Examinando por Materia "Augmented Reality"

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    Proceso de ASC - APLICACIONES DE SISTEMAS DE REALIDAD VIRTUAL E INTELIGENCIA ARTIFICIAL PARA EL PROCESO DE VISUALIZACION Y CORPORIFICACION EN EL DISEÑO DE PRODUCTOS
    (Universidad EAFIT, 2023) Londoño, Felipe; Moreno, Jorge; Marín, Manuela; Paffen, Jacob; Ronald, Juan; Sierra, Luis; Universidad EAFIT
    DIGITAL TRANSFORMATION FOR PRODUCT DESIGN: Augmented reality (AR), virtual worlds (VR) and software and applications mediated by Artificial Intelligence (AI), share the common objective to help create built environments based on emotions, sensations and human connection. Between ideas of increase and immersion, many times these projects have been created in the hands of specialists from various fields of technology; At the same time, they represent a great opportunity for the training of future professionals. From what is described; This project aims identify and establish possibilities for the use of AI + VR + Virtual Environments focused on the application in Engineering Design processes; starting through the Product Design Engineering program. The project has the support from teachers of the program in question (IDP); which coordinate different subjects of the Visualization (Drawings) and configuration line or product embodiment (CAD modeling); with experience in these processes within the School of Applied Sciences and Engineering. As engineers, architects and designers develop new tools for the metaverse for example, as well as products, spaces virtual and augmented, new projects are increasingly democratized and collaborative; and at the same time, the creative and production process is being reinvented. design in different areas and professions. The use of these tools, software and applications mediated or assisted by Artificial Intelligence, represent an ethical debate and at the same time a challenge not only for education, but also as part of helping a creative process or faster design and with the possibility of more innovative results and innovative; since its implementation will occur sooner rather than later and know how to use and apply them correctly; They are part of the approach of this project.
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    USING VIRTUAL AND AUGMENTED REALITY IN THE CALCULUS CLASSROOM
    (IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT, 2020-01-01) Vega, J.; Nieto, A.; Cordoba, C.; Gil, G.; Trefftz, H.; Esteban, P.; Vega, J.; Nieto, A.; Cordoba, C.; Gil, G.; Trefftz, H.; Esteban, P.; Universidad EAFIT. Departamento de Ciencias; Educación Matemática e Historia
    Education, nowadays, is going through a transition process. ``New Students'' require tools that allow them to improve their technical knowledge and, besides that, strengthen soft skills such as communication and teamwork. Developments that use Virtual Reality and Augmented Reality as a means for teaching have shown to have positive impacts on factors such as understanding, motivation and agility in the learning process of university students. In this article we describe the development of two tools, one based on Virtual Reality and one on Augmented Reality, to teach Multivariate Calculus to university students. The applications through experimentation and collaborative observation, allow them to understand concepts such as functions, quadratic surfaces, directional derivative, traces and contour lines. Both applications provide students and educators the change to experiment though digital environments used in a class in multivariate calculus. Each application includes two different roles: student and educator. The student is an observer. The professor and the students are represented through avatars that interact with each other. The educator role is more complex, allowing the user to create and modify functions and quadratic surfaces and create planes that intersect the surfaces that represent the functions. Students within the Virtual Reality environment experience ran the application on their phones. They used Virtual Reality glasses to immerse themselves in the experience and a remote Bluetooth controller to walk through the virtual environment. They were able to walk on and under the displayed mathematical functions. The instructor, on the other hand, created and modified those functions and directed the learning experience showing different interactions among planes and surfaces. The instructor ran the VR application on a computer. Meanwhile, students using the Augmented Reality application, were able to visualize functions and surfaces through the camera of their phones when pointing to the marker. Each student had the possibility of pointing to any place within the surface with a green dotted marker. They could also observe overlapping with the surfaces. The instructor had the same functionalities as in the virtual reality application. This study showed that almost all students encountered the experience satisfying and helpful. They thought it was revealing in many ways, allowing them to visualize abstract surfaces and traces easily. Also, some students pointed out their wish of including these experiences since the beginning of the course. In the full article, we plan to describe the creation of both VR and AR applications and provide data on the student perceptions.