Human-Robot Interaction via a Virtual Twin and OPC UA

Zieringer, Christoph; Bauer, Benedict; Stache, Nicolaj C.; Wittenberg, Carsten

doi:10.1007/978-3-030-51758-8_14

Cited by 2 publications

(1 citation statement)

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“…It should be noted that a multitude of terms exists describing similar or partially overlapping phenomena. For example, the term "digital shadow" is often used interchangeably with the digital twin-despite it is mainly referring to a digital footprint [4], digital counterpart [5], virtual twin [6], virtual object [7], product agent [8], and avatar [9]. The premise driving the digital twin concept was that each system consisted of two systems, the physical system that has always existed and a virtual system that contained all of the information about the physical system.…”

Section: Digital Twins and Their Industrial Applicationsmentioning

confidence: 99%

Developing a Model of Increasing the Learners’ Bilingual Professional Capacity in the Virtual Laboratory Environment

et al. 2020

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The article considers industrial applications of digital twins and their contribution to decision-making and prevention of failures in manufacturing. Virtual laboratories are described as an example of using digital twins not only in industry but also for educational purposes. The article is also focused on the value of physical and virtual investigations through the prism of content and language integrated learning approach (CLIL) and it offers recommendations for combining the two to strengthen science inquiry learning and job-relevant learning. Students conduct online investigations resulting in interdisciplinary team interaction and knowledge integration. Adopting the CLIL approach changes engineering students’ attitudes to learning a foreign language, drums up their academic interest, and strengthens their motivation. In addition, the article describes how neural networks are applied for the simulation of physical processes in a virtual laboratory. The advantages of using virtual laboratories for professional-oriented training include linking observable and unobservable phenomena, pointing out essential information, and providing online, adaptive guidance. To evaluate the efficiency of the virtual laboratory environment, we conducted an experiment to assess the effectiveness of an integrated learning course with the elements of a virtual laboratory. The sample was 48 students (23 of them were enrolled on the course based on integrated learning with elements of virtual environment; 25 students studied professional discipline and professional English separately). To collect the data two online testing on English were conducted. The professional discipline was evaluated once at the end of the semester. In addition, we conducted an online survey on motivation for students of both groups to reveal the influence of educational process organization on this indicator. The results of the experiment allowed us to ascertain that the CLIL approach in the virtual laboratory environment resulted in better outcomes and helped the students adopt a more positive attitude to learning English.

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