their wide-spread use for modeling in 3D printing, industry, and gaming, respectively. During the course of the project, two VR modeling programs were released, Google Blocks and MakeVR Pro; because they were of a similar type as the prototype software created in Unreal Engine, they were included for comparison as part of this project. The comparison showed that the VR CAD programs were faster to learn and create models and more intuitive to use than the traditional interface CAD programs

Computational Tools and Facilities for the Next-Generation Analysis and Design Environment

This document contains presentations from the joint UVA/NASA Workshop on Computational Tools and Facilities for the Next-Generation Analysis and Design Environment held at the Virginia Consortium of Engineering and Science Universities in Hampton, Virginia on September 17-18, 1996. The presentations focused on the computational tools and facilities for analysis and design of engineering systems, including, real-time simulations, immersive systems, collaborative engineering environment, Web-based tools and interactive media for technical training. Workshop attendees represented NASA, commercial software developers, the aerospace industry, government labs, and academia. The workshop objectives were to assess the level of maturity of a number of computational tools and facilities and their potential for application to the next-generation integrated design environment

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.