icl presentation final

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VR-Simulation in education -From Full mission to Mobile VR-Simulators

Jutta Pauschenwein & Heimo Sandtner &

FH JOANNEUM – AUSTRIA

2VR-simulation in education

Overview

• Introduction• Pedagogical contributes of VR-technologies• Mobile VR-simulators• Example: mobile welding simulator• Conclusion


Innovative learning technologies

eDidactics, cooperative learning scenarios, eModeration

Training & lifelong learning

Quality assurance and evaluation

Multi-disciplinary team supports the virtual campus of FH JOANNEUM


Introduction

VR technologies since 80ies..but real advantages ? (see picture of VR glasses below)Keywords• „cybersickness“• Expensive• added/more value?• Many different steps between VR

and Reality• (e.g. mixed reality)

http://isw3.naist.jp/IS/Equipment/VR-HMD.jpg


Pedagogical contributes of VR-technologies

• Immersive VR technology is in many ways valuable for the development of rich and complex learning environments.

• It’s useful for the learning of skills that involve “safety critical“ and/or expensive machinery and materials.

• Only immersive virtual reality environments enhance learning providing autonomy, presence and interaction


Pedagogical contributes of VR-technologies

• Autonomy reflects the extent to which a virtual environment (VE) can function on its own, without (and some times in spite of) user input.

• Presence is the sense that the participant is indeed in the place represented as a VE

• Interaction seems to be the basic requirement for learning and is used to describe the extent to which the interaction between participant and environment logically follows the laws that govern the environment.


From full simulators to mobile VR-simulators

• Originally, VR-simulations were limited to expensive high-end VR-environments (e.g. caves,..)

BUT: sophisticated visualisation and immersive virtual reality technologies (head mounts, complete movement tracking systems) are not necessary for creating high levels of systems autonomy, presence and interaction

• Feeling of presence is also associated with user enjoyment and engagement

• New Trend: Example: Deutsche Bahnfrom big “full mission” simulators -> to mobile simulators


Towards mobile VR-simulators

Task• to create high levels of system interaction without placing

the user / learner in a full immersive VRAssumption• Authenticity of the user computer interaction seems to be

the most important factor for supporting learning processes.

First• Cave application for welding (Fronius)

• only a small number of installationsNow• Portable virtual welding simulator


Example: portable virtual welding simulator

welding seamwelding arc

weldingset

welding result

welding seam

weldingset


• Programmers of the ZML which has been trained by Fronius

• video-documentation of the whole training • Two persons from Fronius

• to test and give feedback• Experts on eDidactic

System development team


Technical specifications• Based on a 3d game engine (3D game studio)

• designed to handle complex interactions• implementation of special effects like particle

• Physics-engine system• Tracking system (Polhemus Patriot)

• position of the welding helmet worn by the user• test of HMD (head mounted display) system eMagin Z800 3D visor

• Realtime acoustic feedback (supported by 3D game studio)• Standard pc-hardware• Welding torch per USB-Port connected at the PC

• 3d glasses or TFT monitor for training


The portable virtual welding simulator supports semi-skilled trainees

• in acquiring the right feeling for • the movement of the hand• the travel speed• the wire feed speed• the smelting and moulding of the metal • the spreading of “energy”


Conclusion

Mobile VR-simulators• are well suited to support the learning process• can increase usage of VR simulations in education

Advantages• they are cheap• and efficient (good preparation for limited time on „real“ equipment• no use of dangerous real equipment

icl presentation final

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