| 研究実績の概要 |
Pilot study with virtual-to-real robots and remote collaboration determined two types of communication: intra-cognitive communication: information transfer between two humans; and inter-cognitive communication: information transfer between a human and an artificially cognitive system. By adopting an antidisciplinary approach, we determined that a more substantial and motivational context was required. Consequently, we developed a virtual solar power plant in Unity; modeled upon a real-world plant whose form was accurately mapped using a drone. Humidity and temperature sensors were attached to an Arduino board; its data uploaded to our online database and automatically imported to the Unity project 3D display. International collaboration was initiated.
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| 現在までの達成度 (区分) |
現在までの達成度 (区分)
2: おおむね順調に進展している
理由
To design rich learning and training scenarios in VR it is not only necessary to focus on different interactivities but also to design experiences with different characteristics and problems. Varying 3D displays of voltage, current, inductance and power are being trialed in order to develop a narrative template for effectively communicating the 3D data. Educational activities are being designed in order to determine the efficacy of real-to-virtual VR for learning. A virtual robot which can be maneuvered remotely in the SolarVR Unity Project space viewable using the Oculus Rift HMD will be used to seek out maintenance issues. This process and its programming were informed by our experiences with the virtual robot and Arduino EV3 Shield technologies.
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| 今後の研究の推進方策 |
Initially we planned to collect qualitative data of learners using pre and post surveys; using Bloom’s Taxonomy. We recognize that such self-reporting, although commonplace, can be unreliable. In 2018, while working on another research project, we discovered a more effective and, we posit, informative quantitative data acquisition using a physiological device named Empatica. We plan to use the Empatica to capture learner’s bio-signals to determine their anxiety, pleasure and, possibly, flow as they are engaged in virtual-to-real VR tasks. Learning outcomes will also be designed to determine how biodata can be used to support learning metrics while engaged in VR education. The virtual-to-real VR simulation requires additional programming, design and development of hardware and application.
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