Mental vision:a computer graphics platform for virtual reality, science and education

Despite the wide amount of computer graphics frameworks and solutions available for virtual reality, it is still difficult to find a perfect one fitting at the same time the many constraints of research and educational contexts. Advanced functionalities and user-friendliness, rendering speed and portability, or scalability and image quality are opposite characteristics rarely found into a same approach. Furthermore, fruition of virtual reality specific devices like CAVEs or wearable systems is limited by their costs and accessibility, being most of these innovations reserved to institutions and specialists able to afford and manage them through strong background knowledge in programming. Finally, computer graphics and virtual reality are a complex and difficult matter to learn, due to the heterogeneity of notions a developer needs to practice with before attempting to implement a full virtual environment. In this thesis we describe our contributions to these topics, assembled in what we called the Mental Vision platform. Mental Vision is a framework composed of three main entities. First, a teaching/research oriented graphics engine, simplifying access to 2D/3D real-time rendering on mobile devices, personal computers and CAVE systems. Second, a series of pedagogical modules to introduce and practice computer graphics and virtual reality techniques. Third, two advanced VR systems: a wearable, lightweight and handsfree mixed reality setup, and a four sides CAVE designed through off the shelf hardware. In this dissertation we explain our conceptual, architectural and technical approach, pointing out how we managed to create a robust and coherent solution reducing complexity related to cross-platform and multi-device 3D rendering, and answering simultaneously to contradictory common needs of computer graphics and virtual reality for researchers and students. A series of case studies evaluates how Mental Vision concretely satisfies these needs and achieves its goals on in vitro benchmarks and in vivo scientific and educational projects

Immersive 360° video for forensic education

Throughout the globe, training in the investigation of forensic crime scene work is a vital part of the overall training process within Police Academies and forensic programs throughout the world. However, the exposure of trainee forensic officers to real life scenes, by instructors, is minimal due to the delicate nature of information presented within them and the overall difficulty of Forensic investigations. Virtual Reality (VR) is computer technology utilising headsets, to produce lifelike imageries, sounds and perceptions simulating physical presence inside a virtual setting to a user. The user is able to look around the virtual world and often interact with virtual landscapes or objects. VR headsets are head‐mounted goggles with a screen in front of the eyes (Burdea & Coffet 2003). The use of VR varies widely from personal gaming to classroom learning. Uses also include computerised tools that are used solely online. The current use of VR within Forensic Science is that it is used widely in several capacities that include the training and examination of new forensic officers. However, there is minimal review and authentication of the efficiency of VR use for the teaching of forensic investigation. This is surprising, as the VR field has experienced rapid expansion in the educating of many varying fields over the past few years. Even though VR could enhance forensic training by offering another, perhaps more versatile, engaging way of learning, no devoted VR application has yet been commercially implemented for forensic examination education. Research into VR is a fairly young field, however the technology and use of it is still rapidly growing and the improvement of interactive tools is inevitably having an impact on all facets of learning and teaching

Model-based training of manual procedures in automated production systems

Maintenance engineers deal with increasingly complex automated production systems (aPSs). Such systems are characterized by an increasing computerization or the addition of robots that collaborate with human workers. The effects of changing or replacing components of such systems are difficult to assess since there are complex interdependencies between process parameters and the state of the components. This paper proposes a model-based training system that visualizes these interdependencies using domain-independent SysML models. The training system consists of a virtual training system for initial training and an online support system for assistance during maintenance or changeover procedures. Both systems use structural SysML models to visualize the state of the machine at a certain step of a procedure. An evaluation of the system in a changeover procedure against a paper-based manual showed promising results regarding effectiveness, usability and attractiveness.Comment: 25 pages, https://www.sciencedirect.com/science/article/pii/S095741581830080

Effectiveness of Using Voice Assistants in Learning: A Study at the Time of COVID-19

