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This paper aims to improve the scene sense of a virtual scene, the welding model of a virtual reality system of riser automatic equipment was constructed using Unity3D and UG software, which mainly included a welding car, welding guide rail, welding power supply, virtual camera and other equipment and the model was rendered.

The human-computer interaction page and simulation test of the system was produced using the user interface GUI system for creating a human-computer interaction scene. The operator could capture the welding status of the physical equipment accurately and in real-time so the virtual reality technology was very suitable for the remote monitoring operation integrated with the welding system.

Human-computer interaction design and collision detection were realized. In addition, the system simulation experiment was accomplished. With the continuous improvement and development of virtual reality technology real-time virtual simulation and monitoring, technology will become the main development trend.

Based on virtual reality, the monitoring system can capture the operation status of physical welding equipment in real-time and accurately, which is very suitable for remote monitoring operation integrated with the welding system and also conducive to improving the monitoring level of the welding process.

This technology is time-saving and money-saving, for the operators do not have to be in a real welding environment and therefore they can get away from dangerous places. Consequently, it can avoid unnecessary injuries and problems.

This technology can replace people to enter the dangerous and extreme environment to carry out welding operation, so it becomes the most effective means of nuclear power plant maintenance, space structure construction and marine engineering construction. In addition, it is time-saving and money-saving.

With the rapid development of virtual reality technology in recent years, it is a new research direction to apply virtual reality technology to the remote welding operation. This technology is different from the traditional way of welding for the operators can stay away from the welding scene especially some dangerous places.

Virtual reality (VR) for product assembly has been studied for more than 20 years but its practical application in industry is still very much in its infancy. Haptics is a new and important interaction method for VR and a strong and growing research area, however, it still remains a virtually unknown concept for industrial application.

This paper provides a comprehensive survey of VR and haptics for product assembly, from rigid parts to soft cables.

Some new ideas and research progresses in recent years are especially investigated. First the concepts and classifications of virtual assembly are introduced and the different virtual environment systems for product assembly are discussed. Then the major research groups, typical systems and major research issues are explored in detail, treating rigid parts and soft cables separately. Lastly, the barriers preventing successful application of virtual assembly are discussed and future research directions are also summarized.

The paper provides an overview and analysis of VR and haptics for product assembly, including both rigid parts and soft cables.

Augmented reality (AR) has become a trend, and the effects of Pokémon Go, the most popular online and mobile game, have been explored in many studies. However, few studies have developed questionnaires of fit to investigate the relationship between the fit and the integration of the game's virtual world and reality. The paper intends to integrate the models of stimulus-organism-response (S-O-R) and information systems success with cognitive fit theory to explore the fit and reactions of users in the integration of real and virtual worlds.

Following MacKenzie's scale development, two surveys were conducted. The first survey was conducted to perform a scale development of fit. The second survey was collected from 315 Pokémon Go players to validate the fit scale and it was analyzed via structural equation modeling.

The results show that scale development of fit has good reliability and validity. Furthermore, game information quality, game system quality and virtual (Pokémon) characteristics have significantly positive effects on cognitive and emotional fit. Cognitive and emotional fit have significant positive effects on user satisfaction, and user satisfaction has significant positive effects on continued intention to play. The results suggest that maintaining the quality of the game and improving the virtual interface will provide a better fit between the real and virtual worlds, enhancing user satisfaction with the fit as well as their intention for continued use.

Although fit has been widely studied in various contexts, the application of AR has been rarely discussed. This study develops a scale of fit and takes Pokémon Go as the subject to validate the fit measurement and discuss players' cognition and feelings regarding the game. The authors measure user reactions to different stimuli and explore cognitive and emotional fit as well as the integration of virtual worlds and reality. In sum, to the best of the authors’ knowledge, this is one of the earliest studies to explore and develop a cognitive and emotional fit scale for future researchers and practitioners.

