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Improving the Safety of Using Didactic Setups by Applying Augmented Reality
Abstract
The application of didactic setups is one of the commonly used teaching methods at schools and universities nowadays. By using the didactic setups, students are introduced to real components and real processes that take place in the industry. However, the students often need to use the didactic setups outside of regular teaching activities and at times when teaching staff is unavailable. This paper presents a solution for improving the safety of using the didactic setups by applying an augmented reality solution. The presented solution was implemented on a didactic setup for control of a three-phase asynchronous motor. In addition to improving the safety, the proposed solution allows the students to autonomously use the didactic setups beyond regular teaching hours.
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Shipbuilding companies are upgrading their inner workings in order to create Shipyards 4.0, where the principles of Industry 4.0 are paving the way to further digitalized and optimized processes in an integrated network. Among the different Industry 4.0 technologies, this article focuses on Augmented Reality, whose application in the industrial field has led to the concept of Industrial Augmented Reality (IAR). This article first describes the basics of IAR and then carries out a thorough analysis of the latest IAR systems for industrial and shipbuilding applications. Then, in order to build a practical IAR system for shipyard workers, the main hardware and software solutions are compared. Finally, as a conclusion after reviewing all the aspects related to IAR for shipbuilding, it is proposed an IAR system architecture that combines Cloudlets and Fog Computing, which reduce latency response and accelerate rendering tasks while offloading compute intensive tasks from the Cloud.
This paper presents the DidacTronic, a development and prototyping kit for digital and analog electronic circuits. DitacTronic is a portable and low-cost platform whose goal is to include students from electrical engineering courses and high school students in the innovative world of technology and motivate them to learn by doing design work. A device like this allows them to see concepts presented in theoretical classes, such as physics and electronic, put in action. DitacTronic permits that because it's a portable lab. Oscilloscope, measurement equipment, and basic components are included in this platform. The DitacTronic connects with tablets and smartphones, through Arduino's Bluetooth module, so that the students may use them as a visor to monitor signals, inputs and outputs from DitacTronic or other circuits. Students and professors worked together to overcome one of biggest challenges in the Brazilian Universities: the gap between theory and practice. Therefore, the solution needs to be simple, cheap and replicable. There are many expensive solutions available, but they are not affordable to everyone, everywhere. The research team hopes to disseminate DitacTronic and its principles. The IEEE SIGHT PUC Minas supports this project and is sharing with many engineering students.
Cloud technology has been around for some time now and is gaining increased influence in almost every aspect of information technology services. As a consequence of above stated, cloud technology offers improvements to traditional security systems by converging logical (cloud network) and physical security (on-site devices). In this paper, we will discuss the application of Access Control as a Service (ACaaS) for software security systems. ACaaS defines a common policy format for security, the translation of the policy into deployment environments and represents an efficient, cost-effective mechanism for access control.
How to cite this article: Dašić, P.; Dašić, J. and Crvenković, B.: Applications of access control as a service for software security. International Journal of Industrial Engineering and Management (IJIEM), Vol. 7, No 3 (2016), pp. 111-116. ISSN 2217-2661.
Many guidelines and several standards exist for the development of good user manuals. But even though technical writers comply with all guidelines, problems will typically arise when users apply the manual in practice. Therefore, it is useful to have real users test the manual before it is published. This article discusses user tests in the form of think-aloud tests, with examples from the research project ”User Manuals for older adults”.
A user manual is an informative document about a device with relevant help and tutorials for users. There are many complex medical devices for patient care. Though manufacturers provide extensive functionalities and features in these devices, many users are unable to utilise some major functions. When users face 'cognitive friction', they may refer to the user manuals.
This paper discusses the use of Augmented Reality (AR) applications for the needs of tourism. It describes the technology’s evolution from pilot applications into commercial mobile applications. We address the technical aspects of mobile AR application development, emphasizing the technologies that render the delivery of augmented reality content possible and experientially superior. We examine the state of the art, providing an analysis concerning the development and the objectives of each application. Acknowledging the various technological limitations hindering AR’s substantial end‐ user adoption, the paper proposes a model for developing AR mobile applications for the field of tourism, aiming to release AR’s full potential within the field.
