Virtual and mixed reality interfaces for e-training: examples of applications in light aircraft maintenance
22 Jul 2007-pp 520-529
TL;DR: This paper presents a framework in order to combine the pervasive e-education concept with augmented reality content for e-training, analyze current research, discuss some examples from ultralight / light sport aircraft maintenance and show how to apply this framework generically.
Abstract: There is evidence that recent developments in Augmented Reality (AR) technology has the potential to be applied as pervasive media on multiple devices in different ways and contexts, especially with low-cost devices including Mobile Augmented Reality (MAR) applications on smart phones or Pocket-PCs. In this paper we present a framework in order to combine the pervasive e-education concept with augmented reality content for e-training. We analyze current research, discuss some examples from ultralight / light sport aircraft maintenance and show how to apply this framework generically. We present a learning engine to deliver this special type of content and provide a further outlook of future research. A user-centered approach must ensure that the developments can stimulate motivation and enhance performance of the end users in different training sessions. The main benefit is, that the end users are enabled to better perceive complex, technical facts, systems and components.
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TL;DR: The results suggest thatUse of the AR platform for training IMA tasks should be encouraged and use of the VR platform for that purpose should be further evaluated.
Abstract: The current study evaluated the use of virtual reality (VR) and augmented reality (AR) platforms, developed within the scope of the SKILLS Integrated Project, for industrial maintenance and assembly (IMA) tasks training. VR and AR systems are now widely regarded as promising training platforms for complex and highly demanding IMA tasks. However, there is a need to empirically evaluate their efficiency and effectiveness compared to traditional training methods. Forty expert technicians were randomly assigned to four training groups in an electronic actuator assembly task: VR (training with the VR platform twice), Control-VR (watching a filmed demonstration twice), AR (training with the AR platform once), and Control-AR (training with the real actuator and the aid of a filmed demonstration once). A post-training test evaluated performance in the real task. Results demonstrate that, in general, the VR and AR training groups required longer training time compared to the Control-VR and Control-AR groups, respe...
467 citations
Cites background from "Virtual and mixed reality interface..."
...VR and AR systems are growing in use and are regarded as promising training platforms for complex and highly demanding IMA tasks (Buriol et al., 2009; Christian et al., 2007; De Crescenzio et al., 2011; Haritos & Macchiarella, 2005; Ishii et al., 1998; Li et al., 2003; Macchiarella & Vincenzi, 2004; Rios et al., 2011; Schwald & de Laval, 2003a, 2003b; Shu et al., 2010)....
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...…and AR systems are growing in use and are regarded as promising training platforms for complex and highly demanding IMA tasks (Buriol et al., 2009; Christian et al., 2007; De Crescenzio et al., 2011; Haritos & Macchiarella, 2005; Ishii et al., 1998; Li et al., 2003; Macchiarella & Vincenzi, 2004;…...
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TL;DR: Mixed reality education and training of aircraft maintenance for Boeing 737 in smart glasses, enhanced with a deep learning speech interaction module for trainee engineers to control virtual assets and workflow using speech commands, enabling them to operate with both hands.
Abstract: Metaverses embedded in our lives create virtual experiences inside of the physical world. Moving towards metaverses in aircraft maintenance, mixed reality (MR) creates enormous opportunities for the interaction with virtual airplanes (digital twin) that deliver a near-real experience, keeping physical distancing during pandemics. 3D twins of modern machines exported to MR can be easily manipulated, shared, and updated, which creates colossal benefits for aviation colleges who still exploit retired models for practicing. Therefore, we propose mixed reality education and training of aircraft maintenance for Boeing 737 in smart glasses, enhanced with a deep learning speech interaction module for trainee engineers to control virtual assets and workflow using speech commands, enabling them to operate with both hands. With the use of the convolutional neural network (CNN) architecture for audio features and learning and classification parts for commands and language identification, the speech module handles intermixed requests in English and Korean languages, giving corresponding feedback. Evaluation with test data showed high accuracy of prediction, having on average 95.7% and 99.6% on the F1-Score metric for command and language prediction, respectively. The proposed speech interaction module in the aircraft maintenance metaverse further improved education and training, giving intuitive and efficient control over the operation, enhancing interaction with virtual objects in mixed reality.
