Intelligent virtual environment for process training (original) (raw)
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AN AGENT-BASED ARCHITECTURE FOR THE DEVEL0PMENT OF INTELLIGENT VIRTUAL TRAINING ENVIRONMENTS
Training is a promising application area of three dimensional virtual environments. These environments allow the students to navigate through and interact with a virtual representation of a real environment in which they have to learn to carry out a certain task. They are especially useful in situations where the real environment is not available for training, or it is very costly or risky. A good example is training of nuclear power plant operators. A multi-user virtual environment also allows for the training of teams. An Intelligent Virtual Environment for Training (IVET) results from the combination of a Virtual Environment and an Intelligent Tutoring System (ITS). IVETs are able to supervise the actions of the students and provide tutoring feedback. The Intelligent Tutoring component of an IVET usually adopts a virtual representation (a Pedagogical Virtual Agent) that inhabits the environment together with the virtual representations of the students (avatars). In this paper we propose an architecture for the development of this kind of systems, which is based on a collection of cooperative software agents. The first level of the architecture is an extension of the classical ITS architecture that adds to the expert, student, tutoring and communication modules a new module which is called World Module. Several software agents compose each module. These software agents communicate among them directly via FIPA messages and indirectly via a common data structure which is used for the collaborative development of plans. The students can choose among several interface devices for the interaction with the environment, ranging from the simple monitor + mouse + keyboard combination to the most complex and immersive combination: head mounted display + motion tracking + data glove + voice recognition. Communication agents are responsible for the management of the different interaction devices and combinations. Underlying the virtual environment, some Expert Simulation Agents are in charge of simulating the behaviour of the system that is represented through the VE (for example the behaviour of the nuclear power plant). The effects of the actions in the VE over the simulation are controlled by the Interaction Agent. Student Modelling Agents register the actions performed by the students, and Tutoring Agents compare those actions with the possibly correct procedures for a given task. These are some of the agents that cooperate in the proposed architecture. The development of a new IVTE based on this architecture will consist on the adaptation and particularization of the constituent agents.
Intelligent virtual environments for training in nuclear power plants
Proceedings of the 6th …, 2004
Educational Virtual Environments are gaining popularity as tools to enhance student learning. These environments are often used to allow students to experience situations that would be difficult, costly, or impossible in the physical world. At the Technical University of Madrid we have developed several applications to explore the use of intelligent tutors in VR. In this paper we present two of these applications which have been used for training in radiological protection in Nuclear Power Plants (NPP). These applications are inhabited by avatars and/or agents which are continuously monitoring the state of the environment and manipulating it periodically through virtual motor actions. Our applications help students learn to perform physical, procedural tasks in some different risky areas of NPP.
An Agent-Based Architecture for the Development of Intelligent Virtual Training Environments
Training is a promising application area of three dimensional virtual environments. These environments allow the students to navigate through and interact with a virtual representation of a real environment in which they have to learn to carry out a certain task. They are especially useful in situations where the real environment is not available for training, or it is very costly or risky. A good example is training of nuclear power plant operators. A multi-user virtual environment also allows for the training of teams. An Intelligent Virtual Environment for Training (IVET) results from the combination of a Virtual Environment and an Intelligent Tutoring System (ITS). IVETs are able to supervise the actions of the students and provide tutoring feedback. The Intelligent Tutoring component of an IVET usually adopts a virtual representation (a Pedagogical Virtual Agent) that inhabits the environment together with the virtual representations of the students (avatars). In this paper we ...
