基于虚拟现实的军用后勤装备维修训练系统模型设计

通过研究分析虚拟现实理论和特点,结合后勤装备维修训练系统要素和具体要求,探索一种适应部队信息化建设发展的数字化维修训练系统,即基于虚拟现实的后勤装备虚拟维修训练系统。从系统模型组织结构入手,深入分析了各层次内涵,为建立具体装备的虚拟维修训练系统提供了理论基础。     

面向拆装训练的输油泵机组虚拟维修系统设计

针对输油泵机组实装维修训练存在的不足,设计了面向拆卸与装配训练的输油泵机组虚拟维修系统。通过现有主流虚拟现实仿真平台的对比,选择以Unity3D作为开发平台。分析了系统功能、性能需求,设计了系统多层次模块化训练体系结构。针对系统交互式拆装的核心功能需求,提出一种高效的鼠标拖拽时零部件位置更新算法;为在虚拟训练过程中正确模拟机械零部件拆装的顺序关系,研究了基于事件驱动编程的设计方法。对系统实际运行参数进行测试,满足各项功能、性能需求。系统不仅满足输油泵机组维修训练的需求,还可为其它产品的维修拆装训练系统设计提供参考。     

基于矩阵运算的虚拟装配体拆卸过程建模方法

现有装配体建模方法在描述虚拟维修训练中装配体拆卸过程时,存在的信息冗余大、建模过程复杂等缺点,在研究现有装配体建模方法和分析装配过程与拆卸过程差异的基础上,提出了一种面向虚拟维修拆卸过程的建模方法。该方法以矩阵描述装配体模型,用矩阵运算描述零部件拆卸过程,简化了建模过程,减少了模型数据量,为虚拟维修训练系统的快速构建提供了一种思路和方法。     

虚拟维修拆卸路径规划关键技术研究

如何进行合理的拆卸路径规划是虚拟维修技术必须解决的难题之一。在对虚拟维修中拆卸路径规划基本流程分析的基础上,得出虚拟维修拆卸路径规划的关键技术,并提出了基于vgPicker类的拾取方法、基于鼠标运动与虚拟实体运动关联的拖曳方法和一种快速而精确的碰撞检测方法。相关算法在某型装备虚拟维修训练系统VMTS中得到应用,并对其他复杂装备的拆卸维修训练有指导意义。     

基于虚拟现实的装备可视化维修训练系统

针对装备武器系统传统维修训练模式的不足,本文提出了一种基于虚拟现实技术的可视化装备虚拟维修训练 系统,给出了系统的总体架构、结构组成和功能实现。该系统已成功应用于某型号装备的虚拟维修训练中。     

远程火箭炮虚拟维修培训系统的设计与实现

针对远程火箭炮维修教学和训练的实际困难,提出开发一套基于虚拟现实技术的火箭炮维修培训系统。系统采用B/S结构,运用VRMLPad和第三方建模工具联合构建虚拟场景并对其进行优化,综合运用虚拟现实技术、脚本编程技术和数据库技术实现了原理演示、分解结合、维修训练和维修考核等系统功能。     

虚拟维修系统交互控制方法研究

研究了虚拟维修系统的场景和对象的交互控制问题,为了维修人员的安全,提高设备维修效率,根据EON虚拟现实开发软件,设计了TPO视点变化函数,根据对象的装配/拆卸行为建立视点变化模型,场景及对象的运动导航操作方便;根据武器装备分级维修的特点,采用二维交互设备,设计了对象6自由度运动交互控制方法,提出的节点逻辑分离算法,能够在系统运行状态下解除节点间的隶属关系,解决已分离节点与父节点的运动关联问题,装配/拆卸行为真实感强.实际试验结果表明,所设计的虚拟维修训练系统和虚拟测试系统,对导航方法和交互操作,结果满足要求,为设计提供了依据.     

航空维修虚拟培训系统研究

将虚拟现实技术应用于维修训练,训练效果好,有效降低训练费用,缩短训练时间。本文以民用飞机为研究对象,阐述了飞机维修训练的要求,分析了系统功能需求和信息需求,研究了系统维修案例的实现关键技术,并建立民用飞机维修虚拟训练系统。     

基于虚拟现实的维修时间预计方法

为了实现基础层次维修动作时间的预计,提出一种基于虚拟现实技术的基础维修时间预计方法.该方法考虑维修仿真和宏观层次维修时间预计,确立了基于虚拟现实的维修时间预计整体流程;为了维修仿真和动作时间预计,提出一种维修动作分类方法;根据不同类型维修动作的特点,利用其维修仿真结果,结合动作实验、预定动作时间标准法确立了不同的方式预计理想状态下的维修动作时间;最后将实际维修环境下的可达性、可视性、劳动强度等维修性定性指标定量转化,修正维修动作的理想时间,最终得到更加真实的实际维修动作时间.将文中方法应用于民用飞机维修拆卸任务的时间预计,为产品结构设计和系统布置方案提供了权衡依据,同时验证了该方法的可行性.     