Virtual Reality (VR) refers to the computer generation of realistic three‐dimensional artificial worlds in which humans, typically equipped with head‐mounted 3D displays, interactive gloves and even whole‐body suits, can be ‘immersed’, and are free to explore and interact with graphical objects in real time, using such natural skills as looking from different angles, moving, pointing, grasping, listening and talking. The early history behind the emergence of VR is short and incredibly intense and characterized by a small group of familiar names. As one of the key figures, Myron Krueger has described it, ‘…Like particles in a fission reaction, personnel from one project disband and reappear with new affiliations’. That reaction continues today, with a reproduction of the American experience in Europe.

This paper aims to propose and implement an integrated augmented-reality (AR)-aided assembly environment to incorporate the interaction between real and virtual components, so that users can obtain a more immersive experience of the assembly simulation in real time and achieve better assembly design.

A component contact handling strategy is proposed to model all the possible movements of virtual components when they interact with real components. A novel assembly information management approach is proposed to access and modify the information instances dynamically corresponding to user manipulation. To support the interaction between real and virtual components, a hybrid marker-less tracking method is implemented.

A prototype system has been developed, and a case study of an automobile alternator assembly is presented. A set of tests is implemented to validate the feasibility, efficiency, accuracy and intuitiveness of the system.

The prototype system allows the users to manipulate and assemble the designed virtual components to the real components, so that the users can check for possible design errors and modify the original design in the context of their final use and in the real-world scale.

This paper proposes an integrated AR simulation and planning platform based on hybrid-tracking and ontology-based assembly information management. Component contact handling strategy based on collision detection and assembly feature surfaces mating reasoning is proposed to solve component degree of freedom.

Haptics can significantly enhance the user's sense of immersion and interactivity. Especially in an assembly task, haptic feedback can help designers to have a better understanding of virtual objects and to increase task efficiency. The purpose of this paper is to investigate the design and implementation of a haptic‐based virtual assembly system (HVAS).

A multi‐thread system structure was designed, an automatic data integration interface was developed to transfer geometry, topology, assembly and physics information from a computer‐aided design system to virtual reality application, and a hierarchical constraint‐based data model and scene graph structure was designed to construct the virtual assembly environment. Unlike traditional virtual assembly systems based on collision detection or geometry constraint only, a physics‐based modeling approach combining with haptic feedback and geometry constraint was undertaken to realize and guide the realistic assembly process. When two parts collide into each other, the force and torque can be computed and provide feedback, and a spring‐mass model is used to prevent penetration and simulate dynamic behaviour. When two parts are close enough to each other and the assembly simulation state is activated, a geometry constraint can be captured, an attractive force can be generated to guide the user to assemble the part along the correct position, and the repulsive force can also be generated to realize the mating process as natural and realistic as in real life.

The implementation details and application examples demonstrate that haptic‐based virtual assembly is a valuable tool for assembly design and process planning.

The paper presents an HVAS.

This paper aims to report the development and key features of a novel virtual reality system for assembly planning and evaluation called Haptic Assembly and Manufacturing System (HAMS). The system is intended to be used as a tool for training, design analysis and path planning.

The proposed system uses the physics-based modelling (PBM) to perform assemblies in virtual environments. Moreover, dynamic assembly constrains have been considered to reduce the degrees of freedom of virtual objects and enhance the virtual assembly performance.

To evaluate the effectiveness and performance of HAMS, the assembly of various mechanical components has been carried out, and the results have shown that it can be effectively used to simulate, evaluate, plan and automatically formalise the assembly of complex models in a more natural and intuitive way.

The collision detection performance is the bottleneck in any virtual assembly system. New methods of collision shape representation and collision detection algorithms must be considered.

HAMS introduces the use of dynamic assembly constraints to enhance the virtual assembly performance. HAMS also uses features not yet reported by similar systems in the literature. These features include: automatic or manual definition of assembly constraints within the virtual assembly system; the implementation of control panels and widgets to modify simulation parameters during running time to evaluate its influence on simulation performance; assembly data logging such as trajectories, forces and update rates for post-processing, further analysis or its presentation in the form of chronocyclegraphs to graphically analyse the assembly process.

