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Vision 3-D with images 2-D, by mediate the analysis of shades for the illumination angle with the surface
(SPIE-INT SOC OPTICAL ENGINEERING, 2001-08-14) Diaz, AG; Universidad EAFIT. Departamento de Ingeniería de Producción; Ingeniería, Energía, Exergía y Sostenibilidad (IEXS)
This paper deals with the presentation of an algorithm for acquisition and processing of images, in order to obtain information of topologic aspects in a 3D surface, starting from 2D images, by means of the analysis of the shine of the risings of the surface, when this is illuminated by light sources in oblique direction. In the surface, some areas of shine appear corresponding to the areas of the rising surfaces with slopes in front of the illumination source, and shade areas corresponding to the sinking of the surfaces. When obtaining several images of the same area, by illuminating the opposite sides and by realizing operations with them, it is obtained information on the geometry and situation of the relief elements, like elevations and depths of the surface. On this basis a novel algorithm has been developed for the detection of the situations and characteristics of the threads in structures of plane textures, in the process of detection of textile shortcomings.
Characterizing points on discontinuity boundary of Filippov systems
(ACTA Press, 2008-01-01) Arango, I.; Taborda, J.A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de Máquinas
In this paper, we presented a basic methodology to understand the behavior of discontinuous piecewise smooth autonomous systems (denominated Filippov systems) in the planar neighborhood of the discontinuity boundary (DB). This methodology is useful in detection of nonsmooth bifurcations in Filippov systems. We propose a classification of the points and events on DB. This classification is more complete in comparison with the reported papers previously. The lines and the points are characterized with didactic symbols and the exclusive conditions for their existence based in geometric criterions. Boolean-valued functions are used to formulate the conditions. An illustrative example with a friction oscillator is presented.
SPTCont 1.0: A LabView Toolbox for Bifurcation Analysis of Filippov Systems
(WORLD SCIENTIFIC AND ENGINEERING ACAD AND SOC, 2008-01-01) Arango, Ivan; Taborda, John Alexander; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de Máquinas
In this paper, we report the development of LabView toolbox for bifurcation analysis of Filippov systems, which we are denominated SPTCont 1.0. This toolbox is included in the GAONDYSY software developed in language G for analysis of non-smooth dynamical systems. The SPTCont 1.0 uses integration-free algorithms based on the evaluation of the vector fields on the discontinuity boundary (DB). The routines apply the classification of points and events on DB recently proposed. Local and global bifurcations can be detected using the numerical method Singular Point Tracking or SPT. The lines and the points on DB are characterized with didactic symbols and the exclusive conditions for their existence based on geometric criterions. Boolean-valued functions are used to formulate the existence conditions. Two-dimensional and three-dimensional problems can be studied with the software SPTCont 1.0. Two principal advantages have the software in the analysis of nonsmooth systems. First, the software has educational and didactic subroutines for amateur users. Second, the software has functions for specialyzed. users where the integration-free algorithms in the SPT avoid the well know numerical problems of these algorithms. If the integration is unavoidable, for example in detection of global bifurcations, the SPT method computes the initial condition of the simulation to reduce the compute time.
Detecting Sliding Areas in Three-Dimensional Filippov Systems using an Integration-Free Method
(WORLD SCIENTIFIC AND ENGINEERING ACAD AND SOC, 2008-01-01) Arango, Ivan; Taborda, John Alexander; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de Máquinas
In this paper, we detect sliding areas in three-dimensional (3D) Filippov systems using an integration-free method denominated Singular Point Tracking (SPT). Many physical applications in engineering can be modelled as Filippov systems. Sliding dynamics due to nonsmooth phenomena as friction, hysteresis or switching are inherent to Filippov systems. The analysis of sliding dynamics has many mathematical and numerical difficulties. Several well-known numerical problems can be avoid using integration-free methods. In this paper, we extend the SPT method to 3D Filippov systems. In comparison with the 2D case, the evaluation of the vector fields on the discontinuity boundary (DB) should be reformulated and new dynamics on DB should be characterized.
