基于VR技术的虚拟仿真生活体验馆设计与实现

虚拟现实技术通过计算机控制系统形成三维空间场景,使个体沉浸于虚拟环境中,提升个体在虚拟环境中的交互能力。运用虚拟现实技术,结合新乡市荷叶鲫鱼农民专业合作社发展现状,构建虚拟场景模型,运用图、文、动画等多媒体技术,开发具有交互功能的仿真生活体验馆,探讨了虚拟仿真交互技术在水产业中的应用开发价值。     

面向数码工厂的虚拟自动线快速构造研究

虚拟车间的构造及其可视化交互仿真是实现数码工厂的关键技术．本文针对虚拟车间的制造单元和自动线，提出了虚拟环境下的自动线三维快速构造系统的总体框架．研究了生产设备快速建模、设备模型库的建立以及虚拟制造单元快速构造的方法．设备几何建模采用通用的CAD软件，然后借助Poly Trans软件将此模型转换为可在Multigen Vega虚拟环境下运行的格式．另外，本文还介绍了一个虚拟自动线快速构造原型系统，该系统采用C 和Multigen VEGA开发，能够支持制造单元、生产线的虚拟设计．     

浅谈虚拟现实的关键技术

为了实现大型设备装置的虚拟操作,培训人员对于大型装置的实际操作能力,节约成本,首先对虚拟现实技术的发展进行了认知与分解,指出了虚拟现实技术中的关键技术难点,基于对虚拟现实技术特征的分析,着重研究了虚拟环境的关键技术,提出了人机交互技术对于虚拟环境的重要作用。     

面向虚拟装配的双手交互模式研究

在虚拟环境中,虚拟手作为一个自然、直观的交互通道,其灵活逼真的交互动作是达到自然和谐高效的人机交互的关键.为仿真现实中双手工作方式,深入研究了双手交互的理论和实践,且深入探讨了双手交互模式描述的方式和手段.并在理论研究的基础上,在虚拟装配原型系统中验证了虚拟手双手协同完成装配任务.实践证明基于计算感知的虚拟手对增强虚拟装配的情景真实和工艺验证起到了很重要的作用,也具有较好的性能.     

虚拟仿真的虚拟语言实现

虚拟装配技术的应用对机械产业产生了深远的影响，为了方便地优化装配序列、装配路径和虚拟场景，本文在分析了虚拟机床装配仿真的基础上，提出了一种虚拟语言及其相对应的函数的实现方案．这种语言包括环境渲染语言、虚拟场景设置语言和虚拟装配语言．虚拟语言实现过程实质是读取语言文件，提取信息，并调用相对应的函数来实现虚拟机床本体的建立、虚拟环境的渲染以及虚拟机床的装配仿真．     

PSPICE在物理实验教学和实践中的应用

通过介绍pspice软件的特点及主要功能，探讨其在物理实验教学中的运用，阐述在虚拟环境下进行虚拟实验的基本方法，为物理实验教学提供参考．     

基于TPN的自治与遥控融合的SR共享自主控制研究

针对空间机器人（Space Robots,SR）共享自主控制（Shared Autonomous Control,SAC）面临的模式平稳转换问题,首先讨论了SAC的概念及其操作模式;其次研究了SAC操作模式的相互转换及基于时间Petri网（Timed Petri Nets,TPN）的模式转换方式;最后设计了一种基于TPN的SR虚拟环境仿真系统,并通过计算机虚拟仿真实验验证了自主与遥控融合的SAC操作模式及其模式转换顺序的有效性。     

基于Web3d的分布式虚拟学习环境的构建

随着信息技术的发展和教育需求的不断增长,虚拟现实技术在教育中的应用更为广泛,它在环境创设、人机交互、虚拟仿真方面的独特优势越来越受到教育界的关注。通过分析国内外Web3d虚拟环境的研究现状,讨论了虚拟学习环境构建的理论依据,在此基础上给出了系统构架和开发流程。以“义乌人虚拟博物馆”为例对其进行了实现,以期为虚拟学习环境的开发提供依据。     

