Project quality management in virtual environments : a primer

The rise of geographically dispersed project teams enabled by technology has made project quality management a significant challenge for organizations. This paper uses findings from a project on geographically dispersed, cooperating SMEs in the building trade, to explore whether concepts and artefacts from the Rational Unified Process® (RUP®) software development approach could be adapted and used to better manage quality in virtual projects. Our future research aims to explore the use of RUP artefacts in a virtual environment and their impact on
project management and quality.

Haptically enabled interactive virtual reality prototype for general assembly

Desktop computers based virtual training systems are attracting paramount attention from manufacturing industries due to their potential advantages over the conventional training practices. Significant cost savings can be realized due to the shorter training-scenarios development times and reuse of existing engineering models. In addition, by using computer based virtual reality (VR) training systems, the time span from the product design to commercial production can be shortened due to non-reliance on hardware parts. Within the aforementioned conceptual framework, a haptically enabled interactive and immersive virtual reality (HIIVR) system is presented. Unlike existing VR systems, the presented idea tries to imitate real physical training scenarios by providing comprehensive user interaction, constrained within the physical limitations of the real world imposed by the haptics devices within the virtual environment. As a result, in contrast to the existing VR systems, capable of providing knowledge generally about assembly sequences only, the proposed system helps in procedural learning and procedural skill development as well, due to its high physically interactive nature.

An online environment for value added learning : more than you bargained for

Online web-based technologies are increasingly being used in educational and professional contexts to create an effective environment for teaching or professional learning. A number of studies have explored the intersections between on and off line teaching and learning, participants’ perceptions, and claims of connectedness and community fostered by online sites (Jones, 1998; Rheingold, 1995; Soderstrom, 2006). This paper will outline the development, functionality and usefulness of the online environment (Drupal) installed and used to support the Australian Government Summer School for Teachers of English. It includes an analysis of the virtual environment (social software) established for the Summer School. The research project aimed to determine what aspects of an online environment supported the success of this national professional development activity that incorporated physically present, and online communication, connection, and collaboration between 200 teachers over a period of seven months. In this paper the site manager explains their role and perspective of the potential of social software for learning.

Haptically enabled interactivity and immersive virtual assembly

Virtual training systems are attracting paramount attention from the manufacturing industries due to their potential advantages over the conventional training practices such as general assembly. Within this virtual training realm for general assembly, a haptically enabled interactive and immersive virtual reality (HIVEx) system is presented. The idea is to imitate real assembly training scenarios by providing comprehensive user interaction as well as by enforcing physical constraints within the virtual environment through the use of haptics technology. The developed system employs a modular system approach providing flexibility of reconfiguration and scalability as well as better utilization of the current multi-core computer architecture. The user interacts with the system using haptics device and data glove while fully immersed into the virtual environment with depth perception. An evaluation module, incorporated into the system, automatically logs and evaluates the information through the simulation providing user performance and improvements over time. A ruggedized portable version of the system is also developed and presented with full system capabilities allowing easy relocation with different factory environments. A number of training scenarios has been developed with varying degree of complexity to exploit the potential of the presented system. The presented system can be employed for teaching and training of existing assembly processes as well as the design of new optimised assembly operations. Furthermore, the presented system can assist in optimizing existing practices by evaluating the effectiveness and the level of knowledge transfer involved in the process. Within the aforementioned conceptual. framework, a working prototype is developed.

Haptically enable interactive virtual assembly training system development and evaluation

Virtual training systems are attracting paramount attention from the manufacturing industries due to their potential advantages over the conventional training practices. Significant cost savings can be realized due to the shorter times for the development of different training-scenarios as well as reuse of existing designed engineering (math) models. In addition, use of computer based virtual reality (VR) training systems can shorten the time span from computer aided product design to commercial production due to non-reliance on the hardware parts for training. Within the aforementioned conceptual framework, a haptically enabled interactive and immersive virtual reality (HIVEx) system is presented. Unlike existing VR systems, the presented idea tries to imitate real physical training scenarios by providing comprehensive user interaction, constrained within the physical limitations of the real world. These physical constrains are imposed by the haptics devices in the virtual environment. As a result, in contrast to the existing VR systems that are capable of providing knowledge generally about assembly sequences only, the proposed system helps in cognitive learning and procedural skill development as well, due to its high physically interactive nature.