Analyzing sliding bifurcations on discontinuity boundary of Filippov systems
(WORLD SCIENTIFIC AND ENGINEERING ACAD AND SOC, 2008-01-01) Arango, Ivan; Taborda, John Alexander; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de Máquinas
In this paper, we propose a novel method to analyze sliding bifurcations in discontinuous piecewise smooth autonomous systems (denominated Filippov systems) on the planar neighborhood of the discontinuity boundary (DB). We use a classification recently proposed of points and events on DB to characterize the one-parameter sliding bifurcations. For each parameter value, crossing and sliding segments on DB are determined by means of existence conditions of two crossing points (C), four non-singular sliding points (S) and thirty-five singular sliding points (T, V, Pi, Psi, Q or Phi). Boolean-valued functions are used to formulate these conditions based on geometric criterions. This method was proven with the full catalog of local bifurcations that it was proposed recently. A topological normal form is used as illustrative example of the method.
Design of computer experiments applied to modeling compliant mechanisms
(DELFT UNIV TECHNOLOGY, FAC INDUST DESIGN ENG, 2010-01-01) Arango, D.R.; Acosta, D.A.; Durango, S.; Ruiz, O.E.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de Procesos
This article discusses a procedure for force-displacement modeling compliant mechanisms by using a design of computer experiments methodology. This approach produces a force-displacement metamodel that is suited for real-time control of compliant mechanisms. The term metamodel is used to represent a simplified and efficient mathematical model of unknown phenomenon or computer codes. The metamodeling of compliant mechanisms is performed from virtual experiments based on factorial and space filling design of experiments. The procedure is used to modeling the quasi-static behavior of the HexFlex compliant mechanism. The HexFlex is a parallel compliant mechanism for nanomanipulating that allows six degrees of freedom of its moving stage. The metamodel of the HexFlex is performed from virtual experiments by the Finite Element Method (FEM). The obtained metamodel for the HexFlex is linear for the movement range of the mechanism. Simulations of the metamodel were conducted, finding good accuracy with respect to the virtual experiments. © Organizing Committee of TMCE 2010 Symposium.
Statistical tuning of adaptive-weight depth map algorithm
(SPRINGER, 2011-01-01) Hoyos, Alejandro; Congote, John; Barandiaran, Inigo; Acosta, Diego; Ruiz, Oscar; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de Procesos
In depth map generation, the settings of the algorithm parameters to yield an accurate disparity estimation are usually chosen empirically or based on unplanned experiments. A systematic statistical approach including classical and exploratory data analyses on over 14000 images to measure the relative influence of the parameters allows their tuning based on the number of bad-pixels. Our approach is systematic in the sense that the heuristics used for parameter tuning are supported by formal statistical methods. The implemented methodology improves the performance of dense depth map algorithms. As a result of the statistical based tuning, the algorithm improves from 16.78% to 14.48% bad-pixels rising 7 spots as per the Middlebury Stereo Evaluation Ranking Table. The performance is measured based on the distance of the algorithm results vs. the Ground Truth by Middlebury. Future work aims to achieve the tuning by using significantly smaller data sets on fractional factorial and surface-response designs of experiments. © 2011 Springer-Verlag.
Parametric curve reconstruction from point clouds using minimization techniques
(2013-01-01) Ruiz, O.E.; Cortés, C.; Aristizábal, M.; Acosta, D.A.; Vanegas, C.A.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de Procesos
Curve reconstruction from noisy point samples is central to surface reconstruction and therefore to reverse engineering, medical imaging, etc. Although Piecewise Linear (PL) curve reconstruction plays an important role, smooth (C1-, C2-,?) curves are needed for many applications. In reconstruction of parametric curves from noisy point samples there remain unsolved issues such as (1) high computational expenses, (2) presence of artifacts and outlier curls, (3) erratic behavior of self-intersecting curves, and (4) erratic excursions at sharp corners. Some of these issues are related to non-Nyquist (i.e. sparse) samples. In response to these shortcomings, this article reports the minimization-based fitting of parametric curves for noisy point clouds. Our approach features: (a) Principal Component Analysis (PCA) pre-processing to obtain a topologically correct approximation of the sampled curve. (b) Numerical, instead of algebraic, calculation of roots in point-to-curve distances. (c) Penalties for curve excursions by using point cloud to - curve and curve to point cloud. (d) Objective functions which are economic to minimize. The implemented algorithms successfully deal with self - intersecting and / or non-Nyquist samples. Ongoing research includes self-tuning of the algorithms and decimation of the point cloud and the control polygon.