94 citations
Cites background or methods from "Virtual and mixed reality interface..."
...The authors of [4] have a similar view on aircraft maintenance, having their application developed for use in laptop and mobile phone, but we applied modern HoloLens 2 smart glasses, which is much more effective since there is no need to hold a device....
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...In the specific context of an application scenario, maintenance personnel should be highly mobile; while performing operational and maintenance tasks at different maintenance facilities or directly on the field, MR creates the possibility to work independent of location, while still following the instructions to perform the repairment process [4]....
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...To use manuals, [4] applied AR markers that overlay 3D illustrations on top of the paper; however, we totally eliminate having to work with physical manuals, migrating them into the metaverse....
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Book•
01 Jan 2004
TL;DR: In this paper, the authors present an approach to global knowledge management in the Digital Still Camera Industry, which is based on the theory of Organizational Knowledge Creation and Dialectics.
Abstract: About the Contributors.Preface.Acknowledgments.Chapter 1. Knowledge Creation and Dialectics (H. Takeuchi & I. Nonaka).Chapter 2. The Knowledge-creating Company (I. Nonaka).Chapter 3. Theory of Organizational Knowledge Creation (I. Nonaka & H. Takeuchi).Chapter 4. Knowledge Creation as Synthesizing Process (I. Nonaka & R. Toyama).Chapter 5. From Managing to Enabling Knowledge (K. Ichijo).Chapter 6. Value Differentiation: Organizing "Know-what" for Product Concept Innovation (K. Kusunoki).Chapter 7. Knowledge Management and Global Competition: Olympus's Approach to Global Knowledge Management in the Digital Still Camera Industry (Y. Ishikura).Chapter 8. Inter-organizational Knowledge Creation: Knowledge and Networks (C. Ahmadjian).Chapter 9. The Strategy-making Process as Dialogue (E. Osomo).Chapter 10. Branding Capabilities: A Look at Sony's Capabilities in Brand Knowledge Creation (S. Akutsu & I. Nonaka). Chapter 11. Synthesizing Modular and Integral Knowledge: Business Architecture Innovation in the IT Era (K. Kusunoki).Chapter 12. Knowledge Creation within a Dialectic Organization (H. Takeuchi).Index.
67 citations
TL;DR: In this paper, the authors considered reliability in modern civil aviation industry, and the related engineering activities and methods, including reliability requirement identification, reliability analysis and design, verification and validation of reliability requirements, and fault diagnosis and prognosis and maintenance.
33 citations
20 Nov 2008
TL;DR: This paper advocates pro-active "research in games accessibility" and provides some first considerations on establishing guidelines for accessible game development, a) Active Game Accessibility (AGA) development framework to support game developers and Assistive Technology (AT) providers and c) a collection of games or game scenario examples as a reference for game and AT developers.
Abstract: During the last decades, people with disabilities have gained access to Human-Computer Interfaces (HCI); with a resultant impact on their societal inclusion and participation possibilities, standard HCI must therefore be made with care to avoid a possible reduction in this accessibility. Games, considered as a field of research, could provide new interaction principles, which can be incorporated into the existing HCI Standards, thereby complimenting and expanding these standards positively. However, games also provide an interesting new potential for better access and for supporting people with disabilities. They can be used to acclimatize people, who have had little or no exposure to technology, to interaction with modern Information and Computer Technology (ICT). Some simulation games act as an interface between games playing and real life, where the end user, in the form of an avatar, can interact within modern communication systems. It is important to ensure that everyone has accessibility to this technology, regardless of abilities or age. This paper advocates pro-active "research in games accessibility" and provides some first considerations on establishing a) guidelines for accessible game development, b) Active Game Accessibility (AGA) development framework to support game developers and Assistive Technology (AT) providers and c) a collection of games or game scenario examples ("code pattern collection") as a reference for game and AT developers.
33 citations
Cites background from "Virtual and mixed reality interface..."
...[15], [16], [17]) but also create challenges in retaining our successes, during the last decades, in enabling access to the mainstream HCI by people with disabilities and by elderly people....
