New Landscapes and New Eyes: The Role of Virtual World Design for Supply Chain Education

With the common availability of advanced educational technology, we are able to increase the emphasis on the design of learning experiences and benefit from the given flexibility and variety of opportunities to create learning spaces. As instructional design models become more commonplace we examine their role vis-à-vis with the fidelity of the experience while learning. High-fidelity experiences are known to be valuable in learning as they provide authenticity in learning and motivation; yet, high fidelity comes at the cost of greater investment. In this paper, we outline our experiments with two setups of differing levels of fidelity: using Second Life and the consumer-focused Oculus Rift Head-Mounted Display (HMD). We show qualitatively interpreted comments and user responses to demonstrate importance of the level of fidelity, uncover important elements, and relate back the fidelity to the learning experience. High-fidelity experiences can be supported by software and hardware that are now readily available but present the seductive opportunity to greatly improve participant engagement in the virtual environments presented

Development of practical vocational training class making use of virtual reality-based simulation system and augmented reality technologies

Virtual reality (VR) refers to the technologies creating a virtual environment to provide users a sensory simulation of the environment being presented. In Hong Kong Institute of Vocational Education (IVE), we are in the process of developing a VR-based simulation system having four screens surrounding users to simulate an immersive environment. This application is commonly known as the cave automatic virtual environment (CAVE). The objective of our VR-based simulation system project is to apply the virtual reality and the augmented reality (AR) technologies for practical training in vocational education and training (VET). Our system is used for various training programs in the engineering areas. These include simulation of any workspaces for operations and maintenance training in electrical and mechanical services. Workspace training is important and beneficial to VET students in addition to practical training in school settings. Meanwhile, some workspaces are full of danger and severe casualty can be resulted if inappropriate operations are performed. Our VRbased simulation system manages to provide a solution to complement the shortfalls of workplace training and ensure that students can acquire a range of skills including safety operations under various environments. In this paper, we introduce our design of a class making use of the CAVE system and augmented reality technology. The class aims at providing training for VET students to perform inspection and maintenance procedures in a virtual engine plant room. The class was found to be educational and managed to promote the skill development among students

Interfaces en Ambientes de Realidad Virtual (iReal 2011-2012)

Proyecto de Investigación. Instituto Tecnológico de Costa Rica. Escuela de Matemática, Escuela de Diseño Industrial, Escuela de Ingeniería en Computación, 2012El objetivo de iReal era desarrollar la tecnología para dotar al TEC de una instalación de realidad virtual. Para el proyecto se tenía que de!nir una estrategia sobre el uso y el desarrollo de los elementos de la interface, del software y hardware necesarios para proyectar en tiempo real ambientes tridimensionales en los que se pueda experimentar fenómenos espaciales de forma que el usuario esté inmerso en el ambiente ya sea física o virtualmente. Estas interfaces tridimensionales están muy poco desarrollado en el mundo. Al inicio del proyecto varios integrantes del grupo eScience (incluyendo a los investigadores Franklin Hernández y José Castro ) visitaron en marzo del 2010 el encuentro PRAGMA1 18 en San Diego California. En esta visita se pudo observar el estado del arte en varios países de los más avanzados en esta área, entre ellos Estados Unidos, Canadá, Japón, India y Corea entre otros. La parte de hardware del área está muy adelantada, sin embargo, el problema que persiste radica en la visualización de información (en alta resolución) en forma de ambientes tridimensionales virtuales y aun más crítico: la manipulación de esos sistemas

Development of a 3D conceptual design environment using a commodity head mounted display virtual reality system

Design processes for engineered systems are resource intensive and have a significant impact on a product’s profitability. Over half of a product’s total costs can be attributed to design stage decisions. The development of product designs often involves creating complex 3D models in a 2D environment, a non-trivial task. Current design workflows involve the utilization of robust modeling software on a 2D display. However, previous research highlights the benefits of visualizing full-scale 3D models in an immersive Virtual Reality (VR) environment. These environments aid a user in understanding complex 3D geometry. Despite the benefits of VR, these systems have traditionally been large and costly, preventing widespread implementation within companies. However, the commercial availability of high-fidelity, commodity VR Head Mounted Displays (HMDs) provides an opportunity to explore the potential benefits this technology may bring to engineering design. This paper details a proof of concept VR environment displayed in a commodity HMD; specifically, the HTC Vive. The environment supports creation of full-scale 3D product geometry at the conceptual phase of a design process. The environment contains a World-in-Miniature (WIM) model for enhanced interaction and usability. WIM manipulation allows a user to modify full-scale geometry by adjusting corresponding parts on the miniature model. Free-form mesh deformation was also implemented to provide designers with flexibility and efficiency not found in traditional design packages. Vital design metrics (e.g., cost, weight, and center of mass) were incorporated to allow a user to perform preliminary design analysis to assess product feasibility. The environment was designed to provide an intuitive user interface with only a subset of features found in traditional design packages, tailored to conceptual design needs. This work aims to be a building block for the fruition of a conceptual design environment in immersive VR, motivated by proposed benefits of such a scenario. The design environment in this work is not intended to replace traditional Computer Aided Design (CAD) packages, but rather to enhance the conceptual design phase by providing conceptual designers with a system optimized for the task at hand. Throughout the development process, unique challenges and affordances associated with commodity HMDs were identified, explored, and detailed in this work

