基于仿真资产和自定义输入的开放框架AR电热效应实验开发

Xing-Ming Long, Yu-Jie Chen, Jing Zhou
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引用次数: 1

摘要

增强现实(AR)作为一种先进的信息通信技术,因其能够降低设备成本、增强对抽象概念的理解、克服学生兴趣下降的趋势而在物理教学中受到广泛关注。尽管在使用标准设备(例如头戴式显示器)的AR框架的帮助下,已经频繁创建了富有成效的应用程序,但基于图像检测的框架不太可能将虚拟资产与具有支持不可见元素输入能力的真实对象集成在一起,因此难以维持增强信息在物理量(例如基于AR的物理实验中的电流)上的演变。本文提出了一个开放的AR框架,通过用户定义的输入触发基于仿真的资产,允许物理教师创建自己的AR教材。通过探索基于热电冷却器的电力设备热管理的电热效应教学,进一步从三个首要任务的角度说明了所提出的框架:(1)从有限元模拟中简单准确地生成资产;(2)通过蓝牙连接的微电脑单元实现低成本、便捷的物理量测量;(3)使用基于线程的Python脚本,通过测量数据对基于仿真的资产进行实时和可变的控制。实验结果表明,学生在与现实操作交互的AR应用程序中感到兴奋,并且物理教师很容易设计和部署基于仿真的框架,并自定义输入,以创建自己的AR学习材料,从而激发学生日益增长的兴趣。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Development of AR Experiment on Electric-Thermal Effect by Open Framework with Simulation-Based Asset and User-Defined Input
Augmented reality (AR), an advanced information and communication technology, has gained widespread concerns in teaching physics due to its possibility for reducing cost of equipment, enhancing comprehension of abstract concepts, and overcoming tendency of diminishing interests of students. Although the fruitful applications have been created frequently with the aid of AR framework using standard devices, for example, head-mounted display, there is less likely for the image detection-based framework to integrate the virtual assets with the real objects with ability of supporting inputs of the invisible elements and thus makes it difficult to maintain evolutions of the augmented information over the physical quantity such as current in the AR-based physical experiment. In this paper, an open AR framework with simulation-based assets triggered by user-defined inputs is proposed to allow physics teachers to create their own AR teaching materials. Considering the teaching of electric-thermal effects by exploring the thermoelectric cooler-based thermal management of power device, furthermore, the proposed framework is illustrated from the perspective of the three paramount tasks: (1) a simple and accurate generation of assets from the finite element simulation; (2) a low-cost and convenient measurement of physical quantities by the microcomputer unit with Bluetooth connectivity; and (3) a real-time and changeable controlment of simulation-based assets by the measured data using the thread-based Python script. Experimental results show that students are excited in the AR application interacted with the real operation of current, and moreover, physic teachers are easy to design and deploy the simulation-based framework with user-defined inputs to create their own AR learning materials for sparking growing interests of students.
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