scholarly journals Application of Virtual Reality in Chemical Education Using Intermolecular Force Display System HaptiChem

2021 ◽  
Author(s):  
Hiroko Satoh ◽  
Akira Narita ◽  
Atsushi Aoki ◽  
Katsuhito Akahane ◽  
Makoto Sato
Keyword(s):  
High School ◽  
Virtual Reality ◽  
Early Stage ◽  
Chemical Education ◽  
Three Dimensional ◽  
Virtual Space ◽  
Haptic Device ◽  
Intermolecular Force ◽  
Display System ◽  
Molecular Forces

Virtual reality technology has been recently more intensively applied in chemistry. HaptiChem, which was developed in 2006, is one of the systems appeared in the early stage of this field. It is an intermolecular force display system, which makes it possible to touch and move molecules as feeling intermolecular force in a three-dimensional virtual space by using a haptic device. The functions and graphic display were designed as simple as possible for educational use, so that learner can easily grasp the meaning of the concept of molecular forces. We introduced HaptiChem in chemical education. We held a high school chemistry class with 43 students entitled “Several Forces between Molecules” as being open to the media. The students learned about intermolecular force from a lecture together with experiences of the force using HaptiChem. They asked more questions about intermolecular force during the class than usual. Their answers to the questionnaires after the class indicated that the haptic system promoted curiosity and enhanced learning. The students could learn more effectively by combining with the active feeling with HaptiChem. The high-school teachers evaluated that such a system can more efficiently encourage students to learn and remember things by stimulating their sense of touch. The observations also suggested that a haptic device made it easier to establish three-dimensional perception, which is difficult only with 2D-display. This pilot experiment was performed on 15th March 2007. It was the first attempt at using it in the field of chemical education. The observation was done fourteen years ago. However, since the effectiveness of haptic device in chemical education has not been changed and the interests of the applications have been increased, we decided to report the data we observed, which should be still worth disclosing. We wish to dedicate the results to new developments now and in the future.

scholarly journals Application of Virtual Reality in Chemical Education Using Intermolecular Force Display System HaptiChem

2021 ◽  
Author(s):  
Hiroko Satoh ◽  
Akira Narita ◽  
Atsushi Aoki ◽  
Katsuhito Akahane ◽  
Makoto Sato
Keyword(s):  
High School ◽  
Virtual Reality ◽  
Early Stage ◽  
Chemical Education ◽  
Three Dimensional ◽  
Virtual Space ◽  
Haptic Device ◽  
Intermolecular Force ◽  
Display System ◽  
The Media

Virtual reality technology has been recently more intensively applied in chemistry. HaptiChem, which was developed in 2006, is one of the systems appeared in the early stage of this field. It is an intermolecular force display system, which makes it possible to touch and move molecules as feeling intermolecular force in a three-dimensional virtual space by using a haptic device. We introduced HaptiChem in chemical education. We held a high school chemistry class with 43 students entitled “Several Forces between Molecules” as being open to the media. The students learned about intermolecular force from a lecture together with experiences of the force using HaptiChem. They asked more questions about intermolecular force during the class than usual. Their answers to the questionnaires after the class indicated that the haptic system promoted curiosity and enhanced learning. The students could learn more effectively by combining with the active feeling with HaptiChem. The high-school teachers evaluated that such a system can more efficiently encourage students to learn and remember things by stimulating their sense of touch. The observations also suggested that a haptic device made it easier to establish three-dimensional perception, which is difficult only with 2D-display. This pilot experiment was performed on 15th March 2007. It was the first attempt at using it in the field of chemical education. The observation was done fourteen years ago. However, since the effectiveness of haptic device in chemical education has not been changed and the interests of the applications have been increased, we decided to report the data we observed, which should be still worth disclosing. We wish to dedicate the results to new developments now and in the future.

A Correction Method for Non-Vertical View Angle Three-Dimensional Display

2014 ◽  
Vol 513-517 ◽  
pp. 3882-3885
Author(s):  
Tian Qi Zhao ◽  
Xun Bo Yu ◽  
Xin Zhu Sang ◽  
Chong Xiu Yu ◽  
Da Xiong Xu ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Three Dimensional ◽  
Correction Method ◽  
Display System ◽  
Video Images ◽  
Three Dimensional Display

An non-vertical stereoscopic 3-D display method by changing the parallax value of the parallax images is proposed. This method is capable of displaying virtual reality with high-immersion sense because the observing depth only depends on the parallax value. An experimental 3-D display system capable of producing high-immersion and virtual reality video images at 45 degree is developed. Furthermore, the effectiveness of the method is demonstrated by using this system.