The use of advanced learning technologies in a learning management system (LMS) can greatly assist learning processes, especially when used in university environments, as they promote the development of Self-Regulated learning, which increases academic performance and student satisfaction towards personal learning. One of the most innovative resources that an LMS may have is an Intelligent Personal Assistant (IPA). We worked with a sample of 109 third-grade students following Health Sciences degrees. The aims were: (1) to verify whether there will be significant differences in student access to the LMS, depending on use versus non-use of an IPA. (2) To verify whether there will be significant differences in student learning outcomes depending on use versus non-use of an IPA. (3) To verify whether there will be significant differences for student satisfaction with teaching during the COVID-19 pandemic, depending on use versus non-use of an IPA. (4) To analyze student perceptions of the usefulness of an IPA in the LMS. We found greater functionality in access to the LMS and satisfaction with teaching, especially during the health crisis, in the group of students who had used an IPA. However, both the expansion of available information and the usability of the features embedded in an IPA are still challenging issues.Consejería de Educación de la Junta de Castilla y León (Spain) (Department of Education of the Junta de Castilla y León), Grant number BU032G19, and grants from the University of Burgos for the dissemination and the improvement of teaching innovation experiences of the Vice-Rectorate of Teaching and Research Staff, the Vice-Rectorate for Research and Knowledge Transfer, 2020, and the Departamento de Ciencias de la Salud the University of Burgos (Spain). And the support for the dissemination of research results for teachers and doctorands of the Vice-Rectorate for Research and Knowledge Transfer, 2020

Avatar Training - A Humanistic and Creativity Driven Approach

Avatar Training A Humanistic and Creativity Driven Approach This project is about the development of a program prototype for a humanistic and creativity driven approach to avatar training to be delivered in Second Life™ (SL). Specifically, the program aims at developing the skills necessary to make a presentation in, and to safely explore, SL. It was proposed to create a unique learning framework that takes into account the targeted clientele, adult professionals with no or limited experience with SL, the sensibilities of 3D immersive social virtual environment, the avatar training needs, and the possibility to weave in creativity skills practice. To that end, the resulting framework for a humanistic and creativity driven approach to avatar training integrates elements of the following four learning frameworks: 1) Dialogue Education, a framework for adult learning; 2) Torrance Incubation Model, to weave in creativity skills training; 3) Maslow’s Hierarchy of Needs, to inform the hierarchy of avatar training needs; and 4) Scopes’ Cybergogy of Learning Archetypes and Learning Domains to take advantage of the affordance of Second Life for immersive and experiential learning

Augmented Reality: Emergent Applications and Opportunities for Industry 4.0

As the industry evolves further into digitalization, companies grow interested in new solutions made possible by the technologies of the Industry 4.0. One such paradigm is that of Augmented Reality (AR), which has seen significant growth in recent years, but still with great room for improvement, and still with many people unaware of its potential benefits. In its implementations, AR has generated value across a wide range of applications that aim at reducing the frequency of human error, decreasing the training time of professionals, and improving workflow. The purpose of this study is to understand the existing uses of AR across different fields, including its current state-of-the-art applications in the industrial sector, and find ways in which its systems in production lines could be improved, with a focus on the interaction between the user and the system, presenting a series of proposed solutions. To conclude, possible opportunities that could aid industry professionals and operators of manufacturing systems supported by AR are presented and discussed

Augmented reality: emergent applications and opportunities for industry 4.0

As the industry evolves further into digitalization, companies grow interested in new solutions made possible by the technologies of the Industry 4.0. One such paradigm is that of Augmented Reality (AR), which has seen significant growth in recent years, but still with great room for improvement, and still with many people unaware of its potential benefits. In its implementations, AR has generated value across a wide range of applications that aim at reducing the frequency of human error, decreasing the training time of professionals, and improving workflow. The purpose of this study is to understand the existing uses of AR across different fields, including its current state-of-the-art applications in the industrial sector, and find ways in which its systems in production lines could be improved, with a focus on the interaction between the user and the system, presenting a series of proposed solutions. To conclude, possible opportunities that could aid industry professionals and operators of manufacturing systems supported by AR are presented and discussed.publishe

Design and Analysis of the Virtual Reality Welding Training

A thesis presented to the faculty of the College of Business and Technology at Morehead State University in partial fulfillment of the requirements for the Degree Master of Science by Ritesh Chakradhar on November 19, 2021