《船艇康明斯柴油机虚拟拆装实训系统》课件设计制作解析

船艇维修专业课程中,拆卸是必不可少的学习课程,在我院的拆卸课程中,一般都采用康明斯系列柴油机作为拆卸练习的对象,但该柴油机结构复杂,设备体积大、拆卸程序多,精度要求高、维修难度大、拆卸成本高,因此一直是教学和训练的重点和难点。同时,在使用过程中,因故障现象不易判断,维修技术要求高,所以笔者设计了《船艇康明斯柴油机虚拟拆装实训系统》课件,希望对提高学习者的学习效率,增强教学和训练效果具有重要的现实意义,也能为维修技术人员提供一定的参考价值。     

沉浸式虚拟维修仿真及其应用

文中给出了沉浸式虚拟维修仿真系统的框架,从样机建模和交互技术两个方面对其关键技术进行了研究。提出了虚拟维修样机的概念,通过定义样机部件的约束运动和交互特征来实现其要求的功能。而交互技术则主要集中在抓取、运动控制和防穿越处理上。对系统在维修性设计分析(核查)、维修程序确认和辅助维修训练中的应用进行了说明。建立了基于Jack系统的沉浸式虚拟维修仿真原型系统,并以某机构的拆装为例对其进行了初步的应用验证。     

沉浸式虚拟维修仿真系统及其实现

给出了沉浸式虚拟维修仿真系统的框架,从样机建模和交互技术两个方面对其关键技术进行了研究．提出了虚拟维修样机的概念,通过定义样机部件的约束运动和交互特征来实现其所要求功能,而交互技术则主要集中在抓取和防穿越处理上．建立了基于Jack系统的沉浸式虚拟维修仿真原型系统,并以某机构的拆装为例对其进行了初步的应用验证。     

A desktop VR prototype for industrial training applications

The recent advances in computer graphics has spurred interest from both academics and industries in virtual reality (VR) enabled training applications. This paper presents a desktop VR prototype for industrial training applications. It is designed and implemented as a general shell by providing the data interface to import both the virtual environment models and specific domain knowledge. The geometric models of the virtual environment are constructed using feature-based modelling and assembly function by external CAD tools, and then transferred into the prototype through a conversion module. A hierarchical structure is proposed to partition and organise these imported virtual environment models. Based on this structure, a visibility culling approach is developed for fast rendering and user interaction. The case study has demonstrated the functionality of the proposed prototype system by applying it to a maintenance training application for a refinery bump system, which, in general, has a large number of polygons and a certain depth complexity. Significant speedup in both context rendering and response to user manipulations has been achieved to provide the user with a fast system response within the desktop virtual environment. Compared with the immersive VR system, the proposed system has offered an affordable and portable training media for industrial applications.The work was done in Nanyang Technological University.     

基于VR技术的体育运动训练支持系统设计

随着虚拟现实(VR)技术得发展,身临其境的视频内容逐步成为了各行业改进传统业务流程的支撑。对于体育运动训练来说,集成VR技术生成高质量的沉浸式内容对于运动员提升个人运动水平来说至关重要,本文设计了一套基于VR技术的体育运动训练支撑系统,利用主摄像机的运动来生成广角全景图,并采用相关技术消除视差并对齐所有视频源,然后,使用泊松混合将每个视频源的部分叠加在主全景图上。以篮球作为主要对象,结果表明,该系统可完成对运动员训练过程进行评估。     

沉浸式虚拟训练中的虚拟手操控技术研究

将人手的自然动作加入沉浸式虚拟现实系统中,可有效提高系统的沉浸感和交互性,简便快捷、成本低廉的虚拟手建模及操控技术,有助于此项内容的推广应用;在对虚拟手骨骼结构模型分析的基础上,提出了基于Leap Motion的虚拟手控制方法和流程;以维修训练为任务背景,设计了四种用于虚拟手操作的手势规则,并对实现流程和关键技术进行了分析;构建基于Unity3D引擎的原型系统对虚拟手进行仿真验证,结果表明,基于Leap Motion的虚拟手操控简单、交互自然,可以满足虚拟现实系统交互需要。     

