VR as a 3D Modelling Tool in Engineering Design Applications

Vlah, Daria; Čok, Vanja; Urbas, Uroš

doi:10.3390/app11167570

Cited by 14 publications

(11 citation statements)

References 36 publications

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“…The immersive VR view seems to encourage participants to review their designs naturally. These findings support the work of Vlah et al (2021) who also found that participants could not perform design activity in the VE as well as in the DE. Summarizing the experimental results, the HE required significantly less work time and workload than the VE while allowing participants’ intuitive spatial perception of the design process to make better-informed design decisions in terms of human scale.…”

Section: Resultssupporting

confidence: 89%

Enhancing Design Activity and Review Experience Through Hybridizing Desktop and Virtual Environments

Kim

Park

et al. 2023

Journal of Interior Design

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Although virtual reality (VR) applications can provide immersive experiences, the design process is mainly executed in a desktop environment (DE). The omniscient point-of-view of the desktop allows the user to explore shapes and objects and their relationships with each other conveniently and efficiently. However, unlike a VR environment (VE), it is difficult for the user to perceive the space through their natural spatial perception from the first-person point-of-view in a DE. Although VEs and DEs have advantages and limitations, research exploring the design activity and review experience using these two mediums is limited. Thus, a method of integrating the characteristics and advantages of existing VEs and DEs is proposed as a hybrid design environment (HE). Empirical comparisons of the three environments (VE, DE, and HE) were performed according to the indicators of system usability, perceived workload, and satisfaction through a series of user experiments (n = 12), showing that the HE was superior on all indicators to the VE. Specifically, participants evaluated the usability of the VE method as the worst and found no significant difference between the usability of the DE and the HE. Perceived workload demand was significantly greater in the VE, and satisfaction levels were also significantly lower than in the other environments. Although the HE allowed both desktop and VR use, participants spent most of their time in the DE and used the VE primarily for design review.

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Section: Resultssupporting

confidence: 89%

Enhancing Design Activity and Review Experience Through Hybridizing Desktop and Virtual Environments

Kim

Park

et al. 2023

Journal of Interior Design

View full text Add to dashboard Cite

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“…It is also worth noting that for an unprepared user, the first immersion in virtual reality is a distraction, new emotions and a new experience of exploring the virtual world distract from the subject of the study, as shown by characteristic (3).…”

Section: Evaluation Of the Thematic Educational Virtual Space Effecti...mentioning

confidence: 99%

“…Currently, many projects with virtual and augmented reality are being implemented in the world, for example, in the metalworking industry, in the equipment monitoring system and in analytical services that help personnel in equipment diagnostics, fault prediction, etc. The implementation of the technology in production is described in [3,4]. It has significant advantages over analytical services visualization on computer screens.…”

Section: Introductionmentioning

confidence: 99%

Visualization of Digital Transformation of Industrial Production into the Educational Process

Nemtinov¹,

Borisenko²,

Morozov³

et al. 2022

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This paper considers the technology of creating an industrial production digital prototype, which can be used as a tool at the design and management stages of its functioning, as well as its application in the educational process while training highly qualified technical specialists -during lectures, practical and assessment classes with students. The virtual production space creation was carried out using the software environments Twinmotion, Bigscreen and 3D Vista Virtual Tour Pro. A digital prototype of a machine-building plant was created in the Twinmotion software environment, providing immersive architectural 3D visualization. The created virtual tour in the 3DVista Virtual Tour Pro environment is used for a variety of tasks: online discussion of the designed equipment 3D model; staff training; emergency situations drills; completing onsite educational quests. The Live Guided Tours tool included in 3DVista Virtual Tour Pro allows to conduct real time video conferences inside a virtual tour. The use of a multi-user social VR application for virtual reality Bigscreen provides network participants with the opportunity to meet and interact through avatars inside virtual reality rooms. Thus, the authors proposed an approach to the digital transformation of industrial production into the educational process. It allows us to provide conditions for improving the education quality, exchanging opinions, and mutual counseling. Visualization of a digital prototype of industrial production is available to all Internet users.

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“…AR overlays virtual objects, static or moving, on the real world and may utilise a range of advanced hardware and software systems [1] such as smartphones or specialised headsets. Use of digital representation like virtual reality (VR) and AR in engineering include engineering drawing and machine elements, electrical and civil examples [2][3][4][5][6][7][8][9]. AR has also been utilised in other fields including of higher education [10][11][12][13][14][15].…”

Section: Introductionmentioning

confidence: 99%

The Application of Virtual Tools in Teaching Dynamics in Engineering

Klarić

Lockley

Pisačić

2023

Teh. glas. (Online)

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Student success in Dynamics, a core subject in Mechanical Engineering courses, requires conceptual understanding of complex systems. Dynamics covers motion of particles and objects, and usually relies on 2 dimensional images and/or written descriptions to explain models and problems. This paper explores the value of visual representation of Dynamics problems with an assumption that it would facilitate student understanding of the content. Two approaches were applied for representation of Dynamics problems with the premise of Bring Your Own Device (BYOD): used with augmented reality and web animation activities. Responses from students and reflection from lecturers were collected and reviewed in relation to the applicability and the ease of use. Students and lecturers both appreciated the benefits of visual representation of complex models, and the possibility of manipulating with virtual objects. Lecturers also appreciated the easy access and use of tools during the class.

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VR as a 3D Modelling Tool in Engineering Design Applications

Cited by 14 publications

References 36 publications

Enhancing Design Activity and Review Experience Through Hybridizing Desktop and Virtual Environments

Enhancing Design Activity and Review Experience Through Hybridizing Desktop and Virtual Environments

Visualization of Digital Transformation of Industrial Production into the Educational Process

The Application of Virtual Tools in Teaching Dynamics in Engineering

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