PROSSEIA-VR: training in the virtual environments

Procedia CIRP

This paper presents ongoing research about the use of Virtual Reality (VR) to facilitate training for maintenance. VR systems are now widely accepted as training platforms for complex and highly demanding training tasks. In this paper, we focus on the application of VR technology for designing and evaluating the actual training process that relates to maintenance operations. Despite the availability of increasingly many and mature VR devices, it is still difficult to achieve the level of realism needed for the effective training of particular manipulation gestures that are vital for specific assembly and disassembly procedures. We propose a systematic approach to create a VR-based experimentation environment that facilitates the selection, calibration, and evaluation of different VR devices for the training of a specific maintenance operation. We present a case study to demonstrate the feasibility of our concept, as well as the huge potential VR has to even replace the traditional physical mock-up training. Via virtual hands, users can interact directly with virtual objects via various devices (mouse, keyboard and Leap Motion). Maintenance gestures can thereby be executed as naturally as possible and can be easily recorded to prepare maintenance learning service.

2007 IEEE International Symposium on Industrial Electronics, 2007

In this paper, a Virtual Reality Training system for maintenance of industrial equipment is presented. Since equipment are usually designed with CAD tools, it is feasible to create the Virtual Reality model. Despite of the virtual reality system itself, seting up an industrial related training system implies several processes in order to transform initial Computer Aided Design model into interactive models suitable for training processes. Our virtual training system is being developed following two main implementation approachs. On one hand a commercial tool (Eon Professional) is being used. On the other, the same system is being developed using open-source tools. Both approaches are described in this paper.

2018

In this paper we discuss how theories of vision, touch, sound, and learning behavior can form a basis for the development of a testbed through which real-life task performance can be compared with task performance in a Virtual Reality (VR) environment. By taking a multisensory approach, it will be possible to simulate the functionalities of a real training setting in a VR environment. Approaching this problem from a theoretical perspective, we will view it from a new angle and discuss whether we can enhance and nuance feedback in the virtual experience through the use of ambient media like sound, scent, heat, and wind. Sound may hold a great potential here. For visual perception, it is not only crucial that we can see relationships but that we are also able to search for patterns that we recognize. If an object is taken outside its context, its meaning can easily shift. To see is to search for patterns, but vision is also dependent on our experience of other senses. We can imagine how a given surface might feel by looking at a representation of the object, and this is because of previous tactile experiences with similar objects. From a technical perspective, integrating sound in a virtual environment is a straightforward process. Research shows that the process of learning a series of physical actions can be enhanced when it occurs in parallel with verbal or written information. In the literature, this phenomenon is described in terms of enactment or subjectperformed tasks. Based on theories regarding vision, touch, sound and learning behavior, we suggest the design of a testbed that can be used in a pilot study aimed at increasing knowledge on how VR and AR can support learning in an assembly or installation context in order to produce guidelines for such an environment.

Given the growing evolution of technology, machinery and manufacturing techniques, conventional methodologies for training the workforce are not enough for the current needs. Therefore methodologies capable to accelerate the training process and able to train the trainee in a wide range of scenarios are claimed for the industrial sector.

Advances in Haptics, 2010

Journal of Engineering and Science Research, 2018

Education needs to change working life in order to improve and ensure the latest technology has been adopted to cater the new era of industrial revolution. To reach this, a technological-oriented education is required for students. In this section, Virtual Reality (VR) technology is useful to get empirical experience in tertiary education. Moreover, virtual world provides a hazard-free and explorative learning experience. This paper reviews the application of VR in engineering education. This work also covers the usage of VR application which begins with the history of VR application, reasons of VR in education, key elements for immersive VR collaboration, and types of VR systems. The input / output devices which involved in VR systems were also discussed. This paper also reviews VR systems classification and usage of VR in education systems. VR in design application was finally reviewed followed by the advantages and disadvantages of VR systems and VR hardware. The last section pro...

2011

Using virtual reality for the training of the Metallographic Replica technique used to inspect power plants by TECNATOM S.A.

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.

