ABSTRACT
Due to the impact of Covid-19, many students all over the world have faced some educational issues. Therefore, many educational institutes focused on shifting their learning process to E-learning system. To provide a complete E-learning system, the performing of virtual and remote Laboratory experiments is needed. In this paper, a generic and flexible online authoring tool for the Laboratory Learning System (LLS) is presented. The LLS system is a platform that provides teachers and students with a flexible environment for virtual and remote controlled labs using the proposed authoring tool. The heart of the LLS system is the authoring tool which facilities the ease and flexibility of designing various laboratory experiments which includes a number of pages, and each page has a number of steps with many draggable components. Furthermore, the proposed authoring tool is the first authoring tool that provides general and reusable virtual laboratory resource (VLR) for automatically managing laboratory software and hardware resources. To support the new VRL feature of the authoring tool, the LLS supports the ability to remotely control the laboratory equipment while performing laboratory experiments and also has the capability to run any type of simulation tool for virtually simulated labs. The proposed authoring tool is designed considering all the needed components with well-defined interfaces to achieve an effective and flexible Laboratory learning system. © 2022 IEEE.
ABSTRACT
During the closure of K-12 schools and universities due to the COVID-19 pandemic, many educators turned to web conferencing tools such as Zoom and WebEx to deliver online lectures. For courses with labs, some teachers provide recorded videos of real labs. Watching recorded lab videos is a passive experience, as the procedures and point of view are fixed, and students do not have any control of the lab and thus miss the opportunity to explore different options, including making mistakes that is important part of the learning process. One approach that holds great potential to enhance laboratory experience for online education is the use of computer-based modeling and simulation tools. Simulation based virtual laboratories emulate lab equipment and configurations in highly realistic 3D environments and can provide very effective learning experiences. While there exist limited interactive lab computer simulations for various subjects, their presentations are still very primitive and often lack realism and complexity. This paper presents methodologies and preliminary findings on rapid development of advanced virtual labs using modeling and simulation for in-person and online education. The importance of modeling and simulation has long been recognized by the scientific community and agencies such as DoD and NSF. However, high-quality simulations are not commonplace, and simulations have not been widely employed in education. Existing simulations for education lack interoperability and compatibility. While there are sporadic uses of computer-based simulations in education that were developed in a piecemeal fashion, there was never systematic development at an industry level for such purposes. Virtual lab development usually require substantial amount of effort and lack of systematic research on rapid virtual lab development hinders their wide use in education. This paper proposes a wholistic and systematic approach for addressing the issues in rapid lab simulation development from several perspectives, including rapid generation of virtual environment, integration of state-of-the-art industry leading software tools, advanced software design techniques that enables large scale software reuse, and innovative user interface design that facilitate the configuration and use of virtual labs by instructors and students. This paper will implement a virtual circuit lab that emulates a circuit lab for the course PHYS 303 offered at Old Dominion University and will be used to elucidate the crucial methodologies for rapid virtual lab development. The virtual lab contains highly realistic visual renderings and accurate functional representations of sophisticated equipment, such as digital oscilloscopes, function generators, and digital multimeters, and authentic rendition of the lab space. The virtual lab allows analog and digital circuit simulation by integrating the de-facto industry standard circuit simulation engine SPICE and Xspice, supporting the circuit labs in course PHYS 303. The Unity game engine is used to develop the front end of the virtual lab. Advanced software development methodologies will be investigated to facilitate software reuse and rapid development, e.g., the same simulation code can be used to support equipment manufactured by different vendors. The paper will also investigate the impact of fidelity of the virtual lab, e.g., equipment and lab room, on student learning outcomes and efficacy. © American Society for Engineering Education, 2022.