The Application of Virtual Reality Technology in the Housing Display System

2012 ◽  
Vol 588-589 ◽  
pp. 1320-1323
Author(s):  
Li Xia Wang
Keyword(s):  
Virtual Reality ◽  
Detailed Analysis ◽  
Real Time ◽  
System Architecture ◽  
Three Dimensional ◽  
Display System ◽  
Special Effect ◽  
Virtual Reality Technology ◽  
The Real ◽  
Multigen Creator

This paper takes the virtual reality technology as a core, has established the housing virtual reality roaming display system, Under the premise of the detailed analysis of system architecture, We focus on how to form the terrain database and the scenery three-dimensional database by using the MultiGen Creator, and call OpenGVS through MSVC to carry on the real-time scene control and the method of the complex special effect realization.

scholarly journals Immersive 5G Virtual Reality Visualization Display System Based on Big-Data Digital City Technology

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Fei Tian
Keyword(s):  
Virtual Reality ◽  
Big Data ◽  
Visual Experience ◽  
Three Dimensional ◽  
Visual Display ◽  
Digital City ◽  
Display System ◽  
Visualization System ◽  
Display Mode ◽  
Interactive Operations

The virtual reality visual display system creates a realistic virtual product display system, allowing users to swim in a three-dimensional virtual environment and perform interactive operations, fully simulating the process of shopping selection and payment in reality, so that users have an immersive feeling. The purpose of this article is to realize the design of an immersive 5G virtual reality visual display system through big-data digital city technology. This paper uses big-data digital city technology to design and implement an immersive virtual reality visualization system from the three-dimensional display mode of vision, hearing, and touch, creating a real and interactive three-dimensional visualization environment for users to have a more intuitive visual experience. The experimental results of this paper show that the smoothness of the virtual reality visualization system test can reach 60FPS, the excellent rate reaches nearly 33%, and the model scene-realistic feedback excellent rate is about 62.5%.

scholarly journals Simulation of Cosmonaut Rescue Using Virtual Reality

2021 ◽  
Author(s):  
Mikhail Mikhaylyuk ◽  
Andrey Maltsev ◽  
Evgeny Strashnov
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Space Station ◽  
Three Dimensional ◽  
Virtual Space ◽  
Control Panel ◽  
Dimensional Model ◽  
Three Dimensional Model ◽  
Movement Synchronization ◽  
Complex Methods

This paper presents original solutions for creation of training complex learning cosmonauts to control a space jet pack on purpose self-rescue when emergency happens. An approach is proposed in which training is carried out in a virtual environment using virtual reality gloves and headset. The idea is that control of virtual space jet pack model is performed by interaction of virtual hands, copying movements of cosmonaut's hands, with three-dimensional model of jet pack's control panel. To implement the training complex, methods and approaches were developed for movement synchronization simulation of virtual and real hands, as well as simulation of jet pack's control panel and thrusters. Approbation of proposed methods and approaches was carried out as part of our virtual environment system VirSim developed at the SRISA RAS. Results obtained in the paper can be used to create training complex for learning cosmonauts to rescue when they accidentally separate from the International Space Station.

Development of Haptic-Enabled Virtual Reality Applications for Engineering, Medicine and Art

2015 ◽  
Author(s):  
Hugo I. Medellín-Castillo ◽  
Germánico González-Badillo ◽  
Eder Govea ◽  
Raquel Espinosa-Castañeda ◽  
Enrique Gallegos
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Force Feedback ◽  
Research Work ◽  
Three Dimensional ◽  
Haptic Device ◽  
The Other ◽  
Virtual Objects ◽  
Other Hand ◽  
And Training

The technological growth in the last years have conducted to the development of virtual reality (VR) systems able to immerse the user into a three-dimensional (3D) virtual environment where the user can interact in real time with virtual objects. This interaction is mainly based on visualizing the virtual environment and objects. However, with the recent beginning of haptic systems, the interaction with the virtual world has been extended to also feel, touch and manipulate virtual objects. Virtual reality has been successfully used in the development of applications in different scientific areas ranging from basic sciences, social science, education and entertainment. On the other hand, the use of haptics has increased in the last decade in domains from sciences and engineering to art and entertainment. Despite many developments, there is still relatively little knowledge about the confluence of software, enabling hardware, visual and haptic representations, to enable the conditions that best provide for an immersive sensory environment to convey information about a particular subject domain. In this paper, the state of the art of the research work regarding virtual reality and haptic technologies carried out by the authors in the last years is presented. The aim is to evidence the potential use of these technologies to develop usable systems for analysis and simulation in different areas of knowledge. The development of three different systems in the areas of engineering, medicine and art is presented. In the area of engineering, a system for the planning, evaluation and training of assembly and manufacturing tasks has been developed. The system, named as HAMS (Haptic Assembly and Manufacturing System), is able to simulate assembly tasks of complex components with force feedback provided by the haptic device. On the other hand, in the area of medicine, a surgical simulator for planning and training orthognathic surgeries has been developed. The system, named as VOSS (Virtual Osteotomy Simulator System), allows the realization of virtual osteotomies with force feedback. Finally, in the area of art, an interactive cinema system for blind people has been developed. The system is able to play a 3D virtual movie for the blind user to listen to and touch by means of the haptic device. The development of these applications and the results obtained from these developments are presented and discussed in this paper.

