an exploration of immersive virtual reality in learning

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Immersive VR in Learn Design of a tool to aid in learning and understanding of Projection of Solids Guide: Prof. Pradeep Yammiyawar Vikas Luthra(10020544) Maulishree Pandey(10020524)

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Page 1: An Exploration of Immersive Virtual Reality in Learning

Immersive VR in Learning

Design of a tool to aid in learning and understanding of Projection of Solids

Guide: Prof. Pradeep Yammiyawar

Vikas Luthra(10020544)Maulishree Pandey(10020524)

Page 2: An Exploration of Immersive Virtual Reality in Learning

Initial Design Brief

• Study the courses in Architectural and allied fields.

• Identify the concepts which requires student to visualize in 3D

• Determine which concepts student find difficult to understand due to rigorous 3D visualization.

• Design a learning tool in immersive virtual reality to aid them in understanding and measure it..

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Literature Study( quick overview)

-Architecture necessitates thinking & manipulation of mental images of 3D objects, & representing those images on paper

-Main disadvantage of therepresentation systems is thatit is not based on 3D objects directly.

-Students have to operate in the plane of pencil and paper

Architecture

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Literature Study( quick overview)

-To develop spatial skills, visualization is very important

- According to McKim’s model

of visual thinking, seeing, imagining and drawing are three important components making spatial skills.

When architects can ‘see’ and ‘imagine

Architecture

3D visualization

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Literature Study( quick overview)

Knowledge is constructed by the student according to his/her experiences.

- For developing their spatialskills, students need to workwith 3D shapes, and graduallymove to solving real world architecture problems.

- This is also in agreement with McKim’s model

Constructivist Learning

3D visualization

Architecture

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Literature Study(Affinity Grouping)

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User Study-Architecture Students

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Goals of User Study

Goals of the two field visits was to

•Observe and discuss the manner of instruction of the above identified courses with professors and students..

•Identify concepts in these courses, which either instructors find difficult to explain, or are difficult for students to grasp.

•Understand the manner in which these concepts are applied by students in their projects, and how these affect solution development.

•Seek out methods (peer based learning, online resources, etc) employed by students at personal level to gain an understanding of difficult topics.

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Insights

• Students discuss their designs and drawings with instructors, where by they are given feedback about changes to be made. Instructors are, in a way, pre-jury for students.

• Changes were suggested to paper drawings, regardless of whether student preferred sketches or 3D software.

• Classes were informal in nature, with one-to-many and many-to-many interactions taking place

• Projects roughly involve the process of literature study - site analysis – zoning – drafting – orientation and space division as per climatic factors – final solution

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Architectural Graphics

According to the instructors, “ most important courses were architectural graphics, which advanced over semesters, design and climatology. These were also the courses which required students to think in 3D ”.

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Taking Insights Forward

Having interviewed third and fifth semester students, we decided to

speak with students who are introduced to the subject for the

very first time. As an introductory course, this formally gets students to start visualizing in 3D, and is a compulsory course in first year of

engineering and design apart from architecture

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Engineering Drawing students and Interview

Goals of our visit

• Observe the classroom teaching instruction.

• Investigate about the topics which the instructor find difficult to teach

• Observe and Identify the topics which requires rigorous 3D visualization and which students struggle to visualize in 3D

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Observations

• Students could visualize simple solids like cube, sphere, but with complex ones, they had problems.

• Students had trouble understanding the topics of solid sections, surface intersections, change in projection when object is manipulated.

• For certain questions, students could arrive at the solution by following the prescribed methods but could not visualize.

• This being the first course where in students were working on questions requiring 3D visualization, they faced some difficulty in the initial few weeks. They had gotten comfortable with 3D thinking over 3 months of lectures and tutorials

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Inferences

• Architecture and design students are suddenly required to think in 3D, and though this skill picks up over time, the learning curve can be much improved.

•One question which was posed frequently in all our user interviews was how would students like to be taught the topic they find difficult. Many of them answered ‘clay models’ or ‘tangible 3D representations’.

•Of course, it is not possible to build physical representations of a lot of solids that students come across in their books of architectural graphics, or even accurately represent the sun-path diagram using scaled down models 13

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Problem, summing it up

The problem is thus, absence of an alternative to current representations/content which resemble tangible/physical forms. This also necessitates building a manner of instruction that engages students, specially first year students.

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Objective

To design a learning tool that aids in teaching complex engineering drawing topics like projection of solids, sections of solids, intersection of solids, in immersive VR for first semester architecture, engineering and design students.

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Problem?

Solution

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Solution

PROBLEMS & NEEDS

SOLUTION TO HAVE...

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Solution

Student should be made an observer

Lack of 3D perception

PROBLEMS & NEEDS

SOLUTION TO HAVE...

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Solution

Engaging students through

gamification

Student should be made an observer

Teaching course conventions

Lack of 3D perception

PROBLEMS & NEEDS

SOLUTION TO HAVE...

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Solution

Engaging students through

gamification

Student should be made an observer

Give the freedom of manipulation

Teaching content

Lack of 3D perception

Constructivist Learning to be a

part

PROBLEMS & NEEDS

SOLUTION TO HAVE...

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Intial Sketch

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First Phase Prototyping

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Projection of SolidsWe made the start of prototyping phase with projection of solids.

After completion of this phase we would go for Section of solids and intersection of solids.

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Vizard 4.0

Vizard is a virtual reality toolkit that allows virtual reality simulation of geometric objects, real-life objects, avatars, etc, by means of Python scripting. The simulations can be viewed on the computer screens or one could use the head-mounted displays to make the experience more immersive. The toolkit includes a full body motion-sensor device that makes interactions possible with the 3D simulations

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Prototyping in Vizard 4.0

For our prototype, we simulated a hexagonal pyramid and square pyramid which can be rotated along the different axes of rotations - X,Y and Z.

The change in orientation brought about due to rotation changes the projections of the pyramid on the planes. These changes are updated accordingly.

Thus, a student gets to make and see the manipulations in 3D and subsequent changes in projections that happen.

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Prototype Video

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Link:

http://www.youtube.com/watch?v=xVvFYJj7d_o&feature=youtu.be::

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Conclusion and Future work

• Having developed the prototype for simple geometric solids which shows the projections dynamically, we would be working on extending this to include

complicated solids.

.

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Future work

Second Phase Prototyping-

In next semester we would developing the prototype for section of solids and intersection of solids.

Testing and Experiment

• Current system would be pilot-tested to check for any major errors; this would be done with random users.

• Next, we would be conducting tests with first year engineering drawing students to test the feasibility of the prototype.

• The test would also be done to see how this prototype affects their learning on the topic of projection of solids.

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Next Semester

Concept Video

Literature study

User study

User study analysis

Brainstorming

Design Brief

Prototype Development

August

September

September

October (mid)

October (end)

November

Prototype Development

Pilot Testing

User Testing and Learning Experiment

Reiteration

Final Applicationand Protoype

January

January

Feb

March(mid)

April

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Thank you

Guide: Prof. Pradeep Yammiyawar

Vikas Luthra(10020544)Maulishree Pandey(10020524)