基于Unity的虚拟操作训练仿真软件研究与设计

虚拟操作训练是以培训新职手掌握装备操作过程为目的的虚拟仿真训练,能有效避免实装训练中的场地规模限制和装备异常损耗等问题,是虚拟现实技术在机电工程领域应用研究的主要方向之一。以ZYRO-1.5型船用反渗透海水淡化装置为研究对象,在三维建模和视频剪辑的基础上,基于Unity引擎开发了虚拟操作训练仿真软件。该软件可以实现更加自然的人机交互方式和更加真实的水流动态效果,对激发学习兴趣、增强感性认识、促进理性理解、提升实践能力等具有重要作用。     

基于Unity3d的消失模铸造虚拟现实系统研发

消失模铸造是一种应用广泛的铸造新工艺,而高等学校消失模铸造实验教学还停留在侧重理论讲解和实验观摩的教学阶段,无法真正满足实验教学中学生通过动手实践的主动认知性学习的需求。开发了应用于消失模铸造实验教学的虚拟现实系统,在Unity3d虚拟现实引擎下,通过对高等学校消失模铸造实验环境和实验生产流程进行虚拟仿真和交互设计,实现了基于鼠键操作的3D立体交互和基于HTC Vive的沉浸式交互方法。通过该虚拟教学系统,学生可以在沉浸式虚拟环境中体验整个消失模铸造生产流程,并且能够与虚拟场景中任意对象进行一系列的交互,让学生在虚拟环境中理解消失模铸造生产过程中各个环节的知识点。该系统一定程度上解决了消失模铸造实验教学的难点,较好地辅助了教师的实验教学工作,对培养学生动手能力、进行操作式训练和基础性实践均具有重要意义。     

Touching creativity; a review and early pilot test of haptic tooling to support design practice,within a distance learning curriculum

ABSTRACT

Machine haptics has been shown to assist and enhance human–computer interactions. Research from previous studies in the field of haptics has focused on developing a user’s sense of realism of touch when using a haptic device. This paper examines the use of haptics for education, specifically for creative online education. The paper is presented in two parts. First, a review of literature was conducted and used to aid the rationale and underpin the design of a pilot test. Second, a pilot test was designed using a single-point kinaesthetic haptic device with a haptic rendered interface, to support the assembly of a virtual design prototype. The pilot test proved to be extremely valuable in creating and developing a rich virtual environment for non-sighted and sighted participants to use. The results from the initial pilot test showed that although users were positive about their experience of using the haptic device, there were improvements to be made to the interface to enhance the user experience in the next phase of testing.     

XML用于机器人遥操作虚拟仿真

虚拟现实技术的兴起,为遥操作视觉反馈系统中运动状态的实时监控提出了新的解决方法。建立虚拟仿真环境中机器人的三维替身模型,用数据量少的位姿信息代替大量的图像信息,从而保证了视觉反馈的实时性与显示效果的流畅性。本文以三自由度机器人为实例,用XML作为数据交换的标准,解决了不同程序接口之间的数据通信的问题,并对基于XML的远程数据传输中有关文档的结构设计、数据写入与数据读出作了详细讲解。     

Bifurcation of periodic motion of rigid rotor system supported by angular contact ball bearings

Rotor systems supported by angular contact ball bearings are complicated due to nonlinear Hertzian contact force. In this paper, nonlinear bearing forces of ball bearing under five-dimensional loads are given, and 5-DOF dynamic equations of a rigid rotor ball bearing system are established. Continuation-shooting algorithm for periodic solutions of the nonlinear non-autonomous dynamic system and Floquet multipliers of the system are used. Furthermore, the bifurcation and stability of the periodic motion of the system in different parametric domains are also studied. Results show that the bifurcation and stability of period-1 motion vary with structural parameters and operating parameters of the rigid rotor ball bearing system. Avoidance of unbalanced force and bending moment, appropriate initial contact angle, axial load and damping factor help enhance the unstable rotating speed of period-1 motion.     

Conceptual Construction of Fields Through Tactile Interface

This paper examines the role of tactile perception in conceptual construction of forces and fields. The learning environment includes a simulation of a force field. The force applied by the field on an object is transferred to the learner's hand through a tactile interface designed as a trackball. The learner experiences varying resistance from the trackball when moving an object on the screen. The forces are actually “felt”, exerted on the screen-object as if the learner's hand is immersed in the “field.” We hypothesize that a tactile interface acts as an agent aimed at recruiting the body non-propositional knowledge, for construction of formal physics knowledge on fields of forces. Twelve subjects were asked to explore the structure of several invisible fields through tactile interface, then to design a series of situations that generate current and that energetically trap a particle in a particular area. The results of the study show that s tudents with no background in physics constructed a graphical representation of a field force of a single and double center of forces similar to the formal physics representation, though they had no conceptual background (i.e., vectors, field lines). Based on the tactile information, they constructed a representation of force as a vector, of force lines, equal-force lines (potential lines for particular cases), potential well (“trap”) and motion of a charged particle in a field of forces. We show that computer tactile interface acts as a trigger for access to non-propositional knowledge employed in everyday bodily activity, but not in formal learning. The computer environment turns into a virtual environment, carrying the features of perception within “reality”, providing opportunities for conceptual construction.     

