An Exploration of Immersive Virtual Reality in Learning
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This document discusses the design of an immersive VR tool to aid in learning complex concepts in engineering drawing courses. Interviews with students revealed difficulties visualizing 3D solids and their projections. The objective is to design a VR learning tool that allows students to manipulate 3D solids and see projections update in real-time. An initial prototype in Vizard simulates rotating pyramids and displaying the changed projections. Future work includes testing the prototype with students and expanding it to include sectioning and intersecting solids. The goal is to engage students and help them develop 3D visualization skills through an interactive, constructivist learning experience in VR.
An Exploration of Immersive Virtual Reality in Learning
- 1. 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)
- 2. 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.. 2 1
- 3. Literature Study( quick overview) Architecture -Architecture necessitates thinking & manipulation of mental images of 3D objects, & representing those images on paper -Main disadvantage of the representation systems is that it is not based on 3D objects directly. -Students have to operate in the plane of pencil and paper 2
- 4. Literature Study( quick overview) 3D visualization Architecture -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 3
- 5. Literature Study( quick overview) Constructivist Learning Architecture 3D visualization Knowledge is constructed by the student according to his/her experiences. - For developing their spatial skills, students need to work with 3D shapes, and gradually move to solving real world architecture problems. - This is also in agreement with McKim’s model 4
- 8. 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. 7
- 9. 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 8
- 10. 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 ”. 9
- 11. 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 10
- 12. 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 11
- 13. 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 12
- 14. 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
- 15. 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. 14
- 16. 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. 14
- 18. Solution PROBLEMS & NEEDS SOLUTION TO HAVE... 15
- 19. Solution PROBLEMS & NEEDS Lack of 3D perception SOLUTION TO HAVE... Student should be made an observer 15
- 20. Solution PROBLEMS & NEEDS Lack of 3D perception Teaching course conventions SOLUTION TO HAVE... Student should be made an observer Engaging students through gamification 15
- 21. Solution PROBLEMS & NEEDS Lack of 3D perception SOLUTION TO HAVE... Student should be made an observer Teaching content Engaging students through gamification Constructivist Learning to be a part Give the freedom of manipulation 15
- 22. Intial Sketch 16
- 23. First Phase Prototyping Projection of Solids We 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. 17
- 24. 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 motionsensor device that makes interactions possible with the 3D simulations 18
- 25. 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. 19
- 27. 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. . 21
- 28. Future work Second Phase PrototypingIn 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. 22
- 29. Next Semester August September September October (mid) October (end) November Literature study User study January Prototype Development Concept Video January Pilot Testing Feb User study analysis March(mid) User Testing and Learning Experiment Brainstorming Reiteration Design Brief Final Application and Protoype April Prototype Development 23
- 30. Thank you Guide: Prof. Pradeep Yammiyawar Vikas Luthra(10020544) Maulishree Pandey(10020524)
Editor's Notes
- #4: Divide into three parts-archi,3D, learning tool.Mckim model
- #9: RGI-interaction with 3rd and 5th semester students ,identify concepts of architecture which instructors find difficult , contextual enquiry, observation ,interviews
- #10: Paper Drawings Most important courses architecturalgraphics, design and climatology.
- #11: Interaction with instructors found that architectural graphics -1 is one of the important course for students which is similar to engineering drawing for first semester students.
- #12: Engineering Drawing Course introduced to design and engineering student apart from architecture.Main objective this course serves is to help students visualize in 3D
- #14: Presentation has animation in it still students found it boring.
- #15: Clay models and tangible 3D representation
- #23: Gesture enables interaction for solids, projection of solids