Procedia Computer Science 75 ( 2015 ) 123 – 128

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1877-0509 © 2015 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).Peer-review under responsibility of organizing committee of the 2015 International Conference on Virtual and Augmented Reality in Education (VARE 2015)doi: 10.1016/j.procs.2015.12.228

ScienceDirect

2015 International Conference on Virtual and Augmented Reality in Education

Augmented Reality in Automation

Rosalino Rodríguez Calderón*, Rafael Santillana Arbesú Tecnológico de Monterrey, Av. Montaña Monarca

1340, Ejido Jesús del Monte, Morelia, 58350, Michoacán, México

Abstract

Nowadays the engineering labs have the necessary physical devices to perform experiments that reinforce the theorical knowledge of the course. However, there are not enough elements that can generate an ordinary applied system that commonly involves technologies beyond the course, leaving much to the imagination. Augmented Reality Automation (ARA) is an innovation that incorporates augmented reality technology to the classical experiments, allowing the integration and interaction of several technologies, developing mixed experiments, both real and virtual, that is visualized through a mobile device, such as smartphone or tablet, for the purpose of creating deeper and clearer vision of knowledge. That is the focus of this paper. © 2015 The Authors. Published by Elsevier B.V. Peer-review under responsibility of organizing committee of the 2015 International Conference on Virtual and Augmented Reality in Education (VARE 2015).

Keywords: Aumented Reality; Automation; Education; Mobile Device

1. Introduction

With the advent of technology, the world is immersed in a universe of mobile devices, such as laptops, smartphones or tablets, that define the way in which we communicate, interact, etc. as well as the field of education, with resources such as web-books, e-book, apps, online courses. Being submerged in this mixed world where virtual and real coexist naturally, most of the resources are focuses on the theory and concept, leaving behind the practical side, which is essential for developing engineering skills.

Augmented Reality technology brings a new alternative to tackle this opportunity. This technology incorporates a virtual component over a real one, generating a mixed environment (see figure 1). This technology has been widely

* Corresponding author. Tel.: +52 443-3226800

E-mail address: rosalino@itesm.mx

© 2015 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).Peer-review under responsibility of organizing committee of the 2015 International Conference on Virtual and Augmented Reality in Education (VARE 2015)

124 Rosalino Rodríguez Calderón and Rafael Santillana Arbesú / Procedia Computer Science 75 ( 2015 ) 123 – 128

used in advertising, magazines, toys, etc, setting a trend towards entertainment and marketing. However, this technology can be incorporated in pedagogy, having already some efforts in this sense such as books published by the University of Valencia or the BMW automotive services [1].

Fig. 1. Example of augmented reality

Given the need of pedagogic support that reinforce the practical skills of engineers, in particular those from

mechatronics, and into the tendency towards mobile and virtual learning [2]. This article presents a lab based in augmented reality and mobile devices that combined with physical elements commonly found in an engineer lab, allows the development of experiments that reinforce o complements the theory, as well as the practical skills. This technology, called ARA, is built upon three main blocks: the virtual scenario, the socket system and the physical control system.

2. Building Blocks of ARA

2.1 3D Models The industrial components that create a production line are simulated through a virtual environment as shown in Figure 2. This was created using the 3D creation software Autodesk Maya [3], that brings all the necessary tools required for building this scenario, such as the creation of 3D models, adding materials and texture, and animating all these models. This 3D environment is then integrated into the game engine Unity3D [4], giving the developers full control of the animations and the models and allowing the scenario to communicate and interact with the physical parts. The game engine also gives the necessary tools to add Augmented Reality and publish the environment to any mobile operating system, such as Android and iOS, as shown on Figure 3

Fig. 2. Virtual scenario

125 Rosalino Rodríguez Calderón and Rafael Santillana Arbesú / Procedia Computer Science 75 ( 2015 ) 123 – 128

Fig. 3. Apps on iOS and Android devices 2.2 Real Devices The real part of the scenario is compound by a series of different sensors, actuators and motors that move the physical parts and PLCs (Programmable Logical Controllers) that control every aspect of the real devices. The PLC receives the input from the virtual scenario that combined and placed together brings us the automated industrial control. 2.3 Electronic System The virtual and the real scenario are connected together with an electronic socket, which contains a microcontroller that receives the input signals from the mobile device containing the virtual scenario via Wi-Fi and then send them to a logical circuit that converts the signal into an input for the PLC. This communication can be done in either direction, allowing both parts to interact in real time, so any change in the virtual environment is reflected into the real world and vice versa.