The current study evaluated the use of virtual reality (VR) and augmented reality (AR) platforms, developed within the scope of the SKILLS Integrated Project, for industrial maintenance and assembly (IMA) tasks training. VR and AR systems are now widely regarded as promising training platforms for complex and highly demanding IMA tasks. However, there is a need to empirically evaluate their efficiency and effectiveness compared to traditional training methods. Forty expert technicians were randomly assigned to four training groups in an electronic actuator assembly task: VR (training with the VR platform twice), Control-VR (watching a filmed demonstration twice), AR (training with the AR platform once), and Control-AR (training with the real actuator and the aid of a filmed demonstration once). A post-training test evaluated performance in the real task. Results demonstrate that, in general, the VR and AR training groups required longer training time compared to the Control-VR and Control-AR groups, respectively. There were fewer unsolved errors in the AR group compared to the Control-AR group, and no significant differences in final performance between the VR and Control-VR groups, probably due to a ceiling effect created by the use of two training trials in the selected task for participants who were expert technicians. The results suggest that use of the AR platform for training IMA tasks should be encouraged and use of the VR platform for that purpose should be further evaluated.
The collaborative design process supports the development of successful systems and products with a many participating engineers from a variety of disciplines. This kind of working environment lays stress on obtaining such multidisciplinary knowledge. Such efforts became an important element of capstone projects for students from different departments. This paper describes research related to the use of didactic sets in a problem based classroom setting. These sets are designed and implemented by teams comprising students from the Mechatronics and Industrial Engineering departments. They are installed in the mechatronics lab at the Faculty of Technical Sciences in Novi Sad, Serbia. The sets are used by students who are enrolled on a number of courses as part of their lab practice in the Mechatronics and Industrial Engineering departments. These didactic sets enable the integration of knowledge gained from various courses. They help the students to understand the connections between different engineering fields. Some of the lab topics that can be delivered with this kind of equipment are: electric motors, frequency controllers, Programmable Logic Controllers (PLC), fieldbus
systems, and Supervisory Control and Data Acquisition (SCADA) systems. The students are involved in problem-based learning during hands-on activities such as making mechanical connections or wiring. Each didactic set consists of: an asynchronous three-phase electric motor, a frequency controller, a PLC, different relays, push buttons, indicators, and wiring. Some of the most important learning benefits are obtained through scenarios that simulate real industrial tasks and conditions.
Invisible, attentive and adaptive technologies that provide tourists with relevant services and information anytime and anywhere may no longer be a vision from the future. The new display paradigm, stemming from the synergy of new mobile devices, context-awareness and AR, has the potential to enhance tourists' experiences and make them exceptional. However, effective and usable design is still in its infancy. In this publication we present an overview of current smartphone AR applications outlining tourism-related domain-specific design challenges. This study is part of an ongoing research project aiming at developing a better understanding of the design space for smartphone context-aware AR applications for tourists.
Augmented Reality (AR) is an emerging form of experience in which the Real World (RW) is enhanced by computer-generated content tied to specific locations and/or activities. Over the last several years, AR applications have become portable and widely available on mobile de-vices. AR is becoming visible in our audio-visual media (e.g., news, entertainment, sports) and is beginning to enter other aspects of our lives (e.g., e-commerce, travel, marketing) in tangible and exciting ways. Facilitating ubiquitous learning, AR will give learners instant access to location-specific information compiled and provided by numerous sources (2009). Both the 2010 and 2011 Horizon Reports predict that AR will soon see widespread use on US college campuses. In prepa-ration, this paper offers an overview of AR, examines recent AR developments, explores the impact of AR on society, and evaluates the implications of AR for learning and education.
Utilizing augmented reality for applications in medicine has been a topic of intense research for several years. A number of challenging tasks need to be addressed when designing a medical AR system. These include the import and management of medical datasets and preoperatively created planning data, the registration of the patient with respect to a global coordinate system, and accurate tracking of the camera used in the AR setup as well as the respective surgical instruments. Most research systems rely on specialized hardware or algorithms for realizing augmented reality in medicine. Such base technologies can be expensive or very time-consuming to implement. In this paper, we propose an alternative approach of building a surgical AR system by harnessing existing, com-mercially available equipment for image guided surgery (IGS). We describe the prototype of an augmented reality application, which receives all necessary information from a device for intraoperative navigation.
