SimVR-Trei: A framework for developing vr-enhanced training

2001

This work is focused on the implementation and integration of virtual environment (VE) technology to support the future Human Mars Mission (HMM) personal training conducted by the National Aeronautics and Space Administration (NASA). We present a six degrees of freedom (DOF) motion platform, or Flostation, plus a head mounted display (HMD) based virtual environment training system, where the motion platform is used to simulate rover movement and the HMD coupled with a head tracker and a joystick to support interaction. This research demonstrates that we can achieve not only real-time interaction performance but also high level realism in our virtual environment application. The prototype system was developed on an SGI Onyx equipped with an InfiniteReality II, a two pipe graphics system.

2001

9 Introduction The Virtual Reality (VR) field can provide a wide variety of industrial applications. We can find several examples in the automobile industry, where VR is used for tasks like design, wind tunnel simulators, assemble/disassemble, etc. However, all these applications are designed to be used by VR experts, or well trained personnel. This happens because the VR devices and the VR interaction metaphors are not yet well developed to fulfil the needs of an inexperienced user, like robustness, failure recovery, easiness of use. All these aspects have to be resolved before an inexperienced user can effectively use such a system. In the last two years, CCG has been involved in an industrial project aiming to solve, at least partially, this problem, targeting the training on wire twist assembly for the automobile industry.

Product engineering. Tools and Methods Based on Virtual Reality, 2008

International Journal of Interactive Multimedia and Artificial Intelligence

The difference between the project PRACTICA with these simulators lies in that PRACTICA has been conceived as a tool for the creation of simulation environments of free access to the community of developers and creatives, with the differential value regarding existing solutions, that the goal of PRACTICA is to provide a means for the creation of these simulators without the need to write a line of code. This facilitates access to a tool for the creation of simulators based on virtual reality for (non-ICT) professionals. PRACTICA provides a scene editing system, fully parameterize and configurable through visual elements. This article describes how the PRACTICA project works, from its conception, design and development, to the results obtained in the creation of prototype simulators adapted to the needs of real cases of companies that carry out training for professionals that have improved the content of the courses they provide to their students, given by access to a system of practices that simulates the operation of high-cost machinery and that puts students in situations that could actually pose a risk to their integrity.

Proceedings of the 14th International Joint Conference on Computer Vision, Imaging and Computer Graphics Theory and Applications

International Journal of Human-Computer Studies, 2001

The closing years of the 20th Century were associated with the advent of a!ordable Windows-based technologies for popular computer con"gurations, from powerful PCs in the home to workstations for small business communities. Such machines are readily capable of exploiting the power of real-time interactive 3D computer graphics, popularly referred to as virtual reality (VR). VR has rapidly evolved into a technology that today o!ers a cost-e!ective means of supporting the development of human skills in all manner of applications, from automotive engineering to defence, surgery to education, retail, petrochemical exploration, and heritage to micro-robotics. This paper reviews some of the important human performance results to emerge from the academic and commercial application of VR technologies, and notes some ergonomic issues to be resolved in developing techniques for training and performance assessment that can be used cheaply and e$ciently in industrial settings. 2001 Academic Press

Proceedings of IEEE Virtual Reality Annual International Symposium, 1993

This paper describes a research testbed developed to investigate the use of virtual environment (VE) technology for Army training. The objectives of the testbed and the first experiments conducted using the testbed are described, in which performance data was collected as participants completed a variety of basic tasks: vision (acuity, color vision, distance estimation, and search); locomotion (walking and flying through structures); tracking and object manipulation (placing and keeping a cursor on an object, and using it to move objects); and reaction time.

This paper provides an introduction to the technology of virtual reality (VR) and its possibilies for education and training. It focuses on immersion as the key added value of VR, and analyzes what cognitive variables are connected to immersion, how it is generated in synthetic environments, what immersion is, and what its benefits are. The central research question is the value of tracked, immersive visual displays over non-immersive simulations. The paper provides a brief overview of existing VR research on training and transfer, education, and procedural, cognitive and maintenance training.

