Teaching kinematics with interactive schematics and 3D models

Arnay, Rafael; Hernández-Aceituno, Javier; González, Evelio J.; Sánchez, Leopoldo

doi:10.1002/cae.21809

Cited by 20 publications

(13 citation statements)

References 26 publications

(23 reference statements)

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“…On one hand, the non-immersive resources are classified according to the device type used for interacting with the virtual world: (i) by using conventional computer peripheral devices, e.g., mouse, keyboard, etc. [9,10,12,15,[20][21][22]; and (ii) by using specially designed interaction devices similar to the ones used in the real control, e.g., machine operation consoles or vehicle control cockpits [23]. On the other hand, VR immersive applications are also subdivided into two subcategories, according to the visualization system of the virtual world: (i) the head-mounted display (HMD), which consists of active glasses with a small screen placed properly in front of each eye (Figure 2b) [7,[24][25][26][27]; and (ii) the virtual CAVE (cave automatic virtual environment), where the virtual world is projected on the walls, ceiling, and floor of a room by diverse stereoscopic projectors ( Figure 2).…”

Section: Background Of Vr Applicationsmentioning

confidence: 99%

“…On the other hand, other VR applications aim to improve the comprehension of different concepts: the spatial comprehension of abstract concepts, complex three-dimensional graphics, production processes, manufacturing, operation processes, assembly, etc. [22,[34][35][36][37][38]. Finally, VR learning environments have also been related to serious games since approximately 20 years ago and, in this way, such environments enhance student motivation through a gamification procedure of the teaching-learning process [39].…”

Section: Design Of Vr Applicationsmentioning

confidence: 99%

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On the Design of Virtual Reality Learning Environments in Engineering

Vergara

Rubio

Lorenzo

2017

MTI

127

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Currently, the use of virtual reality (VR) is being widely applied in different fields, especially in computer science, engineering, and medicine. Concretely, the engineering applications based on VR cover approximately one half of the total number of VR resources (considering the research works published up to last year, 2016). In this paper, the capabilities of different computational software for designing VR applications in engineering education are discussed. As a result, a general flowchart is proposed as a guide for designing VR resources in any application. It is worth highlighting that, rather than this study being based on the applications used in the engineering field, the obtained results can be easily extrapolated to other knowledge areas without any loss of generality. This way, this paper can serve as a guide for creating a VR application.

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Section: Background Of Vr Applicationsmentioning

confidence: 99%

Section: Design Of Vr Applicationsmentioning

confidence: 99%

On the Design of Virtual Reality Learning Environments in Engineering

Vergara

Rubio

Lorenzo

2017

MTI

127

View full text Add to dashboard Cite

show abstract

“…Furthermore Rafael Arnay et al shows how to help students to improve their understanding of the geometric transformations and mathematical operations required to solve both forward and inverse kinematics exercises and Othayoth et al focus on the visualization of the Denavit Hartenberg (DH) parameters used to define a robot's architecture, and the modeling of the robot's input‐output motion characteristics. After obtaining the direct kinematics of the industrial robot, students will be able to check all the matrix and test through computational tools, simulate as well implement their ideas and new robotic structures.…”

Section: Mathematical Model Of the Industrial Robotmentioning

confidence: 99%

Computer applications for education on industrial robotic systems

Ferreira¹,

Freitas

2018

Comp Applic In Engineering

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The paper describes the use of computer applications on education for industrial robotic systems. Robotics evolved as a central issue in teaching for scientific and engineering courses and inherently encompasses a spectrum of sciences and technologies and qualification levels. However, most current teaching approaches, related to robotics, concentrate on individual aspects or small student groups and do not involve dangerous situations. With a mixed‐reality robotics teaching, a true interdisciplinary setup can be reached, this approach has been used in a robotics course at higher education, to prepare students for future activities in industry and also in research. This active learning experience approach in the field of Industrial Robotics was implemented in a Master degree on Electrical Engineering.

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“…Only the kinematic analysis with revolute joints can be done with SnAM. The another tool in developed in Unity3D and Python. The kinematic analysis of arbitrary serial‐link manipulators that has prismatic and revolute joints can be done with this toolbox.…”

Section: Introductionmentioning

confidence: 99%

Advanced robotics analysis toolbox for kinematic and dynamic design and analysis of high‐DOF redundant serial manipulators

Özakyol

Karaman

Bingül

2019

Comp Applic In Engineering

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This study aimed to develop a toolbox for kinematic and dynamic modeling and analysis of the high degree‐of‐freedom (DOF), redundant serial robots used widely in cooperative and space applications. With the Advanced Robotics Analysis Toolbox (ARAT), kinematic and dynamic modeling and analysis of the complex, high DOF, serial robots which may have universal, spherical, prismatic, or rotational joints with more than one DOF and a mobile or stationary base can be easily accomplished. The ARAT was used to design and analyze different complex structures of serial robots for robotic education students and robotics researchers who design and build exceptional new robots. The robot's kinematic and dynamic parameters including link lengths, directions, masses and inertias can be entered into the ARAT using a user‐friendly interface. Solid models of the robots can be created in a three dimensional (3D) environment for virtual reality simulations. In the ARAT, forward and inverse kinematic models, Jacobian matrix, trajectory planning, forward and inverse dynamic models can be produced in a computationally efficient way. All of the physical robot parameters such as angular and linear velocities, accelerations, forces, and torques at the joints, link origins and the center of mass of the links can be computed in 3D. The ARAT includes support for the most commonly used trajectory algorithms in serial robots, including polynomial, trigonometric (harmonic, cycloidal, elliptic), exponential, Gaussian, and Fourier‐based (Gutman, Freudenstein). These trajectories can be applied easily to each joint of the robots. To compare the kinematic and dynamic results obtained from ARAT and MATLAB‐Simscape Multibody simulation program, different structures of the serial robots were simulated in both programs. The results that produced from ARAT and MATLAB‐Simscape were similar. The ARAT is much better from the serial robot simulation toolboxes existing in literature in terms of computation capability, visual ability, and easy usage.

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Teaching kinematics with interactive schematics and 3D models

Cited by 20 publications

References 26 publications

On the Design of Virtual Reality Learning Environments in Engineering

On the Design of Virtual Reality Learning Environments in Engineering

Computer applications for education on industrial robotic systems

Advanced robotics analysis toolbox for kinematic and dynamic design and analysis of high‐DOF redundant serial manipulators

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