This paper advocates a new metaphor for designing three-dimensional Augmented Reality (AR) applications, Tangible Augmented Reality (Tangible AR). Tangible AR interfaces combine the enhanced display possibilities of AR with the intuitive manipulation and interaction of physical objects or Tangible User Interfaces. We define what Tangible AR interfaces are, present some design guidelines and prototype interfaces based on these guidelines. Experiences with these interfaces show that the Tangible AR metaphor supports seamless interaction between the real and virtual worlds, and provides a range of natural interactions that are difficult to find in other AR interfaces.
One of the most difficult and most important engineering tasks is the integration of a robot-manipulator into material handling, assembly, and production processes, offering the possibility of supervision and control. The knowledge and skills required for these kinds of tasks are purely mechatronic and, thus, multidisciplinary. This paper describes a didactic manipulator, MRA-M01, designed and produced in a mechatronics laboratory of the Faculty of Technical Sciences Novi Sad, Republic of Serbia. This manipulator serves as part of the laboratory equipment used by students enrolled in courses in the Departments of Mechatronics and Industrial Engineering. The manipulator was created to enable students to gain practical knowledge of the integration of diverse engineering fields, including electro-pneumatics, sensors, actuators, programmable logic controllers (PLC), field bus systems, supervisory control and data acquisition (SCADA) systems, material handling, industrial engineering, and intelligent control systems. The manipulator MRA-M01 is a three-degrees-of-freedom manipulator, with three linear actuators. Two of those are pneumatic (one controlled in a standard way by a control valve, and the other using servo-pneumatics), and one is electromechanical (with a dc motor). This manipulator supports hands-on activities in class by assisting students in material-handling tasks, which involve them learning about the structure of the manipulator and its components. Through this learning process, students are able to evaluate the use of different methods of manipulator design. One of the most important learning gains is that of understanding manipulator implementation by working through different scenarios that simulate industrial tasks and conditions.
The aim of this research is to develop and test the garment size recommendation app, ShapeMate, embedded within a fashion e-commerce site. Not finding the correct garment size causes the high return rate of 30%-40% (According to interviews commissioned by the research project with leading fashion e-commerce and retailers in the UK), in fashion e-commerce. The app captures a single image with minimal user input, to estimate and classify the 3D body shape, in order to generate body measurements and using this information, to match with garment data for size recommendation. An extensive user-experience study was conducted. The developed app was empirically tested through semi-structured focus group interview and questionnaires, to validate results and obtain further insight. This research offers a major innovation for low-cost size recommendation generated from a single image for fashion e-commerce. It enhances the online apparel shopping experience, by matching body measurements with a personalised recommendation for garments.
Virtual reality is a rapidly growing technology which utilises the ever-increasing power of computers to simulate real-world and imaginary environments and situations with a high degree of realism and interactiveness. Safety in the South African mining industry is a vital issue. On average, one worker dies every working day, and about 16 are injured in mine-related accidents. Inadequate or insufficient training is often cited as a root cause for many mining fatalities. However, training outside the direct working environment provides only limited real-life opportunities and may fail to make a significant impact within the tense working environment itself. Virtual reality-based training tools can, by contrast, provide simulated exposure to real-world working conditions without the associated risks. This paper discusses contextual requirements and constraints for virtual reality application development, applied to safety training in mines. The results of the contextual analysis were applied to the design and development of several prototypes of VR training systems. The paper also reports on how realism can be enhanced in simulation training systems.
Existing practice for programming robots involves teaching it a sequence of waypoints in addition to process-related events, which defines the complete robot path. The programming process is time consuming, error prone and, in most cases, requires several iterations before the program quality is acceptable. By introducing augmented reality technologies in this programming process, the operator gets instant real-time, visual feedback of a simulated process in relation to the real object, resulting in reduced programming time and increased quality of the resulting robot program. This paper presents a demonstrator of a standalone augmented reality pilot system allowing an operator to program robot waypoints and process specific events related to paint applications. During the programming sequence, the system presents visual feedback of the paint result for the operator, allowing him to inspect the process result before the robot has performed the actual task.
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