Virtual Laboratories: Engineers’ Training for Automotive Industry

Makarova, Irina; Boyko, Aleksey; Shubenkova, Ksenia; Pashkevich, Anton; Giniyatullin, Ilsur

doi:10.1109/iceta48886.2019.9040074

Cited by 3 publications

(1 citation statement)

References 19 publications

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“…Optical devices such as deep vision cameras (Leap Motion Controller™, Leap Motion Inc., San Francisco, CA, USA, Kinect™, Microsoft, WA, USA, Oculus Rift™, Oculus VR LLC, San Francisco, CA, USA), infrared cameras, pressure sensors, motion sensors, joysticks, and accelerometers, among others, complement the perception of the simulated environment. Because of this, Virtual Reality 2 of 17 application has grown, making this technology a useful tool to satisfy current needs in several areas of knowledge such as education [4][5][6][7], industry [2,8], music [9], medicine [10,11], architecture [12], and Virtual Laboratories [13,14], where it is possible to reproduce the conditions of a real environment with visual, tactile, and auditive stimulus [15,16].…”

Section: Introductionmentioning

confidence: 99%

Development of Virtual Reality Automotive Lab for Training in Engineering Students

et al. 2021

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A Virtual Reality application was developed to be used as an immersive virtual learning strategy for Oculus Rift S Virtual Reality glasses and through Leap Motion Controller™ infrared sensors, focused on students of the Automotive Systems Engineering academic program, as a practical teaching-learning tool in the context of Education 4.0 and the pandemic caused by COVID-19 that has kept schools closed since March 2020. The technological pillars of Industry 4.0 were used to profile students so that they can meet the demands of their professional performance at the industrial level. Virtual Reality (VR) plays a very important role for the production-engineering sector in areas such as design and autonomous cars, as well as in training and driving courses. The VR application provides the student with a more immersive and interactive experience, supported by 3D models of both the main parts that make up the four-stroke combustion engine and the mechanical workshop scenario; it allows the student to manipulate the main parts of the four-stroke combustion engine through the Oculus Rift S controls and the Leap Motion Controller™ infrared sensors, and relate them to the operation of the engine, through the animation of its operation and the additional information shown for each part that makes it up in the application.

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Section: Introductionmentioning

confidence: 99%

Development of Virtual Reality Automotive Lab for Training in Engineering Students

et al. 2021

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A Meta-Analysis of Student’s Aptitude and Attitude Toward Learning Electronics Through Remote Experimentation

Kaur

Malhotra

Mantri

2022

Lecture Notes in Electrical Engineering

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Virtual reality learning environments for vocational education: a comparative study with conventional instructional media on two-stroke engine

Sholichin

Suaib

Irawati

et al. 2020

IOP Conf. Ser.: Mater. Sci. Eng.

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Virtual reality technology has been adopted as a modern learning media in vocational education. Nowadays, the practical learning needs complete equipment and tools to achieve the goal study. However, the conventional media requirement is a challenge for academician for learning process, specifically in automotive and machine areas. Virtual reality provides a solution for this problem, but still needs proper analysis on the impact of usability between conventional and VR media to which each learning objective is achieved. The case study used in this research is a two-stroke engine, which is currently a rare item in the real world. We replicated this two-stroke engine in the developed VR system using Unity game engine and Oculus quest. A comparison on the usability effectiveness on conventional and virtual reality methods was conducted using cognitive walkthrough, which follows the four steps of learning objective training. The result shows that three out of four learning objectives are similar with conventional objective training. One of the process on preparation for disassembly machine has slight difference with conventional training; faulty engine due from environment elements (liquid, rusty iron) was not included.

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Virtual Laboratories: Engineers’ Training for Automotive Industry

Cited by 3 publications

References 19 publications

Development of Virtual Reality Automotive Lab for Training in Engineering Students

Development of Virtual Reality Automotive Lab for Training in Engineering Students

A Meta-Analysis of Student’s Aptitude and Attitude Toward Learning Electronics Through Remote Experimentation

Virtual reality learning environments for vocational education: a comparative study with conventional instructional media on two-stroke engine

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