2019

This work presents our vision and work‑in‑progress on a new platform for immersive virtual and augmented reality (AR) training. ImmersiMed is aimed at medical educational and professional institutions for educating nurses, doctors, and other medical personnel. ImmersiMed is created with multi‑platform support and extensibility in mind. By creating consistent experiences across different platforms and applications, ImmersiMed intends to increase simulation availability. Furthermore, it is expected to improve the quality of training and prepare students better for more advanced tasks and boost confidence in their abilities. Tools for educators are being provided so new scenarios can be added without the intervention of costly content creators or programmers. This article addresses how Immersive’s mixed platform approach can ease the transition from basic school training to real‑world applications by starting from a virtual reality simulation and gradually let the student move on to guided AR in the real world. By explaining the idea of a single development platform for multiple applications using different technologies and by providing tools for educators to create their own scenarios, ImmersiMed will improve training quality and availability at a low training and simulation costs.

The emerging global competition and increasing costs are a great challenge to industries. New cost effective training methods are explored to cope with this demand. In-depth knowledge of the functions in a factory is of vital importance for greater safety and better efficiency. Desktop and web-based e-learning applications offer industrialists new tools to raise maintenance-related knowledge and competence. Simulated learning through virtual 3D animations let employees comprehend the internal mechanisms of the equipment and the co-relation between the different parts. The evolution of Web technologies in recent years has enabled the use of Virtual Reality (VR) modelling for visualization of manufacturing processes creating a Virtual Environment (VE). The VR modelling language (VRML), which has become the standard for transmitting 3D virtual worlds across the Internet, can be used to control, interact and monitor manufacturing processes visually thus imparting training from a desktop computer. This paper deals with the simulation of the production of steel beams and columns presented to the subcontractors from a parent company.

2010

This paper proposes a model to identify education and/or training emphasis for 3D Virtual Environments. Through a survey of such applications specific characteristics of each emphasis were identified. Although few authors highlight the distinction between Virtual Environments for Education and Training, the correct definition of each of these types can facilitate the attainment of educational goals for the niche one wants to accomplish. In this study a special focus is given to the training applications, with the proposal of a standardization of the "training modes" based on a functional conceptual framework. At the end of the article a case study of a desktop Virtual Reality (VR) system for training will be presented. This system includes a maintenance sub-system in a Hydroelectric Energy Unit, using a "learn by doing" approach.

1993

Training new users of complex machines is often an expensive and timeconsuming process. This is particularly true for special purpose systems, such as those frequently encountered in DOE applications. This paper presents a computer-based training system intended as a partial solution to this problem. The system extends the basic virtual reality (VR) training paradigm by adding a multimedia component which may be accessed during interaction with the virtual environment: The 3D model used to create the virtual reality is also used as the primary navigation tool through the associated multimedia. This method exploits the natural mapping between a virtual world and the real world that it represents to provide a more intuitive way for the student to interact with all forms of information about the system.

Information Sciences, 2002

Virtual reality-based training systems (VRTSs) are advanced computer-assisted training systems using Virtual Reality (VR) technology. To have better structure and easier implementation, a virtual training system can be modeled as an integrated system consisting of a training task-planning module, an instruction module, a simulation module, a performance evaluation module, and an interface module. Presented in this paper are an architecture of VR-based training systems and a practical knowledge modeling approach to modeling the training scenarios of the systems by using Petri nets formalism. A Computer Numerical Control (CNC) milling operations virtual training prototype system was developed to illustrate the feasibility and eectiveness of this approach.

Proceedings of the workshop on Virtual environments 2003 - EGVE '03, 2003

Based on the premise of a synergy between the interactive storytelling and VR training simulation this paper treats the main issues involved in practical realization of an immersive VR decision training system supporting possibly broad spectrum of scenarios featuring interactive virtual humans. The paper describes a concrete concept of such a system and its practical realization example.