Adaptive architecture to support context-aware Collaborative Networked Virtual Surgical Simulators (CNVSS)
(SPRINGER, 2014-01-01) Diaz, C.; Trefftz, H.; Quintero, L.; Acosta, D.; Srivastava, S.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de Procesos
Stand-alone and networked surgical virtual reality based simulators have been proposed as means to train surgical skills with or without a supervisor nearby the student or trainee. However, surgical skills teaching in medicine schools and hospitals is changing, requiring the development of new tools to focus on: (i) importance of mentors role, (ii) teamwork skills and (iii) remote training support. For these reasons a surgical simulator should not only allow the training involving a student and an instructor that are located remotely, but also the collaborative training session involving a group of several students adopting different medical roles during the training session. Collaborative Networked Virtual Surgical Simulators (CNVSS) allow collaborative training of surgical procedures where remotely located users with different surgical roles can take part in a training session. Several works have addressed the issues related to the development of CNVSS using various strategies. To the best of our knowledge no one has focused on handling heterogeneity in collaborative surgical virtual environments. Handling heterogeneity in this type of collaborative sessions is important because not all remotely located users have homogeneous Internet connections, nor the same interaction devices and displays, nor the same computational resources, among other factors. Additionally, if heterogeneity is not handled properly, it will have an adverse impact on the performance of each user during the collaborative session. In this paper we describe the development of an adaptive architecture with the purpose of implementing a context-aware model for collaborative virtual surgical simulation in order to handle the heterogeneity involved in the collaboration session. © 2014 Springer International Publishing.
Design of a competences based teaching model supported in the integration of repositories and LMS platforms for the Automatic Control of Processes course.
(IEEE, 2014-01-01) Gomez G, Isabel Cristina; Diaz T, Adalberto Gabriel; Zea R, Claudia Maria; Zapata R, Luis Felipe; Universidad EAFIT. Departamento de Ingeniería de Producción; Ingeniería, Energía, Exergía y Sostenibilidad (IEXS)
The Automatic Process Control course is part of the Mechanical Engineering, Process Engineering and Production Engineering programs, offered by EAFIT University (Medellin, Colombia). This course has had a number of reforms in recent years, from two academic spaces to one that contains all the content and features them from theoretical and practical components. With this transformation, was generated the need to reduce the time commitment to each of the thematic, causing learning issues in students. For this reason, we have proposed a new reform in the course through the implementation of a content management model based on competences and supported by the integration of repositories and LMS platforms. This model seeks to train students in the skills defined by the courses and because of this, it is important that the learning process provide mechanisms to validate the skill level of each student, taking into account the outcome of the validation should correspond directly to the skills acquired in the training process. To support this model, there are technological tools as platforms for learning management and learning object repositories that support the online teaching and learning processes, and support the use of standards, generating interoperability, reusability, adaptability and scalability content.
