2020
DOI: 10.32890/jict2020.19.4.5
|View full text |Cite
|
Sign up to set email alerts
|

Real-Time Computational Fluid Dynamics Flow Response Visualisation and Interaction Application Based on Augmented Reality

Abstract: The behaviour of fluid flow is a complex paradigm for cognitive interpretation and visualisation. Engineers need to visualise the behaviour mechanics of flow field response in order to enhance the cognitive ability in problem solving. Therefore, mixed reality related technology is the solution for enhanced virtual interactive learning environment. However, there are limited augmented reality platforms on fluid flow interactive learning. Therefore, an interactive education application is proposed for students a… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
2
1

Citation Types

0
4
0

Year Published

2021
2021
2024
2024

Publication Types

Select...
3
1
1

Relationship

0
5

Authors

Journals

citations
Cited by 6 publications
(6 citation statements)
references
References 23 publications
0
4
0
Order By: Relevance
“…Rather than conducting problem-solving activities in a decontextualized setting, through AR learners can engage in inquiry-based problem-solving through interactive, dynamic, and contextualized learning experiences that encourage transfer to subsequent activities in the real world. [31] The use of AR must always be balanced with accompanying learning methods, for that AR cannot stand alone as a learning medium, because otherwise AR is only limited to visual media.…”
Section: Ar Physical Education and Sports Learningmentioning
confidence: 99%
“…Rather than conducting problem-solving activities in a decontextualized setting, through AR learners can engage in inquiry-based problem-solving through interactive, dynamic, and contextualized learning experiences that encourage transfer to subsequent activities in the real world. [31] The use of AR must always be balanced with accompanying learning methods, for that AR cannot stand alone as a learning medium, because otherwise AR is only limited to visual media.…”
Section: Ar Physical Education and Sports Learningmentioning
confidence: 99%
“…This is where AR technology could provide a solution, as it is relatively easy to prepare AR experiments for multiple students. In fact, in science education research, augmented reality is effectively used to enhance learning in laboratory environments [81,82]. These types of labs can also provide students with the opportunity to conduct dangerous, costly and complex experiments that are very challenging to implement in vivo.…”
Section: In What Learning Environments Was the Ar Physics Education R...mentioning
confidence: 99%
“…Considering that mechanical phenomena are the most common in physics education research, this finding is not surprising. Again, AR technologies are typically used to relate macroscopic to microscopic phenomena (e.g., frictional forces in the study by [25]), as well as to visualize physical changes in space in real-time (e.g., dynamics of fluids, in the study by Sanderasagran et al [82], and to facilitate simultaneous reasoning about spatial and temporal aspects of physical phenomena (e.g., mechanical waves, in the study by Daineko et al [23]).…”
Section: What Physics Topics Were Covered Through Earlier Ar Physics ...mentioning
confidence: 99%
“…CEFAR can be easily downloaded to Android mobile devices via the quick response (QR) code (appendix). Mobile devices were chosen as a suitable tool for our AR simulation because they are accessible to students, easy to use, inexpensive, and previous research has discovered many learning advantages of mobile devicesbased AR [22][23][24]. For the development of our Android-based AR simulation, we used Unity (real-time development game engine) and Vuforia (AR software development kit for mobile devices) [25,26].…”
Section: Setup and Proceduresmentioning
confidence: 99%