Conversational Agent for Industrial Processes Through Virtual Environments
Advances in Intelligent Systems and Computing, 2021
This paper presents the implementation of a conversational agent in virtual environments oriented to industrial control processes in order to contribute to the improvement of teaching-learning processes. The application simulates the level control process in two virtual environments, the first one as a virtual laboratory and the second environment as an industrial process. The environments have been created with three-dimensional models based on Piping and Instrumentation Diagram (P&ID) diagrams. The models have been simulated and animated using Unity 3D software. The environments exchange information in real time with MATLAB mathematical software to simulate the industrial process controller, achieving a high degree of realism. Each environment is assisted by a conversational agent who communicates with Dialogflow, a natural language understanding platform, to guide the user during their training. Test users were asked to provide feedback through a usability questionnaire, and these results are discussed at the end of this article.
Intelligent virtual environments for training: An agent-based approach
Multi-Agent Systems and …, 2005
In this paper we propose an architecture for the development of Intelligent Virtual Environments for Training, which is based on a collection of cooperative software agents. The first level of the architecture is an extension of the classical Intelligent Tutoring System architecture that adds to the expert, student, tutoring and communication modules a new module which is called World Module. Several software agents compose each module. Moreover, the proposed architecture includes agents able to simulate the behavior of human students and tutors, as well as agents able to plan the procedures to be taught (given an initial state and a desired final state) prior to the tutoring process.
Interactive virtual system integrated in engineering training
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Developing virtual environments for industrial training
Information Sciences, 2002
Virtual reality-based training systems (VRTSs) are advanced computer-assisted training systems using Virtual Reality (VR) technology. To have better structure and easier implementation, a virtual training system can be modeled as an integrated system consisting of a training task-planning module, an instruction module, a simulation module, a performance evaluation module, and an interface module. Presented in this paper are an architecture of VR-based training systems and a practical knowledge modeling approach to modeling the training scenarios of the systems by using Petri nets formalism. A Computer Numerical Control (CNC) milling operations virtual training prototype system was developed to illustrate the feasibility and eectiveness of this approach.
Using Intelligent Agents to Support Collaborative Virtual Environments for Training
WSEAS Transactions on Computers
During the last years, Intelligent Virtual Environments for Training have become a quite popular application of com-puter science to education, and are often used to allow stu-dents to experience situations that would be difficult, costly, or impossible in the real world. These systems involve very different technologies, ranging from computer graphics to artificial intelligence. However, little attention has been paid to software engi-neering issues, and most of these systems are developed in an ad-hoc way that does not allow the reuse of their com-ponents or even an easy modification of the application. We describe an agent-based software architecture for the tutoring side of the application, which is intended to be easily extended and modified. In addition, we show how this architecture has been integrated with a Virtual Envi-ronment to support realistic training. To encourage the use of this infrastructure, an authoring tool has been develop to aid human tutors to create new tra...
Prvir: An integration between an intelligent tutoring system and a virtual environment
SCI2001, 2001
During the last few years, Virtual Environments (VE) have suffered a dramatic growth and improvement. The adoption of three-dimensional technologies have turned them into an appealing tool to be used in many fields. One of the fields that has adopted this new technology is education, where some adhoc solutions are being built for training in, for example, knee surgery, air traffic control or new skills for impaired people. However, many of these solutions are but a kind of film showing users how to do something, offering low levels of interaction. In this paper we introduce a system we have developed for training in radiological protection in a Nuclear Power Plant (NPP). In this application, the user has to perform a series of actions all over the VE, and he will do it with the aid of an Intelligent Tutoring System (ITS), which will help him carry out whatever actions he has to perform to achieve his objectives through some hints. We suggest how the integration between these two kinds of systems could be done in order to achieve a satisfactory product.
Research in Computing Science
In the electrical domain, qualified electricians are required since it involves danger. Training has been based on classroom courses and practice in the real installations, but it takes a long time and is costly. We propose to complement traditional training with an intelligent training system based on virtual environments in such a way that a blended training model is composed. We are looking for adaptive and innovative training; therefore we are including the characteristics and states of the student to adapt the instruction. We are developing a system to teach novice student how an electrical substation works as well as its individual compounding equipment. The proposed architecture for the intelligent training system and the development progress of the virtual environment are presented.