Applying Virtual Reality Panorama Simulation Environment in Technical Communication

8/3/2019 Applying Virtual Reality Panorama Simulation Environment in Technical Communication

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Applying Virtual Reality Panorama Simulation

Environment in Technical Communication

Wan Norazlinawati Wan Abd Arif 1,Wan Fatimah Wan Ahmad

2, Shahrina Md Nordin

3

Dept of Computer and Information Sciences 1,2 ,Dept of Management and Humanities

3,

Universiti Teknologi PETRONAS, Perak, Malaysia

[email protected], {fatimhd; shahrina_mnordin }@petronas.com.my

Abstract — This paper discusses the development of the

courseware to complete high demand in improving the quality of

the presentation of knowledge sharing activities with the use of

technology. The needs for development of technology-based

learning and training lead to an idea to develop an Oil and Gas

Plant Virtual Environment (OGPVE) for the benefit of our

future. The technology which is adopted in Panoramic Virtual

Reality learning-based environment is essential in order to helpeducators overcome the limitations in traditional technical

writing lesson. In order to create an encouraging courseware

which precisely meets user’s need, few steps are taken starting

with studying the suitable theory to help presenting the education,

collecting pictures and data of proposed location, developing the

courseware and finally testing the courseware. This paper

discusses the steps of the virtual environment learning

courseware in terms of the development of the courseware for the

technology of virtual reality to be tailored together to help learn

technical communication.

Keywords-component; Mosaic; oil and gas plant virtual

environment; panorama; stitch; technical writing; virtual reality

I. I NTRODUCTION

The embedment of technology into education is the mostimportant area of study that needs to be improved together withthe development of a nation to ensure future generation will be

prepared and competent enough to survive in our rapidlychallenging surrounding. Thus technology can be used in anyarea of education such as teaching or training subjects.Technical communication is one of the main subjects thattechnical or engineering students must learn during their study.In this subject, the students will learn how to write reportswhich soon to be used while working such as memo, technicalreport, resume, memorandum, and proposal. The ability to

write effectively is a must to ensure that the students are well prepared for their future working environment. The objectiveof learning the subject will be achieved with the help of the

panoramic image which is included in the courseware.

Nowadays students require assistance in order for them tounderstand better with their study [1].This is to ensure thatthey can gather the information which is intended to bedelivered. They can absorb the subject better as compared tothe traditional ways of learning. This technology will not onlyenhance the quality of the subject’s presentation but also thequality of the students which will be graduating afterwards. It

also will also improve productivity and help in visualisingconceptual, innovative, and creative ideas [2]. Based on [1]and [2] the development of similar concept application such asOGPVE will be benefited to help users since the oil and gas

plant is one of the example of the location which a restrictedarea for outsiders to visit.

The definition of Virtual Reality (VR) from Yuan andChee [3] perspective is an experience where the user will beimmersed in a responsive virtual world. The immersioneffectively controlled by the user and the system also providesthem with an option to interact with the system viewpoint asthey navigate from one point to another points and play. Other than that, VR also offers interactive way of learning whichattract students to play and learn. VR technology which isadapted in education increases the quality of education as ithelps in reducing teacher’s burden in controlling big sizedclass and achieves high learning results. The development of such system shares vast advantages such as VR will allow asense of being there while navigating the system where userswill enable to control and interact with the object or

environment projected [2]. Panoramic VR is one of the VR presentations. The panorama images can be used to solvesome of the problems which arise in traditional learning sincethe technology will provide interactive panoramicenvironment with a rich sense of presence [4].

Thus, the development of OGPVE is essential as part of aneffort to help increase the implementation of technology ineducation as part of a teaching and learning process. OGPVEwill provide lesson together with the experience of virtual

plant walkthrough to ensure they understand the situation before writing a report.

The implementation of this concept which is captured in anoil and gas restricted plant helps student to have their first

experience being in oil and gas plant. Since this area is notaccessible to students, it is best for them to experience throughVR. OGPVE provides them knowledge of the oil and gas

plant’s surrounding and an example of activity which requirereports to be written throughout the process. The difference

between OGPVE and other VR application such as [2] is thisapplication is more towards gaining knowledge andinformation through cognitive skills rather than experiencefrom physical training. Thus, the challenge is not only toensure students not only enjoy this application but are alsocapable of writing a report as an engineer.

978-1-4244-6716-7/10/$26.00 ©2010 IEEE



Research has also been conducted to find the suitablelearning theory than can be adapted in the development of thecourseware. In order to adopt VR technology in education,suitable learning theory is needed because of too many learningtheories available but not all can be used when technology isembedded into the education. The location of oil and gas plantvirtual environment (OGPVE) must first be determined. Toensure the best panoramic image created, pictures also must be

taken. Thus, special tools are used in order to take wide Fieldof View (FOV) pictures from the plant as described in [5].