This paper aims to describe the deployment of an e‐learning environment for construction courses based on enhancing virtual computing technologies using agent‐based techniques.

This research involves designing and deploying a complex application that combines advanced visualisation, interactive management through complex virtual devices, distributed multi‐user communication and intelligent components. The proposed agent‐oriented methodology and resulting application organises construction knowledge into a structure that enables the students to undertake more self‐directed, systematic and scientific exploration.

There is great potential for experimenting with a wider variety of educational technologies such as “intelligent” virtual environments. This is a concept that needs further experimentation within construction courses to enrich students' learning with practice‐based experiences. The use of ageny‐oriented objects within simulations and modeling make the virtual learning environment a highly interactive experience. Attempts to do this using traditional intelligent tutoring systems have been frustrated by integrations challenges. Agent‐based systems can handle such challenges. The agent approach is also more efficient in analysing the impact of different decisions in various scenarios by automating the execution of repetitive, time‐consuming actions.

This research identifies specific gaps in the existing e‐learning infrastructure that can be addressed using the intelligent agent paradigm. In particular, the research demonstrates how the notion of learning by actively exploring and controlling environmental variables can be best utilised in the selected domain by giving the learners the means to rapidly visualize the effects of their decisions.

Construction disciplines have increasingly embraced the use of advanced visualisation applications and display systems that allow students to gain a better understanding of the construction process and the resulting facility's performance. Existing efforts are based on image visualisation or animation detailed using, for example, Virtual Reality Modeling Language and 3D Studio Max‐based design animations and walkthroughs. None of these efforts has explored the use of an agent oriented, virtual tutoring approach. A comprehensive literature review established that of no formalised methodologies exist for deploying agent‐based virtual learning environments.

Describes concepts for a method of organising logistics systems termed “virtual logistics”. With virtual logistics, the physical and information aspects of logistics operations are treated independently from each other. In such operations, ownership and control of resources is effected through Internet (or intranet) applications rather than direct physical control and resources can, thereby, be owned and utilised remotely. Goes on to describe the means through which virtual logistics systems can be realised, and it also provides examples of where virtual logistics concepts are already being employed. The article concludes by suggesting the most likely initial implementations of virtual logistics and suggests that, in the long term, the application of such concepts could allow for the efficiency of many logistics operations to be greatly increased and for lead times to be significantly reduced. It is also suggested that there could be distinct environmental benefits due to better coordinated goods flows, particularly in city centres.

The purpose of this paper is to present an improved concept of software‐based laboratory exercises, namely a Virtual Laboratory for Engineering Sciences (VLES).

The implementation of distance learning and e‐learning in engineering sciences (such as Mechanical and Electrical Engineering) is still far behind current practice in narrative disciplines (Economics, Management, etc.). This is because education in technical disciplines requires laboratory exercises, providing skill‐acquisition and hands‐on experience. In order to overcome this problem for distance‐learning developers and practitioners, a new modular and hierarchically organized approach is needed.

The concept involves simulation models to emulate system dynamics, full virtual reality to provide visualization, advanced social‐clubbing to ensure proper communication, and an AI tutor to supervise the lab work. Its modularity and hierarchical organization offer the possibility of applying the concept to practically any engineering field: a higher level provides the general framework – it considers lab workplaces as objects regardless of the technical field they come from, and provides communication and supervision – while the lower level deals with particular workplaces. An improved student's motivation is expected.

The proposed concept aims rather high, thus making the work truly challenging. With the current level of information and communication technologies, some of the required features can only be achieved with difficulty; however, the rapid growth of the relevant technologies supports the eventual practicality of the concept. This paper is not intended to present any final results, solutions, or experience. The idea is to promote the concept, identify problems, propose guidelines, and possibly open a discussion.