An Innovation Model in Curriculum Design for Teaching Engineering at Universidad EAFIT
(IEEE, 2014-01-01) Zea, Claudia M.; Rodriguez, Alberto; Bueno, Natalia A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de Máquinas
Constant changes in technology pose continuous challenges for higher education institutions that are training the engineers of the future. These changes are making it necessary to adapt the curriculum in order to develop the skills needed by the XXI century engineer. Moreover, instead of thinking in a large curriculum reform at a specific moment, it is necessary to define curriculum management processes that include change as a natural component of the process. In addition to these global trends, each institution has a particular context and thus, the analysis in each institution has unique characteristics, a common methodological approach, and a reference model that can be built as long as it is flexible enough to include that context. This paper describes a model developed for curriculum management inside the School of Engineering at Universidad EAFIT - Colombia. This model includes the institutional context and is based on a process approach defined by the Business Process Management (BPM) methodology. The model uses the Burlton Hexagon as a theoretical framework to identify organizational structure, strategies, policies, infrastructure, technology tools and human capital. It is also a mechanism for specifying curricular macro processes including the global and institutional context. The proposed model is based on three pillars: (a) scientific research in education, which promotes the use of the scientific method as a strategy to ensure an approach to problems based on evidence which allows the construction of educational innovation projects, (b) education engineering focused on engineering education, which transforms the learning by developing basic, professional, and transversal skills as well as those specific for an engineer of the XXI century, and (c) interactive educational communities, both face to face and virtual, as spaces for knowledge management that support collaborative working and experience-sharing, managed by its members working together promoting initiatives to develop educational innovation projects focused on specific topics, that answer questions related to teaching and learning needs. The formulation and development of educational innovation projects are the responses to different needs identified on specific courses that are transformed into research questions. These projects aim to renew the curriculum so that it dynamically evolves based on classroom experiences. Thus, the curriculum renewal is based on critical thinking about the problems found in engineering education. The use of the scientific method and the collaborative approach enables drawing solid conclusions based on the experimental results. The model proposes the formulation and development of innovative educational projects in which scientific research applied in education aims to transform teaching, academic and administrative practices. As consequence, curricular innovations that integrate learning objects and educational, methodological and assessment strategies, are developed by an interactive learning community composed by teachers. Finally, the results obtained by applying the model in some courses in the School of Engineering of Universidad EAFIT are presented. These results include reducing the drop-out rate of students, redefining admission and graduation profiles, and micro-curricular redesign based on competences using projects, among others.
Adicion de inteligencia de trabajo a un robot industrial de 6 y 1/2 EJES
(International Institute of Informatics and Systemics, IIIS, 2014-01-01) Arango, I.D.; Hincapié, M.; Pineda, F.A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de Máquinas
Learning about engineering education research: What conceptual difficulties still exist for a new generation of scholars?
(Institute of Electrical and Electronics Engineers Inc., 2015-01-01) Streveler, R.A.; Pitterson, N.P.; Hira, A.; Rodriguez-Simmonds, H.; Alvarez, J.O.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de Procesos
In 2007, Borrego published her groundbreaking work 'Conceptual difficulties experienced by trained engineers learning educational research methods'[1] that described five conceptual difficulties engineering faculty encountered as they began to learn about rigorous research in engineering education. Since Borrego's research was published the engineering education departments have been formed and a new generation of engineering education researchers has emerged. These researchers must tackle the same paradigm shift that faced the engineering faculty in Borrego's study. The research question that guided this study was: 'What conceptual hurdles still exist for the new generation of engineering education researchers?' PhD students in Engineering Education were asked to reflect on their conceptual difficulties during the first semester of their PhD courses and write an end-of-semester reflective paper that summarizes their cognitive journey. The summative reflections were coded using Borrego's conceptual hurdles as a framework. The results of the present study can inform those entering the engineering education research community by highlighting areas that remain problematic and offer strategies that emerging scholars have used to make sense of educational theories and methods. © 2015 IEEE.
Temperature regulation of a pilot-scale batch reaction system via explicit model predictive control
(Institute of Electrical and Electronics Engineers Inc., 2015-01-01) Sanchez-Cossio, J.; Ortega-Alvarez, J.D.; Ocampo-Martinez, C.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de Procesos
In this paper, the temperature of a pilot-scale batch reaction system is modeled towards the design of a controller based on the explicit model predictive control (EMPC) strategy. Some mathematical models are developed from experimental data to describe the system behavior. The simplest, yet reliable, model obtained is a (1,1,1)-order ARX polynomial model for which the mentioned EMPC controller has been designed. The resultant controller has a reduced mathematical complexity and, according to the successful results obtained in simulations, will be used directly on the real control system in a next stage of the entire experimental framework.
Design of a competences based teaching model supported in the integration of repositories and LMS platforms for the automatic control of processes course
(Institute of Electrical and Electronics Engineers Inc., 2015-01-01) Gomez, G.I.C.; Diaz, T.A.G.; Zea, R.C.M.; Zapata, R.L.F.; Universidad EAFIT. Departamento de Ingeniería de Producción; Ingeniería, Energía, Exergía y Sostenibilidad (IEXS)
The Automatic Process Control course is part of the Mechanical Engineering, Process Engineering and Production Engineering programs, offered by EAFIT University (Medellin, Colombia). This course has had a number of reforms in recent years, from two academic spaces to one that contains all the content and features them from theoretical and practical components. With this transformation, was generated the need to reduce the time commitment to each of the thematic, causing learning issues in students. For this reason, we have proposed a new reform in the course through the implementation of a content management model based on competences and supported by the integration of repositories and LMS platforms. This model seeks to train students in the skills defined by the courses and because of this, it is important that the learning process provide mechanisms to validate the skill level of each student, taking into account the outcome of the validation should correspond directly to the skills acquired in the training process. To support this model, there are technological tools as platforms for learning management and learning object repositories that support the online teaching and learning processes, and support the use of standards, generating interoperability, reusability, adaptability and scalability content. © 2014 IEEE.