FOV is used in most of the panoramic environment sincethese types of images have full 360º view which helps insimulating real panorama of an intended place. These types of images are required for many applications [6]. Photos whichwill be stitched to create virtual panoramic images must beclear and precise to help create actual snap of the actual place.

II. RESEARCH BACKGROUND

A. Learning Theory

Wang and Chee [7] and Wan Norazlinawati et al. [8] statedthat immersive Panoramic VR has the strength to overcomethe limitations which both parties are involved in learning

processes faced in traditional learning:

• VR environment has been successfully used longtime ago to help in various applications such aslearning and training for the course which iscomplicated and detailed such as in surgery [9].

• Virtual environment offers no limitation in terms of how the environment looks like or if only onespecific object needs to be simulated. Almostanything in any size or shape of object can be createdwith the technology.

• VR does not have any limitation in the number of users who can interact with the developedenvironment at the same time. This can help reducetime and space consume for an institution tocomplete the learning process of one subject [10].

• VR simulation helps to bring the audience to thelocation which is hard to reach thus, audiences have achance to get to know the environment directly.

Thus, all these points above, give us the reason why VR should be adapted in teaching and training in technical writing[11]. The benefits which are offered in this kind of applicationare:

• The usage of researched learning theory whiledeveloping OGPVE offers better presentation thus itcan increase the quality of learning and the end resultof using OGPVE.

• The manipulation of high quality pictures taken fromthe location for image stitching [6] enables clear and

precise image of the focused area.

• Stitching group of photos into panoramic images.

The development of 3D virtual reality environment for teaching and learning technical communication [4] is one of the solutions in solving complicated learning process.

B. 3D and VR

There are quite a number of suitable or suggested learningtheories which can be used together in developing OGPVE.

Wan Norazlinawati et al. [8] discussed collaborative learningmethod which combines Constructive, Cognitive, and ActiveCoCoA learning theories.

Figure 1 shows CoCoA’s model of learning. Historically,constructivism is not a new theory. It has been practiced asearly as in the 19

thcentury. Constructivism sees learning as a

knowledge construction rather than a process of acquiringknowledge. Cognitive model is defined as a mixture of elements which includes visual, audio, sense, and experience[12]. Active learning covers:

• Manipulative/observant

• Interacting with the environment and observing the

result

Figure 1. OGPVE Learning Theory

CoCoA produces a learning style which creates the result based from the result of construction of knowledge startedfrom the beginning of the lesson to the end. The Constructivemethod builds basic knowledge toward the whole lesson andenhances their cognitive ability through a walkthroughexperience offered in OGPVE and then enables them toactively interact [13].



Figure 2. CoCoA concept

Figure 2 shows a model of CoCoA concept in OGPVEcourseware. The concept is to start with Constructive activitiesto enhance user’s knowledge and interest in order to preparethem for the walkthrough. This phase provides students with a

brief description of their purpose of walking through thevirtual panoramic oil and gas plant. The crucial part is toensure that the students are alert with their purpose of walkingthrough the OGPVE, and not only to enjoy the virtual tour.

Furthermore, cognitive skills play important role where theelement of sounds, sense and visual will help to guide user tocomplete the tasks given through the courseware [1]. Theseelements work together to make sure the objective of fun andinteractive learning is achieved.

In active activity, students will manipulate the entireelement and also manipulate their knowledge gatheredthroughout the learning by trying to write by themselves. This

process known as experiential learning [15] which studies asubject, not only to know but is also capable to apply.

III. RELATED WORK

Virtual reality environment has been implemented since along time ago. It has been agreed that the uniqueness of VR would contribute in enhancing the quality of education today[16]. One of the most unique and main characteristics of VR learning environment is its ability to direct experience throughthe immersion and semi-immersion experiential learning if compared to learning based on third-person’s knowledge or from the text book [17][18][19].

Zengo Sayu [20] and Collaborative Virtual InteractiveSimulations (C-Visions) [7] are two examples of applicationwhich uses an element of immersion and interaction of virtualenvironment.

The technique used to copy the same scenery as actuallocation to panoramic is by taking photographs of the focusedarea. The panoramic VR which uses image-based method tocreate the panorama required 360 º photos [1][21][22] to bestitched and the method is popular since the image qualityrepresents the same image from the area. This method alsoclaims to be able to attract attention better since it is realistic.

IV. METHODOLOGY

This section discusses the process involved throughoutthe research work.