Design is an art and art is a design. Today, all industrial products are the result of a design process. Industrial design is a multidisciplinary field of study, which has a goal to create and produce new objects and it focuses on designing of products by using knowledge related with applied science as well as applied arts and various engineering disciplines. Academic programs related to industrial design focus on achieving the proper balance between practicality and aesthetic pleasure. Courses may include graphic and industrial design basics, manufacturing, modelling and visualization, environmental and human interaction in design. Computer aided design software are strongly emphasized. Students constantly observe, model and test their creations. They investigate the optimal ways to design virtually any type of products, including computer interfaces, appliances, furniture, transportation and recreational items. The developments of new interactive technologies have inevitably affected to education of design and art in recent years. VR is an interdisciplinary emerging high technology. VR interfaces, interaction techniques, and devices have been improved greatly in order to provide more natural and obvious modes of interaction and motivational elements and it is an integrated technology combining; 3D graphics, human-computer interaction, sensor, simulation, display, artificial intelligence and network parallel processing. This study presents notable VR systems have been developed for education and the methods of design, such as modelling and visualization.

Ergonomics in Design: The Quarterly of Human Factors Applications, 2013

Task analysis for the development of a virtual reality (VR) training system requires analysis and identification of the operator’s interactions with the real-world system and of the objectives of training and the trainee’s skill acquisition requirements. A task analysis approach for developing VR training simulators is presented that is based on analyzing the technology and training requirements concurrently. This approach is compared with traditional approaches for system development, with examples provided from the development of a VR training simulator for industrial maintenance and assembly tasks. Where traditional task analysis methods fall short, this new approach can lead to more effective training simulators.

Technology, Knowledge and Learning

This paper introduces, explains and illustrates real-life application of virtual training tool for electrical engineering education. The tool gives users the opportunity to interact with and manipulate 3D models of authentic devices. The users have a possibility to compare structural differences between devices, assemble and disassemble the machines and test them under extreme conditions, all of which would not be possible while working with a real device. The 3D devices are fully operational allowing the users to interact with them on every level, including analysis of impact of supply conditions i.e. modify voltage and frequency of a particular motor and monitor changes in performance while still operating. The main goal of this research was to evaluate effectiveness and educational values of the proposed tool. Early studies and feedback from educators and students prove this tool to be a great assistance to process of education, facilitating knowledge acquisition and providing an...

2019 International Conference on Graphics and Interaction (ICGI), 2019

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.

2005

Austrian provider of applicationoriented study programs in mostly technical disciplines. It currently offers 16 degree programs and moves to the European bachelor-master system within the next few years. In 2003 three departments of FHJ initiated a project called VisionSpace to build a perception laboratory in order to increase their potential to offer consulting to local industry. In this lab Virtual Reality (VR) plays a key role. The lab is equipped with a 6.5 by 2.7 m large display with a stereo-enabled rear projection system. In addition to that a standard magnetic tracking device, data gloves, and a wearable computer system help building up virtual environments. One of our first VR applications is a virtual 3D learning environment. It helps practicing how to handle dangerous, e.g. radiating, material or dangerous situations. By simulating how to work in dangerous environments people learn how to handle these situations and thus avoid the dangers that beginners would face if working in real environments. Applications developed in the lab include a welding simulator and an architectural visualization tool.

This paper presents the work of ITANNOVA Multimedia Division (IMD) in creating low cost training Immersive Virtual Environments (IVE) for our heavy machinery customers. First, we present the background of industrial expectations in the general application of IVEs. Then, we complement these expectations with a state of the art (SoA) of IVEs supporting technologies, existing research projects and available commercial products in order to detect opportunities that improve our results. In particular we present the projects we are developing together with TAIM WESER (TW) and with the Aragon Government’s Education, Culture and Sports (AGDECS) support which are related with the use of IVEs for pre-selling tasks and operator training. Finally we present the prelimi-nary results of our work in the creation of a methodology to evaluate existing Commercial of-the-Shelf (COTS) driver technologies to be used in real IVEs. This methodology will evaluate those technologies based on the user Quality of Experience (QoE) KPIs for determining its usability and feasibility but also as a way to determine their applicability in other scenarios through the entire virtual continuum.

Proceedings of the Design Society: DESIGN Conference, 2020

A testbed was developed aiming to contribute to further knowledge on what is required from a VR application in order to be useful for planning of assembly tasks. In a pilot study the testbed was tested on students. The focus of the study was to explore the users’ behaviour, and to gain a better understanding of their experience using VR. The students experienced a gap between the real world and VR, which confirms theories that VR is not a copy or twin of an object or environment.