基于虚拟现实的洪水演进仿真系统的研制

该文研制的系统包括用户操控界面、数据库接口、虚拟现实与可视化仿真平台等模块,能够通过与水文水情数据库进行交互得到相关数据来进行虚拟现实及准确再现和预演洪水演进过程.采用面向对象的编程语言VC ,结合OpenGL的可视化编程环境建立了洪水演进仿真系统,为三维地形仿真和洪水演进模拟提供一个可操作分析的虚拟环境.运用可视化方法描述了河道地形及流场显示,包括洪水警示以及相关功能查询.     

基于X3DOM的工业机器人虚拟样机设计

为提高实验教学效果,设计并实现了基于X3DOM的工业机器人虚拟样机,无插件的设计方案使得样机的连接和使用能够通过浏览器进行,降低了对操作环境的要求。其中用X3DOM实现三维模型显示,用HTML5实现控制界面和运动控制算法,二者相结合实现机器人运动学模型到三维模型的映射和虚拟样机的基本功能。此外虚拟样机通过TCP通讯实现了工业机器人的远程控制,能够进行实时的虚实结合实验。最后通过实验验证了机器人虚拟样机的准确性、同步性以及远程控制的实时性。     

论交往教学模式与学生主体性发展

交往教学模式有利于学生主体性发展，为学生主体性发展提供了有效途径和良好心理环境。文章阐述了交往教学模式的基本特征，提出运用此模式应贯彻合理交往原则、相互依赖原则以促进学生主体性发展。     

基于 HoloLens 的多模态虚拟现实教学实验系统

随着计算机技术发展和移动计算能力的提高,虚拟现实技术得到广泛应用。针对《计算机软件技术基础》理论课程和《计算机实践》实验课程要求,基于微软 HoloLens 全息智能眼镜和磁力驱动的力触觉交互模块,设计实现了视觉和力触觉融合的多模态虚拟现实实验系统,构建了符合课程教学要求的综合实验平台。基于这一综合实验平台,将计算机最新前沿技术引入课程教学,设计开发了综合性、创新性和开放性的实验项目,以此激发学生学习的积极性和主观能动性,巩固课程知识点,有效促进了学生计算机软件实践能力和创新能力的提高。     

电介质电磁铁的受力分析与计算

与力学中用物体势能的空间变化率来计算力的方法相似,假定受力物体在受力方向上发生微小的"虚位移",根据不同情况下的电源供给系统的能量、系统增加的电磁场能量、静电场力和磁场力做的功之间的关系,就可方便地求出物体受到的静电场力和磁场力.     

Design and implementation of an intelligent virtual environment for improving speaking and listening skills

In this paper, we present an intelligent architecture, called intelligent virtual environment for language learning, with embedded pedagogical agents for improving listening and speaking skills of non-native English language learners. The proposed architecture integrates virtual environments into the Intelligent Computer-Assisted Language Learning. This architecture supports visual, auditory, and haptic channels of interaction. It allows pedagogical ideas about language skills to be implemented and validated with a minimum design time. Moreover, we design a computational model to evaluate learner's proficiency level, and an automatic adaptation mechanism which adjusts to the learner's learning curve. We have implemented two scenarios based on the proposed architecture to teach learners how to communicate in public places such as airports and TV stores. Inputs to this system include learner's speech and hand motion, and outputs include graphical scenes, force feedback, and speech by a few embodied agents. Throughout interactions, agents discover the proficiency level of the learner and customize the level of communication complexity accordingly. The system is tested on 10 subjects. Experimental results show 14% increase in the number of proper replies, 3% decrease in grammatical errors, 16% decrease in pronunciation duration, and 11% increase in learners' proficiency level within three trials.