Figure 3. Design and Development Phase in OGPVE

Figure 3 shows design and development phase in OGPVE.The third phase which is design phase is an important phase for creating OGPVE. The phase is where planning is done beforethe development started. This part is where the storyboardcreated in order to notify where the navigation and interactionmust be placed. After that, in the development of OGPVE,

there are three main parts which are taking pictures, stitchingthe panoramic image and creating the OGPVE.

V. DEVELOPMENT OF OGPVE

A. OGPVE: Image Stitching or Mosaicing

In the development of OGPVE, the processes start withselecting pictures which will be stitched to create a set of

panoramic image [8]. The process of selecting the image thatwill be stitched must ensure that each image must have relativecollaboration with each other or meeting points. Meeting points

Start

Research/Analysis

DesignCreating Storyboard

Detecting OGPVE

Attribute

• Objective

• Learning Theories

CoCoA

• Detecting

navigation

• Planning for

Interactivit

Development Taking Series of Photos

Stitching

Develop OGPVE

• Navigation

• Interaction

Implementation

Evaluation

End



[2] existed in order to ensure each image can be stitchedtogether with its neighborhood pictures.

Figure 4: Image stitching hierarchy

Figure 4 shows sample of image stitching hierarchy whichshows a panoramic image that come from sets of pictures.

Other than that, the quality of images used for this applicationneeds to have a high resolution. This is to ensure that the

panorama is clear and the end result is also fulfilling.

Figure 5: Sample of images mosaic construction from multiple images

Figure 5 shows mosaic construction from multiple images.By using the software, it helps to render the image directly.The software then notifies the matching points and matches itfollowing the sequence [8].

The method used is identifying the images which have the

closest matching points with the neighbouring image [16].Thus, from this, four images will be stitched together with thetop 360º image and 360 º floor images [21][22], minimum siximages. Top 360º image and 360 º floor images [21][22],minimum six images.

The OGPVE allows users to navigate the panoramic andcontrol where they want to go but only within the area. Other than this, there is a link and hotspot in the panorama whichwill link to detailed explanation of the tools and a form whichneed to be filled throughout the process.

Figure 6 shows the OGPVE learning workflow whichconsists of three main activities [23]. For each activity, thereare interaction between students and lecturer. This is wherestudents need to use their cognitive skills to ensure all thehints and instructions are read and understood carefully.

OGPVE Learning Workflow

Constructive Cognitive Active

CoCoA Concepts

Figure 6: OGPVE learning workflow

The activities for each phase are related to each other. Themain objective is to ensure the user will get the benefit fromthe OGPVE. The constructive phase starts with constructthrough reading the note which is as an introduction. Thusfrom this it leads to construct the experience as a knowledge.From this also, it helps to reconcile with previous idea thestudent got from reading activities and reflects the experienceand idea.

Cognitive leads to constructing memories and creative

thought [1]. Thus it helps audience to learn and memorize thelearning altogether.

Active learning as from the CoCoA concept, ensure user’slearn and practice at the same time. The activities provideexercises and quizzes to help user to manipulate theknowledge gathered throughout the process.

VI. R ESULT

Figure 7: Snapshot of the main Oil and Gas Plant Virtual Walkthrough

Exercise &

quiz

Exercise

Quiz

Activities

Construct throughreadingRead notes

Understand the

lecture

• Get ideas

Constructive experienceExperience the

environment

Reconcile with previous ideas

ReflectReflect theexperiences

and ideas

Experiencing

• Walking through the

environment

Observing

Processing

• Gathering data &

information• Memory & creative

thought

Learning



The virtual environment is then displayed and each user will experience the same environment thus they can discussregarding the experience and gather data together to helpcompleting the task given.

OGPVE control flow is simple to support ease of knowledge sharing requirement which need to be supported by

all people in education field [9].

Chee [24] shares encouraging results of using collaborativelearning theories as they help life which needs students tofully utilize their ability and capability of studying to ensurethem absorb the knowledge better.

Thus, the development of OGPVE should help users inachieving better result in their education since the technologyhelps in bringing them to the place where it is inaccessible tothem.

VII. CONCLUSION AND FUTURE WORK

In this paper, VR advantages have been discussed andemphasized. Educators are encourage to find a way toimplement Panoramic VR in knowledge sharing and sharegood remarks of adapting collaborative learning. Hence, thereare some elements which might differ if VR is to beimplemented in other subjects.

Technical communication course requires students to beactively involved throughout the process. Different situationmight technical writing. By adapting CoCoA, students cancollaborate with each other using cognitive and constructivetheories in order to be familiar with different situations.

For future work, there is a need to improve the navigation

and interaction in the OGPVE to increase users’ alertness andusers’ understanding.

Testing also will also be done and based from the test, thereare elements to pay attention in order to ensure the objectivesare achieved.

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Applying Virtual Reality Panorama Simulation Environment in Technical Communication

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