VR-Simulation in education - From Full mission to Mobile VR-Simulators Jutta Pauschenwein & Heimo Sandtner & FH JOANNEUM – AUSTRIA

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

Multi-disciplinary team supports the virtual campus of FH JOANNEUM 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)

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 Bahn from 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 VR Assumption 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 installations Now Portable virtual welding simulator

Example: portable virtual welding simulator welding set Example: portable virtual welding simulator welding set welding seam welding arc welding result welding seam

System development team 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

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