Items' difficulty level determination based on a Statics test with parameters variation
(Institute of Electrical and Electronics Engineers Inc., 2015-01-01) Cadavid, A.R.; Ochoa, J.L.R.; Pérez, J.L.B.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de Máquinas
Looking for the improvement of the students' learning, the engineering school of EAFIT University is currently developing an evaluation and training system. In this system, each student has the option of doing 'dynamic' exercises in a specific field of a subject. Whenever a student uses the system, an exercise is generated with different parameters and values. The mentioned system (Evaluation System) has been used in the last semesters, achieving the improvement in the students' comprehension and learning level of the Statics subject. The system under development, allows the students to train themselves in different topics of the subject and, at the same time, it allows the teachers to evaluate the learning process. Based on the fact that in the course assessments, an exam with different parameters and values is presented every time a student accesses the system, it is possible that some students present tests with different complexity levels. Therefore, the test could be considered inequitable for some people. This paper presents an analysis of the difficulty level of a test generated with the system. The test was applied to two different groups of students which are taking the course in the 2014-1 semester. The first group took a test where the items' values and parameters were not changed; and the second one, took a test where the items' values and parameters change for each student. Based on the obtained results, a statistical study is made which intends to determine the difficulty and discrimination level of each of the test items, both for the dynamics parameters test and the fixed parameters test in order to finally determine how much varies the items' difficulty due to the parameters variation. This will help to generate more equitable tests in the future for the assessment of a group of students that are taking the course. © 2014 IEEE.
An innovation model in curriculum design for teaching engineering at universidad EAFIT
(Institute of Electrical and Electronics Engineers Inc., 2015-01-01) Zea, C.M.; Rodriguez, A.; Bueno, N.A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de Máquinas
Constant changes in technology pose continuous challenges for higher education institutions that are training the engineers of the future. These changes are making it necessary to adapt the curriculum in order to develop the skills needed by the XXI century engineer. Moreover, instead of thinking in a large curriculum reform at a specific moment, it is necessary to define curriculum management processes that include change as a natural component of the process. In addition to these global trends, each institution has a particular context and thus, the analysis in each institution has unique characteristics, a common methodological approach, and a reference model that can be built as long as it is flexible enough to include that context. This paper describes a model developed for curriculum management inside the School of Engineering at Universidad EAFIT - Colombia. This model includes the institutional context and is based on a process approach defined by the Business Process Management (BPM) methodology. The model uses the Burlton Hexagon as a theoretical framework to identify organizational structure, strategies, policies, infrastructure, technology tools and human capital. It is also a mechanism for specifying curricular macro processes including the global and institutional context. The proposed model is based on three pillars: (a) scientific research in education, which promotes the use of the scientific method as a strategy to ensure an approach to problems based on evidence which allows the construction of educational innovation projects, (b) education engineering focused on engineering education, which transforms the learning by developing basic, professional, and transversal skills as well as those specific for an engineer of the XXI century, and (c) interactive educational communities, both face to face and virtual, as spaces for knowledge management that support collaborative working and experience-sharing, managed by its members working together promoting initiatives to develop educational innovation projects focused on specific topics, that answer questions related to teaching and learning needs. The formulation and development of educational innovation projects are the responses to different needs identified on specific courses that are transformed into research questions. These projects aim to renew the curriculum so that it dynamically evolves based on classroom experiences. Thus, the curriculum renewal is based on critical thinking about the problems found in engineering education. The use of the scientific method and the collaborative approach enables drawing solid conclusions based on the experimental results. The model proposes the formulation and development of innovative educational projects in which scientific research applied in education aims to transform teaching, academic and administrative practices. As consequence, curricular innovations that integrate learning objects and educational, methodological and assessment strategies, are developed by an interactive learning community composed by teachers. Finally, the results obtained by applying the model in some courses in the School of Engineering of Universidad EAFIT are presented. These results include reducing the drop-out rate of students, redefining admission and graduation profiles, and micro-curricular redesign based on competences using projects, among others. © 2014 IEEE.