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References
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Journal Article•
TL;DR: Paul Milgram's research interests include display and control issues in telerobotics and virtual environments, stereoscopic video and computer graphics, cognitive engineering, and human factors issues in medicine.
Abstract: Paul Milgram received the BASc degree from the University of Toronto in 1970, the MSEE degree from the Technion (Israel) in 1973 and the PhD degree from the University of Toronto in 1980 From 1980 to 1982 he was a ZWO Visiting Scientist and a NATO Postdoctoral in the Netherlands, researching automobile driving behaviour From 1982 to 1984 he was a Senior Research Engineer in Human Engineering at the National Aerospace Laboratory (NLR) in Amsterdam, where his work involved the modelling of aircraft flight crew activity, advanced display concepts and control loops with human operators in space teleoperation Since 1986 he has worked at the Industrial Engineering Department of the University of Toronto, where he is currently an Associate Professor and Coordinator of the Human Factors Engineering group He is also cross appointed to the Department of Psychology In 1993-94 he was an invited researcher at the ATR Communication Systems Research Laboratories, in Kyoto, Japan His research interests include display and control issues in telerobotics and virtual environments, stereoscopic video and computer graphics, cognitive engineering, and human factors issues in medicine He is also President of Translucent Technologies, a company which produces "Plato" liquid crystal visual occlusion spectacles (of which he is the inventor), for visual and psychomotor research
4,092 citations
TL;DR: The authors discuss the impact of media and attributes of media on learning, motivation and efficiency gains from instruction and respond to Robert Kozma's criticism of my earlier discussion of media effects on instruction.
Abstract: The purpose of this discussion is to explain and sharpen different points of view about the impact of media and attributes of media on learning, motivation and efficiency gains from instruction. This paper is an attempt to summarize my arguments about the research and theory in this area and to respond to Robert Kozma's criticism of my earlier discussion of these issues. I will first briefly summarize my arguments about media effects; next I will attempt to characterize the many reactions to the controversial claim that media do not influence learning or motivation. Finally, I will respond to the specific criticisms advanced by Robert Kozma this issue.
1,779 citations
"Virtual and mixed reality interface..." refers result in this paper
...At this point, it should be noted that there are also research results indicating that there is no influence of media on learning results [11]....
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TL;DR: The MagicBook project is an early attempt to explore how the authors can use a physical object to smoothly transport users between reality and virtuality.
Abstract: The MagicBook project is an early attempt to explore how we can use a physical object to smoothly transport users between reality and virtuality. Young children often fantasize about flying into the pages of a fairy tale and becoming part of the story. The MagicBook project makes this fantasy a reality using a normal book as the main interface object. People can turn the pages of the book, look at the pictures, and read the text without any additional technology. However, if a person looks at the pages through an augmented reality display, they see 3D virtual models appearing out of the pages. The models appear attached to the real page so users can see the augmented reality scene from any perspective by moving themselves or the book. The virtual content can be any size and is animated, so the augmented reality view is an enhanced version of a traditional 3D pop-up book.
693 citations
TL;DR: Education uses of virtual learning environment concerned with issues of learning, training and entertainment show that VLE can be means of enhancing, motivating and stimulating learners' understanding of certain events, especially those for which the traditional notion of instructional learning have proven inappropriate or difficult.
542 citations
01 Jan 2008
TL;DR: Moodle as discussed by the authors is a popular open-source course management system (moodle.org) that is used by many hundreds of educators around the world, including universities, schools and independent teachers.
Abstract: This paper summarizes a PhD research project that has contributed towards the development of Moodle - a popular open-source course management system (moodle.org). In this project we applied theoretical perspectives such as "social constructionism" and "connected knowing" to the analysis of our own online classes as well as the growing learning community of other Moodle users. We used the mode of participatory action research, including techniques such as case studies, ethnography, learning environment surveys and design methodologies. This ongoing analysis is being used to guide the development of Moodle as a tool for improving processes within communities of reflective inquiry. At the time of writing (April 2003), Moodle has been translated into twenty-seven languages and is being used by many hundreds of educators around the world, including universities, schools and independent teachers.
534 citations