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Physical Task Learning Support System Visualizing a Virtual Teacher by Mixed Reality.
... The results suggest that MR is suitable for supporting physical-task learning. Thus, we have developed a physical-task learning-support system using MR [8]. The system visualizes a real-world 3D virtual teacher model placed in front of the learner. ...
... Previous research has shown that a virtual teacher-model's position and rotation angle have significant effects on learning [8]. ...
... It has been shown in a previous study that a virtual teachermodel's position and rotation angle have significant effects on physical-task learning [8]. That study suggested that the close side view of the virtual teacher is the optimal view for physicaltask learning that involves one-hand motion. ...
Watching a real teacher in a real environment from a good distance and with a clear viewing angle has a significant effect on learning physical tasks. This applies to physical-task learning in a mixed-reality environment as well. Observing and imitating body motion is important for learning some physical tasks, including spatial collaborative work. When people learn a task with physical objects, they want to try and practice the task with the actual objects. They also want to keep the referential behavior model close to them at all times. Showing the virtual teacher by using mixed-reality technology can create such an environment, and thus has been researched in this study. It is known that a virtual teacher-model's position and orientation influence (a) the number of errors, and (b) the accomplishment time in physical-task learning using mixed-reality environments. This paper proposes an automatic adjustment method governing the virtual teacher's horizontal rotation angle, so that the learner can easily observe important body motions. The method divides the whole task motion into fixed duration segments, and seeks the most important moving part of the body in each segment, and then rotates the virtual teacher to show the most important part to the learner accordingly. To evaluate the method, a generic physical-task learning experiment was conducted. The method was revealed to be effective for motions that gradually reposition the most important moving part, such as in some manufacturing and cooking tasks. This study is therefore considered likely to enhance the transference of physical-task skills.
... The results suggest that MR is suitable for supporting physical task learning. Thus, we have developed a physical-task learning-support system using MR (Inoue and Nakanishi, 2010). The system visualizes a life-sized CG 3D virtual teacher model in front of the learner. ...
... On the other hand, our research focuses on how the virtual teacher should be presented when it moves single or several body parts. For some simple motions a close side-view fixed viewing angle might be sufficient to clearly watch the virtual teacher from (Inoue and Nakanishi, 2010). But for other motions, a more flexible viewing angle has to be considered (Nawahdah and Inoue, 2011). ...
... A physical-task learning support system was built for use in generic physical-task learning experiments (Inoue and Nakanishi, 2010). Fig. 4 shows the system's physical workspace. ...
... The results suggest that MR is suitable for supporting physical task learning. Thus, we have developed a physical task learning support-system using MR [5]. The system visualizes a realworld 3D virtual teacher model in front of the learner. ...
... It has been shown in previous research that a virtual teacher-model's position and rotation angle have significant effects on learning [5]. The results show that the virtual teacher's side-view is the optimal view for physical task learning that involves one hand motion. ...
It is known that a virtual teacher-model's position and orientation influence (a) the number of errors, and (b) the accomplishment time, in physical-task learning using mixed- reality environments. This paper proposes an automatic adjustment method of the virtual teacher's rotation angle so that the learner can observe the important body motion easily. The method divides the whole task motion into fixed duration segments, seeks the most moving part of the body in each segment, and rotates the virtual teacher to show the most important part to the learner accordingly. To test the method, a generic physical task learning experiment has been conducted. The method was revealed to be effective to the motion that gradually changes the most moving part such as manufacturing and cooking tasks. It has been shown in previous research that a virtual teacher-model's position and rotation angle have significant effects on learning(5). The results show that the virtual teacher's side-view is the optimal view for physical task learning that involves one hand motion. However, when the virtual teacher uses both his/her hands, or moves around, rotation angle adjustment becomes necessary. In this paper, we introduce a novel method of automatically adjusting the virtual teacher-model's rotation angle during run time. The automatic adjustment method is based on the virtual teacher's behavior, more specifically on his/her body movements. The purpose of this method is to ensure that the virtual teacher's most moved body part is visible to the learner. This will enhance the learning outcome, and the learner will feel more comfortable and assured during learning. The outcome was measured in terms of the number of errors. A generic physical task learning experiment that compare the method with the fixed viewing angle conditions has been conducted to evaluate the method. The experiment's results shows that using the automatic adjustment method did significantly decrease the number of errors.
... Inoue and Nakanishi [5] stated that Physical Education and fitness monitoring can be made more exciting through technology. Implementing digital interventions is a way of embracing education reform that motivates and empowers students to be more engaged in the course. ...
... An MR learning system was built to perform this experiment [7]. The system physical workspace is shown in Figure 3. Six NaturalPoint Optitrack T M (FLEX: V100) optical motion tracking cameras are placed above a table. ...
Most of the existing physical tasks learning support systems do not show the task's physical motion in the real world. Because of this, a physical task learning support system showing a 3D virtual teacher model in the real world using mixed reality was developed. Our primary contribution is proving that the virtual teacher model's position and orientation has a direct effect on the learning process where some settings are more comfortable for the learner than others. Two experiments were conducted to find the effect of the virtual teacher's position and orientation. The first experiment used to narrow down the large number of possible positions, while the second experiment conducted to evaluate the positions that resulted from the first experiment and to compare them to the results from previous related research. Our experiments show that the virtual teacher's close side view is the optimal view in such physical tasks learning support system that includes hand moving.
... It has been shown in previous research [1] that a virtual teacher-model's position and orientation have significant effects on learning. The results show that the virtual teacher's close side-view is the optimal view for physical task learning that involves one hand motion. ...
It is known that a virtual teacher-model's position and orientation influence (a) the number of errors, and (b) the accomplishment time, in physical-task learning using mixed reality (MR) environments. This paper proposes an automatic method to adjust the virtual teacher's orientation according to a given task motion. Through always showing the physical task's critical features regardless of changes in position, mimicking errors regarding the respective task are expected to be minimized. Thus this research is considered to advance transferring skills of physical tasks. It can also be applied to remote collaborative work.
Augmented reality (AR) research has progressed in great strides
over the past few years. Most current demonstrations focus on providing
robust tracking solutions since this is the most critical issue when
demonstrating AR systems. An issue that is typically neglected concerns
the online access, analysis and visualization of information. The
information required by AR demonstration systems is kept to a minimum,
is prepared ahead of time, and is stored locally in the form of
three-dimensional geometric descriptions. In complex mobile settings,
these simplifying assumptions do not work. The authors report on recent
efforts at the TU Munich to analyze the information generation,
retrieval, transmission, and visualization process in the context of
maintenance procedures that are performed in nuclear power plants. The
use of AR to present such information online has significant
implications for the way information must be acquired, stored, and
transmitted. The paper focuses on pointing out open questions,
discussing options for addressing them, and evaluating them in
prototypical implementations
Knowledge Acquisition and Job Training for Fundamental Technologies and Skills by Using Immersive Virtual Environment VR-based Learning Support System for Operator Training : Design and Evaluation of Basic System
- K Watanuki
- J Ohsaki
- Y Matsubara
- N Iwane
- M Nakamura
Watanuki, K., 2007. Knowledge Acquisition and Job Training for Fundamental Technologies and Skills by Using Immersive Virtual Environment. Journal of Japanese Society for Artificial Intelligence, Vol.22, No.4, pp.480-490. Ohsaki, J., Matsubara, Y., Iwane, N., and Nakamura, M., 2005. VR-based Learning Support System for Operator Training : Design and Evaluation of Basic System, IEICE technical report. Education technology, Vol.105, No.337, pp.1-6