Interactive Web-based Hydrological Simulation Systems as an Education Platform using Augmented and Immersive Reality

Abstract

Recent developments in internet technologies make it possible to manage and visualize large data on the web. Novel visualization techniques and interactive user interfaces allow users to create realistic environments, and interact with data to gain insight from simulations and environmental observations. The hydrological simulation system is a webbased 3D interactive learning environment for teaching hydrological processes and concepts. The simulation system provides a visually striking platform with realistic terrain information, and water simulation. Students can create or load predefined scenarios, control environmental parameters, and evaluate environmental mitigation alternatives. The web-based simulation system provides an environment for students to learn about the hydrological processes (e.g. flooding and flood damage), and effects of development and human activity in the floodplain. The system utilizes latest web technologies and graphics processing unit (GPU) for water simulation and object collisions on the terrain. Users can access the system in three visualization modes including virtual reality, augmented reality, and immersive reality using heads-up displays. The system provides various scenarios customized to fit the age and education level of various users. This paper provides an overview and capabilities of the webbased hydrological simulation system for simulating various flooding and land use scenarios.

Building bridges between experts and the public: a comparison of two-way communication formats for flooding and air pollution risk

“…The aim was set in helping them transition towards less-toxic substances, as well as in encouraging these professionals to reuse and recycle materials (Moreno Ramírez et al, 2015). In the Netherlands, an educational programme had the aim of improving the understanding of hydrological concepts, and enhancing preparedness 30 intentions of 15-year-old students (Bosschaart et al, 2016;Demir, 2014 Educational programmes appear to follow a downstream approach, meaning that although communication flows from expert to public and vice versa, it is the experts who initiate the communication process, that is, the ones to design, organize, and set up the educational programme. Different studies agree on the benefits of implementing these programmes with the help of opinion leaders.…”

“…15 Educational programmes are characterized by being highly interactive. This interactivity is sometimes achieved by incorporating virtual reality technology, allowing visualizations, simulations, and animations that allow people to observe, say, different flooding scenarios and their consequences in real-time (Demir, 2014), which would be impossible in real life but are important for learning (e.g. Demir, 2014).…”

“…This interactivity is sometimes achieved by incorporating virtual reality technology, allowing visualizations, simulations, and animations that allow people to observe, say, different flooding scenarios and their consequences in real-time (Demir, 2014), which would be impossible in real life but are important for learning (e.g. Demir, 2014). In other examples, educational programmes include inquiry-based education where 20 students are provided with equipment and training for air sampling, followed by modules addressing air pollution and health outcomes (Ward et al, 2016).…”

“…from their homes to create an artwork and work with the concepts of reusing and recycling (Elnokaly et al, 2008). Another key feature of educational programmes is that often they employ real information, such as, real-time flood conditions or inundation maps (Demir, 2014). Additionally, the systematic review shows 25 that educational programmes need an element of fun, have to be easy to develop, and offer the appropriate training when more technical knowledge is involved.…”

Flood management in urban drainage: Contributions for the control of water drainage systems using underground barriers

“…The closest example found to a flood monitoring system making use of some sort of fully immersive Virtual Reality device is the work of Ibrahim Demir [136]. In this work a web-based interactive simulation environment was developed, aiming to introduce hydrological concepts to Civil and Environmental Engineers.…”