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This paper explains the design of a prototype desktop and augmented Virtual Reality (VR) framework as a medium to deliver instructional materials to the students in an introductory computer animation course. This framework was developed as part of a Teaching Innovation Grant to propose a cost-effective and innovative instructional frameworks to engage and stimulate students. Desktop-based virtual reality presents a 3-dimensional (3D) world using the display of a standard desktop computer available in most of the PC labs on campus. This is a required course at this university that has students not only from the primary department, but from other colleges/departments as well. Desktop VR has been chosen as a medium for this study due to the ease-of-access and affordability; this framework can be visualized and accessed with the available computers in PC labs available in university campuses. The proposed research is intended to serve as a low-cost framework that can be accessed by all students. The concepts of ‘computer graphics, modeling & animation’, instead of being presented using conventional methods such as notes or power point presentations, are presented in an interactive manner on a desktop display. This framework allows the users to interact with the objects on the display not only via the standard mouse and keyboard, but also using multiple forms of HCI such as Touchscreen, Touchpad, and 3D Mouse. Hence, the modules were developed from scratch for access via regular desktop PCs. Such a framework helps effective pedagogical strategies such as active learning (AL) and project-based learning (PBL), which are especially relevant to a highly lab-oriented course such as this course titled ‘Introduction to Animation’. Finally, the framework has also been tested on a range of VR media to check its accessibility. On the whole, this proposed framework can be used to not only teach basic modeling and animation concepts such as spatial coordinates, coordinate systems, transformation, and parametric curves, but it is also used to teach basic graphics programming concepts. Hence, instead of a touchscreen, the modules have to be developed from scratch for access via regular desktop PCs. Such a framework helps effective pedagogical strategies such as active learning (AL) and project-based learning (PBL), which are especially relevant to a highly lab-oriented course such as this animation course. 

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. 

Motor rehabilitation is a long term, labor intensive and patient-specific process that requires one-on-one care from skilled clinicians and physiotherapists. Virtual rehabilitation is an alternative rehabilitation technology that can provide intensive motor training with minimal supervision from physiotherapists. However, virtual rehabilitation exercises lack of realism and less connected with Activities of Daily Livings. In this paper, we present six Virtual Reality games that we developed for 5DT data glove, 1-DOF IntelliStretch robot and Xbox Kinect to improve the accessibility of motor rehabilitation. 

The objective of the Project MANEUVER (Manufacturing Education Using Virtual Environment Resources)1 is to develop an affordable virtual reality (VR) framework to address the imminent demand for well-trained digital manufacturing (DM) professionals. One important part of Project MANEUVER involves studying, evaluating, and identifying cost-efficient ways to generate 3D solid models for use in VR frameworks. To this end, this paper explains the research effort to find alternative ways so that 3D solid model could easily be generated without using any costly 3D scanning technology. In this study, the project team identified two software tools that could help the manufacturing professionals and educators generate a solid model of several parts. These two software tools namely, Qlone and 3DF Zephyr Free were selected for this study based on factors such as ease-of-use, cost-effectiveness, and the cognitive load on users. Using case-studies these two software tools were used to generate 3D solid models and prototypes. Finally, their pros and cons collected throughout this study were reported. 

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.