Enabling multi-point haptic grasping in virtual environments

Haptic interaction has received increasing research interest in recent years. Currently, most commercially available haptic devices provide the user with a single point of interaction. Multi-point haptic devices present a logical progression in device design and enable the operator to experience a far wider range of haptic interactions, particularly the ability to grasp via multiple fingers. This is highly desirable for various haptically enabled applications including virtual training, telesurgery and telemanipulation. This paper presents a gripper attachment which utilises two low-cost commercially available haptic devices to facilitate multi-point haptic grasping. It provides the ability to render forces to the user's fingers independently and using Phantom Omni haptic devices offers several benefits over more complex approaches such as low-cost, reliability, and ease of programming. The workspace of the gripper attachment is considered and in order to haptically render the desired forces to the user's fingers, kinematic analysis is discussed and necessary formulations presented. The integrated multi-point haptic platform is presented and exploration of a virtual environment using CHAI 3D is demonstrated.

Grasping virtual objects with multi-point haptics

The majority of commercially available haptic devices offer a single point of haptic interaction. These devices are limited when it is desirable to grasp with multiple fingers in applications including virtual training, telesurgery and telemanipulation. Multipoint haptic devices serve to facilitate a greater range of interactions. This paper presents a gripper attachment to enable multi-point haptic grasping in virtual environments. The approach employs two Phantom Omni haptic devices to independently render forces to the user's thumb and other fingers. Compared with more complex approaches to multi-point haptics, this approach provides a number of advantages including low-cost, reliability and ease of programming. The ability of the integrated multi-point haptic platform to interact within a CHAI 3D virtual environment is also presented.

The impact of self-efficacy and perceived system efficacy on effectiveness of virtual training systems

This study developed and tested a research model which examined the impact of user perceptions of self-efficacy (SE) and virtual environment (VE) efficacy on the effectiveness of VE training systems. The model distinguishes between the perceptions of one’s own capability to perform trained tasks effectively and the perceptions of system performance, regarding the established parameters from literature. Specifically, the model posits that user perceptions will have positive effects on task performance and memory. Seventy-six adults participated in a VE in a controlled experiment, designed to empirically test the model. Each participant performed a series of object assembly tasks. The task involved selecting, rotating, releasing, inserting and manipulating 3D objects. Initially, the results of factor analysis demonstrated dimensionality of two user perception measures and produced a set of empirical validated factors underlining the VE efficacy. The results of regression analysis revealed that SE had a significant positive effect on perceived VE efficacy. No significant effects were found of perceptions on performance and memory. Furthermore, the study provided insights into the relationships between the perception measures and performance measures for assessing the efficacy of VE training systems. The study also addressed how well users learn, perform, adapt to and perceive the VE training, which provides valuable insight into the system efficacy.
Research and practical implications are presented at the end of the paper.

The Virtualopolis archipelago: creatively interconnecting work-based virtual scenarios

One of the key elements of a quality student experience in higher education, outlined in the 2008 Bradley Report on the review of Australian higher education, is access to well-designed and engaging courses that lead to good vocational outcomes. 1 The Virtualopolis project concerns the development of a virtual city or platform which can encompass a community or vocational context for learning resources, linking these to engaging course delivery across disciplines and faculties. It is a virtual community with great potential to scaffold the imaginative immersion of the modem net generation learner. It was designed to incorporate virtual scenarios which were already in use, such as the country town of Bilby and the Pacific-style island of Newlandia, and has expanded to provide a virtual city of Virtualopolis across faculties and disciplines. One of the key strengths of this form of virtual environment is its capacity to focus on graduate attributes across disciplines. Virtualopolis provides access and a virtual city context to an interactive teamwork scenario, to develop attributes related to working with others, interrelating virtual business entities across all faculties. The teamwork scenario has multiple applications, with capacity to be a hurdle requirement, assessment item or training activity depending on the needs of the faculty's Work-integrated Leaming (WIL) policy. By developing the online virtual framework or platform of Virtualopolis, work-integrated team assessment can be used as skills preparation for experiential learning units such as internships, professional experience and workplace-based projects university-wide. It also provides the opportunity to repeatedly reuse the virtual city context for resources to support other courses. The Virtualopolis city and its interactive team scenario will be transferable for future cross-faculty and interdisciplinary virtual developments. Plans are already made for content areas as diverse as community health, nursing, creative arts, international relations and management.

