Opensim

Una de las tendencias en la aplicación de tecnologías emergentes en educación, son los mundos virtuales que llevados a contextos en Internet están prometiendo interesantes avances, de manera que se ha propuesto la idea de diseñar e implementar un entorno inmersivo 3D o metaverso, para incentivar el aprendizaje en Física Mecánica de estudiantes de ingeniería. Los resultados estadísticos en la pérdida de asignaturas en el área de las Ciencias Básicas en la Universidad Militar Nueva Granada, han oscilado entre el 40% y el 60%, encendiendo las alarmas en los directivos de la Universidad. En este trabajo se describen las fases de desarrollo, conceptualización e implementación de los escenarios en la plataforma OpenSim, articulados desde un aula virtual en Moodle, presentando al final los resultados luego de haberse desarrollado un piloto a dos grupos de estudiantes de segundo semestre de la Facultad de Ingeniería, quienes estuvieron interactuando y participando de las actividades propuestas.

Recumbent bicycles (RB) are high performance, human powered vehicles. In comparison to normal/upright bicycles (NB) the RB may allow individuals to reach higher speeds due to aerodynamic advantages. The purpose of this investigation was to compare the non-aerodynamic factors that may potentially influence the performance of the two bicycles. 3D Body Centre of Mass (BCoM) trajectory, its symmetries, and the components of the total mechanical work necessary to sustain cycling were assessed through 3D kinematics and computer simulations. Data collected at 50, 70, 90 110 rpm during stationary cycling were used to drive musculoskeletal modelling simulation and estimate muscle-tendon length. Results demonstrated that BCoM trajectory, confined in a 15 mm side cube, changed its orientation, maintaining a similar pattern across all cadences in both bicycles. RB displayed a reduced additional mechanical external power (16.1 ± 9.7 W on RB versus 20.3 ± 8.8 W on NB), a greater symmetry on the progression axis, and no differences in the internal mechanical power compared to NB. Simulated muscle activity revealed small significant differences for only selected muscles. On the RB, quadriceps and gluteus demonstrated greater shortening, while biceps femoris, iliacus and psoas exhibited greater stretch; however, aerodynamics still remains the principal benefit.

The fun will be the key to success in engaging students to perform activities and encourage collaboration, thus, through an informal learning may acquire new competencies and skills through laboratory practices in new environments from anywhere, any time. This paper presents a service based on 3D labs accessed through avatars or graphics student service. The main objective is, after a study of the main mechanical and elements of gamification show a theoretical model applicable to the web portal project seeking a higher student engagement in the learning process, motivating him to participate in the 3D laboratory practices and make the most of the competences of these can be obtained. Taking him into their own learning and motivating to participate and deepen the use of the virtual environment.

The Virtual Worlds Working Group began with the DEHub research consortium in November 2009. In December 2010, New Zealand joined the VWWG. This paper highlights the current work of the NZ based members of the group and presents the work of 23 authors at 11 institutes of higher education in New Zealand. The scope of the work covered is diverse, and a number of platforms have been used. Virtual worlds enable educators to provide realistic simulations, engaging role-plays, immersive and genuine tasks, and social interaction that encourages group collaboration, and highlights the ability that virtual worlds have to transform both teaching and learning.

Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present ...

To appropriately use inverse kinematic (IK) modelling for the assessment of human motion, a musculoskeletal model must be prepared to 1) match participant segment lengths (scaling) and 2) to align the model’s virtual markers positions with known, experimentally derived kinematic marker positions (marker registration). The purpose of this study was to investigate whether prescribing joint co-ordinates during the marker registration process (within the modelling framework OpenSim) will improve IK derived elbow kinematics during an overhead sporting task. To test this, the upper limb kinematics of eight cricket bowlers were recorded during two testing sessions, with a different tester each session. The bowling trials were IK modelled twice: once with an upper limb musculoskeletal model prepared with prescribed participant specific co-ordinates during marker registration - MRPC - and once with the same model prepared without prescribed co-ordinates – MR; and by an established direct kinematic (DK) upper limb model. Whilst both skeletal model preparations had strong inter-tester repeatability (MR: Statistical Parametric Mapping (SPM1D) = 0% different; MRPC: SPM1D = 0% different), when compared with DK model elbow FE waveform estimates, IK estimates using the MRPC model (RMSD = 5.2 ±2.0°, SPM1D = 68% different) were in closer agreement than the estimates from the MR model (RMSD = 44.5 ±18.5°, SPM1D = 100% different). Results show that prescribing participant specific joint co-ordinates during the marker registration phase of model preparation increases the accuracy and repeatability of IK solutions when modelling overhead sporting tasks in OpenSim.

Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present an overview of how they have changed directions through the effective use of virtual worlds for diverse teaching and learning activities such as business scenarios and virtual excursions, role-play simulations, experimentation and language development. The case studies offer insights into the ways in which institutions are continuing to change directions in their teaching to meet changing demands for innovative teaching, learning and research in virtual worlds. This paper highlights the ways in which the authors are using virtual worlds to create opportunities for rich, immersive and authentic activities that would be difficult or not possible to achieve through more traditional approaches.

The lower limb sidestepping kinematics of 20 elite female athletes were calculated using: 1) an established direct kinematic model (criterion) and 2) two inverse kinematic (IK) models; one with and one without participant-specific joint coordinates prescribed during model preparation. The aim of this research was to determine whether prescribing joint coordinates influences the accuracy of IK derived sidestepping kinematics. Time-varying analysis (1D SPM) of IK derived hip, knee and ankle joint kinematics showed model's prepared with participant-specific joint coordinates more closely matched that of the criterion measure. Prescribing participant-specific joint coordinates during model preparation improves the accuracy of IK derived sidestepping kinematics in OpenSim.

Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present ...