Collaborative Learning Environment Using Distributed Mixed Reality Experiment for Teaching Mechatronics

Schaf, Frederico Menine; Assis, A.C.; Pereira, Carlos Eduardo; Reichert, Clovis Leopoldo; Campana, Fernando; Krakheche, I.A.

doi:10.3182/20070213-3-cu-2913.00021

Cited by 9 publications

(13 citation statements)

References 3 publications

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“…In this case, the so-called deriveSERVER, developed in Germany, is integrated via an OPC interface to the GCAR-EAD environment [12].…”

Section: Mixed-reality Electropneumatics Workbenchmentioning

confidence: 99%

“…Moreover, remote laboratories are available 24/7 for a large audience of students, increasing the demand in the number of faculty members and tutors that are necessary to provide online guidance to students. To alleviate these problems, remote experiments can be integrated into virtual learning 0278-0046/$26.00 © 2009 IEEE environments (VLEs) [10]- [12] that manage and provide guidance via learning materials before, during, and after the experimentation. This paper proposes such an integrated learning environment on which mixed-reality laboratory experiments and student guidance tools are combined for control and automation education.…”

mentioning

confidence: 99%

“…Each university participating in the RExNet project acts as a disseminating party within its own country, i.e., spreading access to remote experiments to other surrounding universities. Results of the RExNet project can be seen in [10], [12], and [15]- [20]. This paper is divided as follows.…”

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confidence: 99%

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Integrating Mixed-Reality Remote Experiments Into Virtual Learning Environments Using Interchangeable Components

Schaf

Pereira

2009

IEEE Trans. Ind. Electron.

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Abstract-This paper presents a proposal to integrate mixedreality remote experiments into virtual learning environments (VLEs) using the concept of interchangeable components, which can represent either real or virtual devices or software in industrial automation systems. Combinations of real and virtual technical plants and automation systems are used in different learning scenarios for teaching control and automation concepts. Configurations of interchangeable components can be dynamically created via a VLE by configuring database parameters. The proposed system includes a remote Web interface that follows a thin client strategy and is designed to be compatible with Web browsers, including basic Java support. As the architecture that supports the integration of virtual and real components is located on the server side, remote students/users are only concerned with the experiment and do not need to be aware of the system that provides this integration and flexibility. In the current version, interchangeable components are integrated via an Object Linking and Embedding for Process Control interface, which is a widely adopted standard in the control and automation area. The proposed approach also provides practical and theoretical support for experiments within a collaborative virtual environment. This paper includes a description of four experiments developed using the proposed environment and concepts.Index Terms-Collaborative work, computer-aided engineering, educational technology, learning systems.

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“…In this case, the so-called deriveSERVER, developed in Germany, is integrated via an OPC interface to the GCAR-EAD environment [12].…”

Section: Mixed-reality Electropneumatics Workbenchmentioning

confidence: 99%

mentioning

confidence: 99%

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Integrating Mixed-Reality Remote Experiments Into Virtual Learning Environments Using Interchangeable Components

Schaf

Pereira

2009

IEEE Trans. Ind. Electron.

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“…To improve the knowledge transfer, some remote experiments (Schaf and Pereira, 2006a;Michaelides, et al, 2004;Schaf, et al, 2007) are integrated within a virtual learning environment that manages and provides learning materials to the students to help in the experimentation process. Additionally, mixed reality experiments (such as the one proposed in Bruns and Erbe, 2004) may help in providing a higher flexibility to remote experiments.…”

Section: Introductionmentioning

confidence: 99%

Virtual Learning Environment With Flexible Mixed Reality Remote Experiments Architecture

Schaf

Pereira

2007

IFAC Proceedings Volumes

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“…In addition to networking, recent technological developments have made simulations and gamifications crucial parts of system learning (Prensky, 2003). Recent efforts are towards adaptive learning systems based on semantic web languages (Wang and Chen, 2008), and towards web-hosted collaborative intelligent tutorial systems, that also benefit from the affordances of virtual and mixed reality technologies (Schaf et al, 2007). Virtual laboratory platforms and remotely accessible physical laboratories were proposed for experimentation in intensive educational contexts (Arango et al, 2007).…”

Section: Scholarly Awareness Of Systemsmentioning

confidence: 99%

An initial categorization of foundational research in complex technical systems

Horváth

2015

J. Zhejiang Univ. Sci. A

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There has been intense foundational research in complex technical systems (CTSs) over the last half century. These systems are exemplified by advanced mechatronics systems, embedded control systems, real-time systems, agent-based smart systems, distributed software systems, internet of things systems, and cyber-physical systems. The objective of this paper is to offer an initial cataloguing of the various research domains and to identify the major research issues. The paper has an ontological flavour, because it concentrates on what research has been and is being done, rather than on why and how research is done. The underpinning study has been done in three stages: (i) intuition-driven exploration of a reference set of related academic publications, (ii) evidence-based specification of a categorization of the domains and subdomains of research, and (iii) refinement and validation of the proposed classification based on a control set of related academic publications. The proposed reasoning model identifies three categories of research domains. The 'intellectualizations' category includes research domains such as: (i) philosophy, (ii) ontology, and (iii) epistemology of CTSs. The research domains included in the 'realizations' category are: (iv) methodology, and (v) creation of CTSs. The domains considered in the 'influences' category are: (vi) manifestations, and (vii) axiology of CTSs. Based on the proposed reasoning model a landscape of foundational research in CTSs is proposed for public debate. Our follow-up study focuses on the extension of the proposed classification to other families of complex engineered systems such as sociotechnical systems and social ecosystems.

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Collaborative Learning Environment Using Distributed Mixed Reality Experiment for Teaching Mechatronics

Cited by 9 publications

References 3 publications

Integrating Mixed-Reality Remote Experiments Into Virtual Learning Environments Using Interchangeable Components

Integrating Mixed-Reality Remote Experiments Into Virtual Learning Environments Using Interchangeable Components

Virtual Learning Environment With Flexible Mixed Reality Remote Experiments Architecture

An initial categorization of foundational research in complex technical systems

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