ABSTRACT
The challenges associated with achieving hypersonic flight, developing advanced propulsion systems, and designing reusable launch platforms are strongly interdisciplinary. Exposing undergraduate students to interdisciplinary research is recognized as a means to equip society's future engineers and scientists with the broad skillset necessary to contribute to these areas. The jointly funded NSF-DoD REU site Advanced Technologies for Hypersonic Propulsive, Energetic and Reusable Platforms (HYPER) unites multidisciplinary interests to study advanced structures and systems with application to hypersonics, space, propulsion, and energy. Over the course of two 10-week summer sessions (2019 and 2021), participants have gained hands-on training in contemporary challenges such as: (1) utilizing advanced manufacturing techniques for high-value components, (2) integrating in situ monitoring of stress-strain evolution, (3) developing novel methods for improved internal cooling and heat transfer effectiveness, (4) mitigating flutter through advanced rotor dynamic control, etc. Eleven research projects have been crafted to engage students in PhD-level topics. Many of these challenges rely on approaches that cut across disciplines and research techniques (e.g., experiments and computer simulation). The present reporting serves as a synopsis of challenges, advances, and lessons learned conducting the research thus far. The site HYPER has six core objectives that relate to: (1) preparing students for graduate school and/or research-oriented careers, (2) fostering technical skills in student participants, (3) improving participants' communication skills, (4) marketing to and recruiting a diverse group of participants, and more. Assessment of the program outcomes according to these objectives are reported here with data gathered after two years. Program outcomes were conducted with an external evaluator affiliated within the University of Central Florida's Program Evaluation and Educational Research Group (PEER). Results demonstrate a very effective site with strongly positive outcomes for all participants. Insights are provided so this research effort may be confirmed by other independent sites. It should be noted that the 2020 session was postponed out of an abundance of caution based on the uncertain and evolving conditions facilitated by the COVID-19 pandemic. © American Society for Engineering Education, 2022.
ABSTRACT
Human-computer interaction (HCI) focuses on the interaction between humans and computers and it exists ubiquitously in our daily lives, especially in post COVID era where non-face-to-face interaction is common. Since HCI usually uses a physical controller such as a mouse or a keyboard, it hinders National User Interface, giving a middle ground between the user and the computer. This paper presents a vision-based hand tracking system development for non-face-to-face interaction, which aims to improve HCI by being able to track the hand which will act as the pen and functioning as a reusable writing surface for creating texts, drawings, and such as well as removing or erasing using the user's hand as the pen, and utilizing Open Computer Vision Library (OpenCV) and Mediapipe. Using the computer's camera the hand will be tracked as the pen for creating basic drawings and handwriting. The vision-based board where the user can draw on and the pen or marker will be the user's hand. The results indicate that this system is accurate enough to be a feasible application for handwriting ad basic drawings. © 2021 IEEE.
ABSTRACT
Purpose: The COVID-19 pandemic has popularized wearing face masks for personal protection. However, the protection afforded by a mask is decreased if an individual accidently touches the outer surface of the mask and then touches other parts of their face. To overcome this problem, antimicrobial masks have become commercially available. However, many are disposable and/or made from synthetic antimicrobial agents which have a negative impact on the environment. The purpose of this study was to create material for stitching antimicrobial masks that are reusable and natural. Design/methodology/approach: The authors developed natural antimicrobial finishes from Azadirachata indica, Butea monosperma and Litchi chinensis leaves. The authors used biodegradable polyurethane binder and pad-dry-cure method to apply them on 100% cotton fabric. The authors used Fourier-transform Infrared Spectroscopy (FTIR) and Scanning Electron Microscope (SEM) to confirm the application and ASTM E2149 to assess the efficacy and wash-resistance of the finish. Findings: Fabric treated with leaves of A. indica, B. monosperma and L. chinensis showed 80%, 100 and 100% antimicrobial activity, respectively. All fabrics were washed 25 times in home laundry cycles and maintained 100% of their antimicrobial effect. Originality/value: These findings highlight that B. monosperma and L. chinensis finishes on cotton fabric can be a used as a material for stitching antimicrobial, natural and reusable masks that provide more protection than traditional masks but do not pose the environmental concerns of disposable masks or synthetic finishes. This study can be furthered by performing more laundry cycles to determine if the finishes remain 100% effective beyond 25 cycles. © 2022, Emerald Publishing Limited.