Fig. 4. Building Blocks

126 Rosalino Rodríguez Calderón and Rafael Santillana Arbesú / Procedia Computer Science 75 ( 2015 ) 123 – 128

3. Study Case and Results

ARA was incorporated in one of the Logic automatism Lab course practices [5]. The activity was about controlling a conveyor moving recipients that had to be filled with liquid at a certain point. The PLC control and the pneumatics was done and implemented with physical components, while the conveyor, recipients and liquid was brought by the virtual scenario, generation with both parts the augmented reality. Before the session, the students designed the control and loaded the app on their mobile devices. During the session, the students verified the functionality of the system, implementing the physical parts and integrating the application in order to do the practice with ARA [6], as is shown in figure 5.

The survey, of the appendix A, was taken after implanting the educative innovation, from results it’s seen that

ARA had good acceptance, facilitating and motivating learning. Table 1 shows the summary results. It’s impressive how the mobile devices attract students’ attention, observing in this experiment that all of the

students centered their attention to the practice. It was also seen that ARA motivates learning, the students seemed relaxed and smiling, making the practice more dynamic and fun (see figure 6).

Table 1. Survey results from 26 applicants

Evaluation point Result

ARA facilitates learning 100% agree

More ARA practices 90% agree

Use of mobile devices on practices 95% agree

ARA is easy to use 85% agree

The virtual scenario is adequate, dynamic and simple 80% agree

ARA works under any platform Students used Android smartphones, iPhones, iPods and iPads.

Fig. 5. Practice with ARA

127 Rosalino Rodríguez Calderón and Rafael Santillana Arbesú / Procedia Computer Science 75 ( 2015 ) 123 – 128

Fig. 6. Students experiment with ARA

4. Conclusions

It’s impressive how the mobile devices attract students’ attention, observing in this experiment that all of the students centered their attention to the practice. For this, ARA helps in generating significant learning.

It was also seen that ARA motivates learning and simplifies it, the students seemed relaxed and smiling, making the practice more dynamic and fun.

All this validates that ARA is an excellent option to improve the skills and practical knowledge of the students. After this, it was decided to begin with the necessary adjustments that would take out the problems observed in the experiment at this first stage. Furthermore, a new scenario began developing, giving two ARA experiments to the Automatism Lab course. With this, it is intended to give continuity to the Project and make ARA part of the course pedagogy.

Acknowledgements

The authors would like to thank the economic support brought by the NOVUS 2013 initiative, by Tecnológico de Monterrey, for developing this Project. Also to all the students of Campus Morelia who supported and contributed to the development and testing of the same.

Appendix A. Survey

1. Do you consider that incorporating augmented reality facilitates learning?

2. Did you liked integrate mobile devices in the laboratory experiment?

3. Does the experience with ARA improved perception experiment developed?

4. Does the addition of augmented reality laboratory experiments perishes you an innovative experience?

5. Would you like augmented reality component is included in most laboratory experiments?

6. How easy is made you learn to use the application?

7. What do you think the quality of three-dimensional model and icons?

8. What did you think the fluidity of animation

128 Rosalino Rodríguez Calderón and Rafael Santillana Arbesú / Procedia Computer Science 75 ( 2015 ) 123 – 128

9. What do you think the waiting time to load the application?

10. What device did you use? Android smartphone, Android tablet, iPhone, iPod or iPad.

References

1. BMW, BMW augmented reality, http://www.youtube.com/watch?v=MZTHODF0-QU [Last access: September 30, 2013]. 2. Salinas P, González ME, Quintero E, Rios H, Ramirez H, Morales S. The Development of a Didactic Prototype for the Learning of

Mathematics through Augmented Reality, Procedia Computer Science 2013; 25: 62-70. 3. Derakhshani D. Introducing Autodesk Maya. John Wiley & Sons; 2013. 4. Blackman S. Beginning 3D game development with Unity : the world's most widely used multi-platform game engine. New York : Apress;

2011 5. Tecnológico de Monterrey. Laboratorio de Automatismos Lógicos, https://goo.gl/E6qE3o [Last access: June 25, 2015]. 6. CITT2013. ARA - Augmented Reality Automation. https://www.youtube.com/watch?v=etbV2n6drL4&feature=youtu.be [Last access: June

25, 2015].