DEVELOPMENT OF AN AUTOMATIC PLOTTER FOR GENERATING EXERCISES FOR STATICS COURSE IN ENGINEERING
(IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT, 2016-01-01) Restrepo Ochoa, Jorge Luis; Barbosa Perez, Jaime Leonardo; Arenas Berrio, Julian; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de Máquinas
In the virtual platform for Statics course of Engineering School at EAFIT University it was implemented an automatic plotter for generating exercises to study truss type structures and beams in civil, mechanical and production engineering. Through graphics changes, range of variables and requested questions, the student is provided with different exercises each time that they log in to the platform, achieving the personalization in the learning and evaluation process. The plotters for the structures are developed in JAVA language, and the questions generated are converted into a compatible format with the management learning system MOODLE. Since 2012, the engineering students' population who have enrolled the Statics course is 1909 and all of them have solved exercises generated with automatic plotters. From the design of an automatic generator an unlimited questions bank is obtained to implement in the virtual platform, it allows to get security when applying evaluation tests due to the fact that each person solves a different question. The present study shows the design and programming methodology used to make plotters so it can be extended to others virtual environments in basic sciences. Future works consists in making automatic generators that allow to define difficulty levels to guide the students in a progressive study in the course topics.
Optical design of a high-power LED-based solar simulator
(SPIE-INT SOC OPTICAL ENGINEERING, 2016-01-01) Toro, Veronica; Velasquez, Alejandro; Velásquez, D.; Acevedo, David Felipe; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de Máquinas
The optical design of a High-Power LED based Solar Simulator was made in order to reach the AM1.5G spectrum standards. An optical model of the light emitted by the LEDs was made and used for spectral intensities calculations and the light intensity uniformity was optimized. A class AAA solar simulator was designed using a hexagonal LED distribution.
Student acceptance and performance of a virtual platform for training and evaluation of Statics course
(Institute of Electrical and Electronics Engineers Inc., 2016-11-28) Ochoa, J.L.R.; Pérez, J.L.B.; Berrio, J.A.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Mecatrónica y Diseño de Máquinas
Due to the poor performance of students in the Statics course in engineering between 2006 and 2011, whose approval rating was 48.8%, the Engineering School of EAFIT University has developed a virtual platform for students to train and for teachers to evaluate the learning of the subject with a series of exercises implemented in a dynamic system that generates a different version of the exercises for each attempt, the teacher can apply exams with confidence that the answers will not be copied and memorized, and the students have a self-evaluating tool which allows to know their level of learning in relation to the course goals. With the operation of the platform it has been achieved a decrease in dropout rates, and an increase in the approvals rates of the course and it has also generated a positive attitude and motivation in students towards the course. The dropouts have decreased by 21% and the approval of the course has increased by 17.2% according to official records in enrollment and students grades of the course for the period between 2011-2 and 2015-2. Regarding to the acceptance of the platform a survey of 10 questions were conducted on different aspects of the platform to 513 students who completed the course during the semesters 2014-2, 2015-1 and 2015-2. In the literature, there are cases of implementation of virtual environments for teaching and evaluation of Statics course in engineering, but studies on the acceptance of virtual tools from students for their classes are not included, and that is the reason why this approach is included in this article. To analyze the data two types of questions are distinguished: discriminative and approving questions. The discriminative type filters the students under what career they are enrolled, the number of semesters they spend to approve the Statics course, the number of hours per week they dedicate to study this course, the preferences and places from where they access to the virtual platform. The approving questions inquire about their experience in the training process, their adaptation taking the quizzes in the platform and their opinion about the implementation of this kind of tool in other courses. This paper presents the analysis of the collected data and draws conclusions in order to improve this platform for teaching and learning process in Statics course in engineering. © 2016 IEEE.

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