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

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

3. 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

4. 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)

5. 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

6. 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.

7. 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

8. 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

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

10. 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

11. 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 Z D 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

12. 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”

13. 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