scholarly journals Influence of Virtual Reality on High School Students' Conceptions of Cells

2020 ◽  
Vol 26 (8) ◽  
pp. 929-946
Author(s):  
Meredith Thompson ◽  
Annie Wang ◽  
Cigdem Bilgin ◽  
Melat Anteneh ◽  
Dan Roy ◽  
...  
Keyword(s):  
High School ◽  
Virtual Reality ◽  
High School Students ◽  
Mental Models ◽  
New Technologies ◽  
Three Dimensional ◽  
Biology Education ◽  
Factual Knowledge ◽  
School Students ◽  
Biology Learning

Cells are central to the study of biology, yet many learners have difficulties understanding the abstract yet fundamental foundation of life. Research suggests that students' conceptions of cells are reinforced by current biology learning materials, which represent cells as two dimensional, highly ordered, and mostly empty. These models also inaccurately represent the number, location, and size of organelles. We examine the effect of an inquiry-based three-dimensional virtual reality (VR) game on high school students' mental models of cells. Students reported that the game was more interactive and engaging than traditional ways of learning about cells and attributed an improved understanding of cells to their game experience. Students' post drawings of cells depicted more types of organelles, increased density of organelles, and additional complexity than their pretest drawings, indicating a movement towards more accurate mental models of cells. However, students' scores did not improve on their factual knowledge about cells between the pretest and the post-game biology assessments. We discuss the implications of incorporating game-based approaches and new technologies such as VR into biology education.

scholarly journals Peppy

2020 ◽  
Vol 2 (1) ◽  
pp. 49-50
Author(s):  
David Doak ◽  
Gareth Denyer ◽  
Juliet Gerrard ◽  
Joel Mackay ◽  
Jane Allison
Keyword(s):  
Virtual Reality ◽  
Secondary Structure ◽  
Degrees Of Freedom ◽  
Model Building ◽  
Three Dimensional ◽  
Protein Secondary Structure ◽  
Peptide Backbone ◽  
Molecular Forces ◽  
And Function ◽  
The University

Science students are traditionally taught protein structure and function through textbook pictures and/or physical model building. This is not effective for most students because conceiving large, complex three-dimensional chemicals structure and dynamic molecular interactions requires a very high degree of abstract thought, imagination and extrapolation. It is intuitively reasonable to believe that a virtual reality approach would aid appreciation of nanoscale molecular structure, function and dynamics. I will describe the Virtual Reality (VR) tool, “Peppy” (1), that we have developed for exploring the molecular forces which drive protein secondary structure. Peppy allows students to build, visualise and manipulate polypeptides within the six degrees of freedom that characterises the VR environment. Peppy not only recreates traditional secondary structures dependent on hydrogen- bonding in a generic peptide backbone, it also permits students to insert any and all of the 20 amino acids and to examine the effect of the shapes and electrostatic forces of these on secondary structure. The highly extrapolative environment created by Peppy is extended with features that encourage student engagement, such as a selfie camera, interactive Ramachandran plot, and even features to emphasise the dynamics of a vibrant macromolecular structure. Being able to physically and directly grab and manipulate the atoms and angles with the virtual hand enhances the connection of students with the molecules and results in an exploration experience unmatched by traditional 3D visualisation software. I will also describe the testing and iterative improvement of Peppy during deployment to large undergraduate classes at the University of Sydney, which boasts the Immersive Learning Lab, with 26 VR (Oculus Rift) headsets. Remarkably, even students with no prior VR experience are able to interact with Peppy in an engaged and meaningful way within just 10 minutes and, after less than an hour many are able to build highly complex multi-peptide structures such as β-barrels or experiment with long peptides containing a variety of side chains and disulphide bonds. The experience resonates with the students well after the session, as evidenced by their reflections and follow-up questions regarding the physics of the simulation and ideas for extension of the software.

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