Experimental study on consumer-technology supported authentic immersion in virtual worlds for education and vocational training

Despite significant and rapid technology improvements, educators have frequently failed to make use of the new opportunities to create more authentic learning scenarios. Virtual worlds offer an attractive proposition to create 3D representations of real business environments to provide an authentic learning activity for higher education students to take part in. However, the controls and displays are still clunky and unnatural, reducing the opportunity for students to immerse themselves in the event and focus on experiential learning. To overcome this challenge we examine the role of using a headset display that allows the user to change perspective with a flick of the head, improving their ability to ‘feel’ part of the environment, and thus increase their immersion in the activities that they are engaged in through more realistic control and improved perspective in the virtual environment. A series of experiments are conducted comparing the technology to established technologies and the level of control exerted by the learner (e.g., they either ‘control’ or they ‘passively observe’ as someone else controls). These experiments provide evidence that consumer-technology can improve immersion and equip educators with an affordable instrument to present classes that learners ‘take more seriously’

Stereoscopic space map – semi-immersive configuration of 3Dstereoscopic tours in multi-display environments

Although large-scale stereoscopic 3D environments like CAVEs are a favorable location for group presentations, the perspective projection and stereoscopic optimization usually follows a navigator-centric approach. Therefore, these presentations are usually accompanied by strong side-effects, such as motion sickness which is often caused by a disturbed stereoscopic vision. The reason is that the stereoscopic visualization is usually optimized for the only head-tracked person in the CAVE – the navigator – ignoring the needs of the real target group – the audience. To overcome this misconception, this work proposes an alternative to the head tracking-based stereoscopic effect optimization. By using an interactive virtual overview map in 3D, the pre-tour and on-tour configuration of the stereoscopic effect is provided, partly utilizing our previously published interactive projection plane approach. This Stereoscopic Space Map is visualized by the zSpace 200®, whereas the virtual world is shown on a panoramic 330° CAVE2TM. A pilot expert study with eight participants was conducted using pre-configured tours through 3D models. The comparison of the manual and automatic stereoscopic adjustment showed that the proposed approach is an appropriate alternative to the nowadays commonly used head tracking-based stereoscopic adjustment

Experimental study on consumer-technology supported authentic immersion in virtual environments for education and vocational training

Despite significant and rapid technology improvements, educators have frequently failed to make use of the new opportunities to create more authentic learning scenarios. Virtual worlds offer an attractive proposition to create 3D representations of real business environments to provide an authentic learning activity for higher education students to take part in. However, the controls and displays are still clunky and unnatural, reducing the opportunity for students to immerse themselves in the event and focus on experiential learning. To overcome this challenge we examine the role of using a headset display that allows the user to change perspective with a flick of the head, improving their ability to ‘feel’ part of the environment, and thus increase their immersion in the activities that they are engaged in through more realistic control and improved perspective in the virtual environment. A series of experiments are conducted comparing the technology to established technologies and the level of control exerted by the learner (e.g., they either ‘control’ or they ‘passively observe’ as someone else controls). These experiments provide evidence that consumer-technology can improve immersion and equip educators with an affordable instrument to present classes that learners ‘take more seriously’

Experimental study on consumer-technology supported authentic immersion in virtual environments for education and vocational training

Despite significant and rapid technology improvements, educators have frequently failed to make use of the new opportunities to create more authentic learning scenarios. Virtual worlds offer an attractive proposition to create 3D representations of real business environments to provide an authentic learning activity for higher education students to take part in. However, the controls and displays are still clunky and unnatural, reducing the opportunity for students to immerse themselves in the event and focus on experiential learning. To overcome this challenge we examine the role of using a headset display that allows the user to change perspective with a flick of the head, improving their ability to 'feel' part of the environment, and thus increase their immersion in the activities that they are engaged in through more realistic control and improved perspective in the virtual environment. A series of experiments are conducted comparing the technology to established technologies and the level of control exerted by the learner (e.g., they either 'control' or they 'passively observe' as someone else controls). These experiments provide evidence that consumer-technology can improve immersion and equip educators with an affordable instrument to present classes that learners 'take more seriously'