A prestação de serviços nos ambientes físico e virtual: um estudo comparativo entre estratégias, estruturas e dimensões

A maioria dos analistas de negócios afirma que todas as empresas competirão no ambiente virtual até o final deste século. O desafio atual para as empresas que operam no ambiente físico é o de transferirem suas competências para o novo ambiente, que por sua vez cria novas e não antecipadas oportunidades. Este trabalho visa apresentar as ... dimensões e estruturas de cada ambiente, fornecendo aos administradores subsídios para a implementação de estratégias que permitam a transferência de competências entre os ambientes de forma adequada e eficaz. Para tanto foi realizada uma pesquisa exploratória sobre a estratégia competitiva de empresas norte-americanas do setor de serviços, tanto para caracterizar suas estratégias de atuação em ambos ambientes, como para analisar a forma que a transição do ambiente físico para o virtual foi realizada. Esta pesquisa contribuiu ainda para a formulação de um conjunto de estratégias comuns adotadas pelas empresas estudadas, o que em última análise pode ser caracterizado como "boas práticas" para a gestão da transição.

S-Educ: Um Simulador de Ambiente de Robótica Educacional em Plataforma Virtual

We propose a robotics simulation platform, named S-Educ, developed specifically for application in educational robotics, which can be used as an alternative or in association with robotics kits in classes involving the use of robotics. In the usually known approach, educational robotics uses robotics kits for classes which generally include interdisciplinary themes. The idea of this work is not to replace these kits, but to use the developed simulator as an alternative, where, for some reason, the traditional kits cannot be used, or even to use the platform in association with these kits. To develop the simulator, initially, we conducted research in the literature on the use of robotic simulators and robotic kits, facing the education sector, from which it was possible to define a set of features considered important for creating such a tool. Then, on the software development phase, the simulator S-Educ was implemented, taking into account the requirements and features defined in the design phase. Finally, to validate the platform, several tests were conducted with teachers, students and lay adults, in which it was used the simulator S-Educ, to evaluate its use in educational robotics classes. The results show that robotic simulator allows a reduction of financial costs, facilitate testing and reduce robot damage inherent to its use, in addition to other advantages. Furthermore, as a contribution to the community, the proposed tool can be used to increase adhesion of Brazilian schools to the methodologies of educational robotics or to robotics competitions

Scalable distributed virtual environments using multicast application level

Most of architectures proposed for developing Distributed Virtual Environment (DVE) allow limited number of users. To support the development of applications using the internet infrastructure, with hundred or, perhaps, thousands users logged simultaneously on DVE, several techniques for managing resources, such as bandwidth and capability of processing, must be implemented. The strategy presented in this paper combines methods to attain the scalability required, In special the multicast protocol at application level.

Library in virtual reality: An innovative way for accessing, disseminating, and sharing information

This paper focuses on Virtual Reality (VR) as a very powerful technology that can be applied to the libraries, aiming at contributing to the activities of accessing, disseminating, and sharing information. The paper presents the VR concept and describes some libraries in virtual reality under utilization in different countries. In the final considerations, it is pointed out the use of virtual reality to develop libraries as collaborative virtual environments.

Virtual simulator for mobile robots navigation systems

This paper presents the virtual environment implementation for project simulation and conception of supervision and control systems for mobile robots, that are capable to operate and adapting in different environments and conditions. This virtual system has as purpose to facilitate the development of embedded architecture systems, emphasizing the implementation of tools that allow the simulation of the kinematic conditions, dynamic and control, with real time monitoring of all important system points. For this, an open control architecture is proposal, integrating the two main techniques of robotic control implementation in the hardware level: systems microprocessors and reconfigurable hardware devices. The implemented simulator system is composed of a trajectory generating module, a kinematic and dynamic simulator module and of a analysis module of results and errors. All the kinematic and dynamic results shown during the simulation can be evaluated and visualized in graphs and tables formats, in the results analysis module, allowing an improvement in the system, minimizing the errors with the necessary adjustments optimization. For controller implementation in the embedded system, it uses the rapid prototyping, that is the technology that allows, in set with the virtual simulation environment, the development of a controller project for mobile robots. The validation and tests had been accomplish with nonholonomics mobile robots models with diferencial transmission. © 2008 IEEE.