Design, simulation and virtual implementation of a novel fundamental programmable logic controllers laboratory in a 3D virtual world

Aydoğan, Hakan; Aras, Faruk

doi:10.1177/0020720919856249

Cited by 11 publications

(6 citation statements)

References 39 publications

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“…Additionally, VRCL's immersive qualities and high presence allow for environments capable of simulating training as preparation for real-life experiences (Al-Hatem et al, 2018) that simultaneously promote active participation and social interaction (Mystakidis et al, 2017) in a setting that feels personal despite distances between learners (Desai et al, 2017). In certain cases, such as education for learners with physical disabilities, learners and educators even considered connectivity to be more accessible and easier than real-life equivalents (Aydogan and Aras, 2019), illustrating that VRCL environments can potentially go beyond simply being a replacement. To effectively support the distance learning and remote collaboration, however, design of the VEs should focus on providing learners a sense of 1) presence, 2) awareness and 3) belonging to the group (Molka-Danielsen and Brask, 2014).…”

Section: Empirical Knowledge Established Regarding Vrclmentioning

confidence: 99%

Virtual reality and collaborative learning: a systematic literature review

Meer

Werf

Brinkman

et al. 2023

Front. Virtual Real.

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Background: While research on Virtual Reality’s potential for education continues to advance, research on its support for Collaborative Learning is small in scope. With remote collaboration and distance learning becoming increasingly relevant for education (especially since the COVID-19 pandemic), an understanding of Virtual Reality’s potential for Collaborative Learning is of importance. To establish how this immersive technology can support and enhance collaboration between learners, this systematic literature review analyses scientific research on Virtual Reality for Collaborative Learning with the intention to identify 1) skills and competences trained, 2) domains and disciplines addressed, 3) systems used and 4) empirical knowledge established.Method: Two scientific databases—Scopus and Web of Science—were used for this review. Following the PRISMA method, a total of 139 articles were analyzed. Reliability of this selection process was assessed using five additional coders. A taxonomy was used to classify these articles. Another coder was used to assess the reliability of the primary coder before this taxonomy was applied to the selected articlesResults: Based on the literature reviewed, skills and competences developed are divided into five categories. Educational fields and domains seem interested in Virtual Reality for Collaborative Learning because of a need for innovation, communities and remote socialization and collaboration between learners. Systems primarily use monitor-based Virtual Reality and mouse-and-keyboard controls. A general optimism is visible regarding the use of Virtual Reality to support and enhance Collaborative LearningConclusion: Five distinct affordances of Virtual Reality for Collaborative Learning are identified: it 1) is an efficient tool to engage and motivate learners, 2) supports distance learning and remote collaboration, 3) provides multi- and interdisciplinary spaces for both learning and collaborating, 4) helps develop social skills and 5) suits Collaborative Learning-related paradigms and approaches. Overall, the reviewed literature suggests Virtual Reality to be an effective tool for the support and enhancement of Collaborative Learning, though further research is necessary to establish pedagogies.

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Section: Empirical Knowledge Established Regarding Vrclmentioning

confidence: 99%

Virtual reality and collaborative learning: a systematic literature review

Meer

Werf

Brinkman

et al. 2023

Front. Virtual Real.

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“…Hakan A. et al, [12] present the development of the design of a 3D virtual laboratory created in Second Life, in which the student through an avatar can make the tour to know the structure of the process, perform the programming and simulation of the implementation of a PLC in the system. For the user to be able to program the PLC in Ladder language, the Linden Script Language (LSL) was used, which allows to stablish the logical sequence used in this language.…”

Section: A Training In Virtual Reality-based Automation Systemsmentioning

confidence: 99%

Analysis of the current situation of the development of virtual reality environments for the teaching of industrial automation systems

Catota,

Minaya,

Tasiguano Pozo

et al. 2023

Proceedings of the 21th LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leaders

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Virtual Reality (VR) can be described as a set of technologies involved in positioning the user in an environment simulated by a computer, which allows the user to interact with three-dimensional objects in the virtual environment. Within virtual environments there are several tools, the main ones being VR glasses [1], accompanied by audio devices and motion sensors that provide the user with a more immersive experience. According to the perspective developed by the authors, industries and educational centers that implement virtual environments for teaching can count on advantages in terms of personal training and in minimizing the costs of implementing physical scenarios for training. The analysis of different approaches to the use of VR in the development of industrial applications, through the selected research, will provide the ability to expand the spectrum of possibilities in the field of automation systems in the present and future. In the present work, a review of the existing literature is made from different types of perspectives and applications on the use of simulated environments and how these can be a source of learning and improvement of different activities related to control and automation systems.

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“…Some have developed PLC Practicum Learning Applications Remotely to Face the Covid-19 Pandemic. The Remote PLC Practicum Learning Application that was developed uses additional devices in the form of software used for computer communication with PLC practicum teaching aids and application software that is used to access computers that are directly connected to teaching aids via the internet network [18], [19], [20], [21], [22]. EDUMEC's remote laboratory network infrastructure is based on a client-server architecture.…”

Section: One Of the Practical Courses At The Mechatronics Studymentioning

confidence: 99%

Development of Remote Programming Practice Module for Mitsubishi RV-M1 Industrial Robot

Cahyono

Arbiyanti

Artanto

2022

jitekin

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This research aims to provide solutions for practical learning in the vocational field of mechatronic engineering during the Covid-19 pandemic. In order for vocational students to become skilled and competent, a considerable number of hours of practice is required. Meanwhile, to prevent the spread of Covid-19, restrictions on face-to-face meetings have been imposed. To make the number of hours of student practice sufficient without having to meet face to face, a remote laboratory is presented, which can be accessed by students easily, anytime and anywhere. The developed remote laboratory uses real equipment, in the form of the Mitsubishi RV-M1 Industrial Robot, which is monitored by 3 cameras, and can be controlled via the internet. The use of a real robot, not a simulation, is intended so that students can feel the experience as if they were practicing the robot directly. This remote laboratory for the practice of programming the Mitsubishi RV-M1 Industrial Robot has been successfully developed and is already being used by mechatronics students at the vocational faculty of Sanata Dharma University. Most of the students gave a good response to this remote laboratory, because students got a new and interesting experience. To demonstrate the effectiveness of this remote laboratory, a comparison is shown of the average time for searching for the position of an object directly and indirectly through the remote laboratory. From the results of the comparison, the average time to search for the position of an object directly ranges from 1-2 minutes, while through a remote laboratory it ranges from 2-3 minutes, which is considered to be within reasonable limits.

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Design, simulation and virtual implementation of a novel fundamental programmable logic controllers laboratory in a 3D virtual world

Cited by 11 publications

References 39 publications

Virtual reality and collaborative learning: a systematic literature review

Virtual reality and collaborative learning: a systematic literature review

Analysis of the current situation of the development of virtual reality environments for the teaching of industrial automation systems

Development of Remote Programming Practice Module for Mitsubishi RV-M1 Industrial Robot

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