Process and Outcome-based Evaluation between Virtual Reality-driven and Traditional Construction Safety Training

The emerging digital technologies such as virtual reality (VR) provide an alternative platform for construction safety training. In order to explore how digital-driven technologies affect the effectiveness of safety training, there is a need to empirically test the differences in performance between digital 3D/VR safety training and traditional 2D/paper approach. This research conducted a performance evaluation that emphasises both the training process and learning outcomes of trainees based on researchers’ self-developed immersive construction safety training platform. Data related to physiological indicators such as skin resistance were collected to measure safety performance before and after the training. The detailed measurement indicators included nine categories (e.g., immersion, inspiration) to form a holistic list of evaluation dimensions. The findings revealed that VR-driven immersive safety training outperformed the traditional way for trainees in terms of both process and outcome-based indicators. Results confirmed that safety training was no longer constrained by understanding or memorizing 2D information (texts and images). Instead, trainees experienced a stronger sense of embodied cognition through the immersive experience and multi-sensory engagement by interacting with the VR-driven system. By engaging the theory of embodied cognition, this research provides both the empirical evidence and in-depth analysis of how immersive virtual safety training outperforms traditional training in terms of both training process and outcomes.     

Design and development of a maintenance and virtual training system for ancient Chinese architecture

Ancient Chinese architecture is an important aspect of traditional Chinese culture and has been studied by many scholars around the world via historical documents, photographs, and three-dimensional models. In this paper, a building information model (BIM) and virtual reality (VR) and video analysing technology are used to develop a maintenance and virtual training system for ancient architecture. A digital ancient architecture model that includes a three-dimensional model and attributes is established, and the model can be visualized using a VR video processing system. Based on this system, we propose a method of fire detection in the maintenance system to ensure the safety of ancient buildings. After performing lightweight processing of the three-dimensional model, the Forge platform, which can achieve high-speed browsing via Web browsers, is used to perform the virtual construction, dismantling and other functions. By providing an immersive experience, users will develop a deeper understanding of ancient architectural structures and construction processes, which will accelerate research on ancient architecture.     

Research on hybrid synchronization methods in multi-user collaborative VR simulation medical surgery training system

The simulation training system based on VR technology has been applied in clinical medicine due to its immersive interactive experience, economy, and safety. In response to the limitation that most medical surgery training systems can only achieve single user operations, a hybrid synchronous model based multi-user collaborative framework design is proposed to meet the needs of collaborative training in virtual reality teaching processes. Based on the characteristics of frame synchronization and state synchronization, the synchronization method has been improved. Based on frame synchronization, specific state synchronization is used on interactive events to improve the consistency of operation details and real-time action. On this basis, a system prototype has been implemented using Unity 3D, and compared with traditional schemes, analysis shows that it has faster response speed for disconnected reconnection and more stable interaction state.     

Immersive Multiplayer Games With Tangible and Physical Interaction

In this paper, we present a new immersive multiplayer game system developed for two different environments, namely, virtual reality (VR) and augmented reality (AR). To evaluate our system, we developed three game applications-a first-person-shooter game (for VR and AR environments, respectively) and a sword game (for the AR environment). Our immersive system provides an intuitive way for users to interact with the VR or AR world by physically moving around the real world and aiming freely with tangible objects. This encourages physical interaction between players as they compete or collaborate with other players. Evaluation of our system consists of users' subjective opinions and their objective performances. Our design principles and evaluation results can be applied to similar immersive game applications based on AR/VR.     

Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments

The main objective of this study was to examine the effectiveness of immersive virtual reality (VR) as a medium for delivering laboratory safety training. We specifically compare an immersive VR simulation, a desktop VR simulation, and a conventional safety manual. The sample included 105 first year undergraduate engineering students (56 females).  We include five types of learning outcomes including post‐test enjoyment ratings; pre‐ to post‐test changes in intrinsic motivation and self‐efficacy; a post‐test multiple choice retention test; and two behavioral transfer tests. Results indicated that the groups did not differ on the immediate retention test, suggesting that all three media were equivalent in conveying the basic knowledge. However, significant differences were observed favoring the immersive VR group compared to the text group on the two transfer tests involving the solving problems in a physical lab setting (d = 0.54, d = 0.57), as well as enjoyment (d = 1.44) and increases in intrinsic motivation (d = 0.69) and self‐efficacy (d = 0.60). The desktop VR group scored significantly higher than the text group on one transfer test (d = 0.63) but not the other (d= 0.11), as well as enjoyment (d =1.11) and intrinsic motivation (d =0.83).