This research develops a novel teleoperation for robot manipulators based on augmented reality. The proposed interface is equipped with full capabilities in order to replace the classical teach pendant of the robot for carrying out teleoperation tasks. The proposed interface is based on an augmented reality headset for projecting computer-generated graphics onto the real environment and a gamepad to interact with the computer-generated graphics and provide robot commands. In order to demonstrate the benefits of the proposed method, several usability tests were conducted using a 6R industrial robot manipulator in order to compare the proposed interface and the conventional teach pendant interface for teleoperation tasks. In particular, the results of these usability tests show that the proposed approach is more intuitive, ergonomic and easy-to-use. Furthermore, the comparison results also show that the proposed method clearly improves the velocity of the teleoperation task, regardless of the user's previous experience in robotics and augmented reality technology.
The video-game industry has become a significant force in the business and entertainment world. Video games have become so widespread and pervasive that they are now considered a part of the mass media, a common method of storytelling and representation. Despite the massive popularity of video games, their increasing variety, and the diversification of the player base, until very recently little attention was devoted to understanding how playing video games affects the way people think and collaborate across cultures. This paper examines the recent literature regarding the impact of video games on players from an intercultural perspective. Sixty-two studies are identified whose aim is to analyze behavioral-change, content understanding, knowledge acquisition, and perceptional impacts. Their findings suggest that video games have the potential to help to acquire cultural knowledge and develop intercultural literacy, socio-cultural literacy, cultural awareness, self-awareness, and the cultural understanding of different geopolitical spaces, to reinforce or weaken stereotypes, and to some extent also facilitate the development of intercultural skills. The paper provides valuable insights to the scholars, teachers, and practitioners of cultural studies, education, social studies, as well as to the researchers, pointing out areas for future research.
There is a demand for tools facilitating intercultural, diversity and inclusion (D&I) education. Video games are one of the most advanced new media technologies, so it is only natural to suppose that they can offer remarkable possibilities for fostering learning in the area of intercultural, D&I education. This article explores theoretical guidelines in the design of Chuzme, a serious educational game that focuses on raising cultural self-awareness, the acknowledgement of cultural bias, and aims to generate positive attitudes towards migrants, refugees and expatriates amongst its players and to train to be an inclusive leader. It is hoped that this will serve as a useful reference to guide the development of similar titles in the future.
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