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1. A Systematic Analysis of Graphics-Based Hardware and Software for Virtual Reality Instructional Framework

   Chandramouli, M. (January 2019, EDGD Midyear Conference)

   This study explains in detail a review of the graphics-based Virtual Reality (VR) hardware and software that were evaluated systematically for use in the NSF-funded study (Project MANEUVER). Project MANEUVER (Manufacturing Education Using Virtual Environment Resources), is developing an affordable VR framework to address the imminent demand for well- trained digital manufacturing (DM) technicians. This paper explains the various important factors including instructional, graphics-based, immersive, and interactive aspects that need to be carefully considered in the decision making process for the NSF Maneuver project, and this can serve as a reference for other similar projects. 3D Virtual worlds can be visualized by means of an extensive array of interfaces such as CAVE (Computer Assisted Virtual Environments), desktop VR, HMD (Head Mounted Displays), etc. The other factors that are important especially from a graphics perspective include: Hardware (CPU) and graphics requirements, cost, standalone possibility, software compatibility/support. 

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2. Virtual Reality Education Modules for Digital Manufacturing Instruction

   Chandramouli, M.; Jin, G.; Heffron, J.; Cossette, M.; Fidan, I.; Merrell, W.; Welsch, C. (July 2018, ASEE Annual Conference proceedings)

   There is an imminent need to remedy the ‘skills gaps’ in the digital manufacturing (DM) sector as evident from the Bureau of Labor Statistics projections pointing to a decline in traditional manufacturing jobs accompanied by marked growth in digital- and computer-driven manufacturing jobs. With proven advantages such as cost benefits, material conservation, minimized labor, and enhanced precision, manufacturing industries worldwide are adapting to digital manufacturing standards on a large scale. In an effort to remedy the lack of well-defined DM career pathways and instructional framework, our NSF ATE (Advanced Technological Education) project MANEUVER (Manufacturing Education Using Virtual Environment Resources) is developing an innovative pedagogical approach using virtual reality (VR). This multimodal VR framework DM instruction targeted at 2-year and 4-year manufacturing programs, facilitates the development of VR modules for multiple modes such as desktop VR, Augmented VR, and Immersive VR. The advantages of the virtual reality framework for digital manufacturing education include: significant cost reduction, reduction in equipment and maintenance costs, ability to pre-visualize the product before manufacturing. This paper introduces the design and development process of VR education tool to simulate three different additive manufacturing machines, e.g., LutzBot™, FormLabs™, and UPrint™ and different 3D printing technologies e.g., fused deposition modeling, and selective laser sintering to allow the students experience the materials and equipment needed to create the same part using different types of equipment and different types of technology. 

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3. An Artists' Perspectives on Natural Interactions for Virtual Reality 3D Sketching

   https://doi.org/10.1145/3613904.3642758  

   Rodriguez, Richard; Sullivan, Brian T; Barrera_Machuca, Mayra Donaji; Batmaz, Anil Ufuk; Tornatzky, Cyane; Ortega, Francisco R (May 2024, CHI Conference on Human Factors in Computing Systems (CHI '24))

   Virtual Reality (VR) applications like OpenBrush offer artists access to 3D sketching tools within the digital 3D virtual space. These 3D sketching tools allow users to “paint” using virtual digital strokes that emulate real-world mark-making. Yet, users paint these strokes through (unimodal) VR controllers. Given that sketching in VR is a relatively nascent field, this paper investigates ways to expand our understanding of sketching in virtual space, taking full advantage of what an immersive digital canvas offers. Through a study conducted with the participation of artists, we identify potential methods for natural multimodal and unimodal interaction techniques in 3D sketching. These methods demonstrate ways to incrementally improve existing interaction techniques and incorporate artistic feedback into the design. 

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4. Using Unity for Scientific Visualization as a Coursebased Undergraduate Research Experience

   https://doi.org/10.22369/issn.2153-4136/15/1/7  

   Adeniji, Idunnuoluwa; Casarona, Michael; Bielory, Leonard; Bancairen, Lark; Menzel, Melissa; Perigo, Nan; Blackmon, Cymantha; Niepielko, Matthew G.; Insley, Joseph; Joiner, David (March 2024, The Journal of Computational Science Education)

   We have developed a series of course-based undergraduate research experiences for students integrated into course curriculum centered around the use of 3D visualization and virtual reality for science visualization. One project involves the creation and use of a volumetric renderer for hyperstack images, paired with a biology project in confocal microscopy. Students have worked to develop and test VR enabled tools for confocal microscopy visualization across headset based and CAVE based VR platforms. Two applications of the tool are presented: a rendering of Drosophila primordial germ cells coupled with automated detection and counting, and a database in development of 3D renderings of pollen grains. Another project involves the development and testing of point cloud renderers. Student work has focused on performance testing and enhancement across a range of 2D and 3D hardware, including native Quest apps. Through the process of developing these tools, students are introduced to scientific visualization concepts, while gaining practical experience with programming, software engineering, graphics, shader programming, and cross-platform design. 

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5. VRFromX: From Scanned Reality to Interactive Virtual Experience with Human-in-the-Loop

   https://doi.org/10.1145/3411763.3451747  

   Ipsita, Ananya; Li, Hao; Duan, Runlin; Cao, Yuanzhi; Chidambaram, Subramanian; Liu, Min; Ramani, Karthik (May 2021, Conference on Human Factors in Computing Systems (CHI EA '21))

   null (Ed.)

   There is an increasing trend of Virtual-Reality (VR) applications found in education, entertainment, and industry. Many of them utilize real world tools, environments, and interactions as bases for creation. However, creating such applications is tedious, fragmented, and involves expertise in authoring VR using programming and 3D-modelling softwares. This hinders VR adoption by decoupling subject matter experts from the actual process of authoring while increasing cost and time. We present VRFromX, an in-situ Do-It-Yourself (DIY) platform for content creation in VR that allows users to create interactive virtual experiences. Using our system, users can select region(s) of interest (ROI) in scanned point cloud or sketch in mid-air using a brush tool to retrieve virtual models and then attach behavioral properties to them. We ran an exploratory study to evaluate usability of VRFromX and the results demonstrate feasibility of the framework as an authoring tool. Finally, we implemented three possible use-cases to showcase potential applications. 

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