EVA

Students' opinions about the opportunities and the implications of VR in instruction were investigated by administering a questionnaire to humanities and engineering undergraduates. The questionnaire invited participants to rate a series of statements concerning motivation and emotion, skills, cognitive styles, benefits and learning outcomes associated with the use of VR in education. The representation which emerged was internally consistent and articulated into specific dimensions. It was not affected by gender, by the previous use of VR software, or by the knowledge of the main topics concerning the introduction of IT in instruction. Also the direct participation in a training session based on an immersive VR experience did not influence such a representation, which was partially modulated by the kind of course attended by students.

The current challenges in manufacturing engineering are the integration of the product/process/factory worlds (data and tools) and the synchronization of their lifecycles. Major ICT players already offer all-comprehensive Product Lifecycle Management suites supporting most of the processes. However, they do not offer all the required functionalities and they lack of interoperability. An answer will be given by the development of a Virtual Factory Framework (VFF): an integrated virtual environment that supports factory processes along all the phases of its lifecycle. This paper will focus on the Virtual Factory Manager (VFM) that acts as a server supporting the I/O communications within the framework for the software tools needing to access its data repository. The VFM will ensure data consistency and avoid data loss or corruption while different modules access/modify partial areas of the data repository at different times. Finally, an industrial case study will show the potentiality of the VFM.

DiFac is an IST research project (FP6-2005-IST-5-035079) funded by the European Commission within the 6 th Framework Programme priority called “Collaborative Working Environment”. The project aims to develop an innovative Collaborative Manufacturing Environment (CME) for the next generation of Digital Factory in order to support the competitiveness of SMEs. A digital factory represents a persistent hybrid community where a rich virtualised environment representing a variety of factory activities will facilitate the sharing of factory resources, manufacturing information and knowledge, and help the simulation of collaborative design, planning, production and management among different participants and departments. The DiFac CME will be used as a framework to support group work in an immersive and interactive way for three manufacturing activities: product development; factory design and analysis; and training of workers. Furthermore it will provide support for data analysis, visualization, advanced interaction and presence within the VE, ergonomics analysis and collaborative decision-making.

The global market with increasing competition calls for new strategies that strengthen the future manufacturing systems. This paper presents the underlying models and ideas enabling a new conceptual framework for the next generation of Virtual Factory implementations. The approach fosters four pillars: a standard extensible data model; decoupled functional modules, based on an object oriented Virtual Factory paradigm; an event driven paradigm at the core of abstract objects management; the integration of knowledge at different layers for the decoupled functional modules. The implementation of a Virtual Factory based on the presented framework, points to the usefulness when developing future manufacturing systems.

The design of a computer-supported serious game concerning inhibition skills in children with Attention Deficit/Hyperactivity Disorder (ADHD) is reported. The game consists of a series of activities, each eliciting the tendency to respond in an immediate, inadequate way. The game is based on the Dual Pathway Model of ADHD proposed by Sonuga-Barke. In the game, children must block impulsive tendencies, reflect upon the situation, inhibit irrelevant thoughts, and find the non-intuitive solution. In the game, the player personifies a superhero, who is asked to save a realm on the opposite side of the Earth (Antonyms) where things happen according to the opposite of the usual rules. The hero faces a series of challenges, in the form of mini-games, to free the planet from enemies crossing different scenarios. To succeed in the game, the player should change his/her attitude by thinking before performing any action rather than acting on impulse. The player is induced to be reflective and ...