for instance iLabs [2], Labshare [3], LiLa [4,5] and NETLAB. [6]. Prior developments by the authors include various remote and virtual experiments [7,8].
Proceedings of the ASME 2012 International Mechanical Engineering Congress & Exposition IMECE2012 November 9-15, 2012, Houston, Texas, USA
IMECE2012-86944
INTEGRATION OF A REAL-TIME REMOTE EXPERIMENT INTO A MULTI-PLAYER GAME LABORATORY ENVIRONMENT Serdar Tumkor Stevens Institute of Technology Hoboken, New Jersey, USA
Mingshao Zhang Stevens Institute of Technology Hoboken, New Jersey, USA
Zhou Zhang Stevens Institute of Technology Hoboken, New Jersey, USA
Yizhe Chang Stevens Institute of Technology Hoboken, New Jersey, USA
Sven K. Esche Stevens Institute of Technology Hoboken, New Jersey, USA
Constantin Chassapis Stevens Institute of Technology Hoboken, New Jersey, USA
ABSTRACT
implemented involves a local device controller that exchanges data in the form of shared variables and Dynamical Link Library (DLL) files with the virtual laboratory environment, thus establishing the control of real physical experiments from inside the virtual laboratory environment. The application of a combination of C++ code, Lua scripts [ 1 ] and LabVIEW Virtual Instruments makes the platform very flexible and expandable. This paper will present the architecture of this platform and discuss the general benefits of virtual environments that are linked with real physical devices.
While real-time remote experiments have been used in engineering and science education for over a decade, more recently virtual learning environments based on game systems have been explored for their potential usage in educational laboratories. However, combining the advantages of both these approaches and integrating them into an effective learning environment has not been reported yet. One of the challenges in creating such a combination is to overcome the barriers between real and virtual systems, i.e. to select compatible platforms, to achieve an efficient mapping between the real world and the virtual environment and to arrange for efficient communications between the different system components.
1. INTRODUCTION The continuous expansion of Internet technologies has provided ample opportunity for developing remote laboratories, which represent physical devices that are remotely controlled and monitored through networks. Remote laboratories have become an alternative to traditional hands-on laboratories. Significant work in the area of remote laboratories has been reported, and well known multi-institutional projects include for instance iLabs [2], Labshare [3], LiLa [4,5] and NETLAB [6]. Prior developments by the authors include various remote and virtual experiments [7,8].
This paper will present a pilot implementation of a multi-player game-based virtual laboratory environment that is linked to the remote experimental setup of an air flow rig. This system is designed for a junior-level mechanical engineering laboratory on fluid mechanics. In order to integrate this remote laboratory setup into the virtual laboratory environment, an existing remote laboratory architecture had to be redesigned. The integrated virtual laboratory platform consists of two main parts, namely an actual physical experimental device controlled by a remote controller and a virtual laboratory environment that was implemented using the ‘Source’ game engine, which forms the basis of the commercially available computer game ‘HalfLife 2’ in conjunction with ‘Garry’s Mod’ (GM). The system
Virtual laboratory environments based on multi-player game systems have been used for training and helping students to become familiarized with the equipment before conducting traditional hands-on experiments [ 9 ]. Multi-user virtual 1
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environments can be modified to serve as educational tools [ 10 , 11 ]. Game technologies can be used to create truly immersive and interactive learning experiences where the communication and collaboration among students in the game environment can improve the learning outcomes [12,13].
audience [ 25 ], and are often considered by students more effective than hands-on and simulated ones [26]. The educational effectiveness of remote laboratories is often questioned. Common concerns are that they are not suitable for teaching design skills and that they put social skills in danger [ 27 , 28 ]. Also, the students may not consider remote experiments to be as realistic as real hands-on ones.
Today, students can find tutorials and online courses, some of which are enriched with simulations or prerecorded real experimental data [14,15]. The majority of the comparative studies of student laboratories have concluded that simulation is a good substitute for hands-on laboratories in teaching course concepts and their application [16 , 17 ]. In general, students prefer traditional hands-on laboratories but rate remote laboratories high on convenience and ease of use.
2.3. Simulation Laboratories Like remote laboratories, simulation laboratories can reduce the overall cost of operation and enrich the educational experience by allowing for the sharing of specialized resources. Simulation laboratories create an active mode of learning that can improve the students’ performance. Studies have shown that they are at least as effective as hands-on laboratories [ 29 ] and they purportedly reduce the amount of time it takes to learn fundamental concepts [30]. Simulation laboratories might be most effective when integrated as a complementary part of hands-on laboratories. Reservations against current simulation laboratories can be addressed by emphasizing collaboration and interactions with peers and instructors, and ultimately, simulated laboratories could become viable substitutes and/or complements for hands-on laboratories.
In this paper, the benefits of linking real physical laboratory devices with a multi-user virtual laboratory environment are discussed and a pilot architecture is presented. 2. CHARACTERISTICS OF HANDS-ON, VIRTUAL AND REMOTE LABORATORIES Several studies have shown that remotely operated, simulated and hands-on student laboratories have different advantages when compared with each other [18 -21]. It is expected that merging remote and virtual laboratories with multi-user virtual environments will allow additional benefits to be reaped. Some such attempts have recently been reported [22-24]. 19
3. IMPORTANCE OF MERGING HANDS-ON WITH SIMULATION LABORATORIES
2.1. Hands-on Laboratories
Nowadays, many laboratories are already a mixture of handson, computer-mediated and enriched-by-simulations exercises. Educational researchers have claimed that remote and virtual simulation laboratories will work better if they are combined [31]. The right mixture of simulations and real physical devices makes the laboratory experience more realistic, and students might have a better perception and improved learning outcomes. It is expected that the integration of remote experiments into multi-user collaborative virtual laboratory environments may also give the students a similar feeling of immersion as traditional hands-on experiments. Factors that affect the learning outcomes (e.g. student motivation, peer collaboration, error-corrective feedback and richness of the media) should be studied for collaborative virtual laboratory environments.
Traditional learning is mostly based on passive experiences such as reading of textbooks and listening to lectures. In engineering and science programs, hands-on laboratory exercises are widely recognized as an integral part of education. Advocates of hands-on experiments argue that they are indispensable, especially at the introductory level, when it is important to gain basic skills of investigative analysis. Experiments with actual physical devices also provide the students with noisy real data, a phenomenon that is usually missing in simulated experiments. In addition, hands-on experiments often emphasize conceptual understanding and help the students to solve problems related to key concepts introduced in the classroom. However, hands-on laboratories are costly to implement and operate. Due to common resource limitations, they are therefore difficult to integrate in courses with high student enrollment. Furthermore, they are not suitable for distance learning, which is gaining increasing popularity.
Real-time physical experiments integrated into a virtual laboratory system enable better collaboration and foster the feeling of immersion at the same time. Such systems permit more group interactions than face-to-face interaction in handson laboratories. In a proper combination of new audio-video technologies and realistic simulations, the negative effects of being physically remote from the team can be overcome successfully.
2.2. Remote Laboratories Beyond resolving some of the resource limitations of traditional laboratories, remote laboratories also offer some advantages to the students. For instance, they allow the students to repeat an experiment multiple times, extend the availability to a larger
Multi-user game-based virtual environments have recently been developed for medical [32,33] and military training [34,35]. Other applications for employing multi-user virtual 2
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environments include experts and physical therapists who can consult and cooperate from different locations and collaboration platforms for professional teams working in design, product development, factory management and logistics [36].
laboratory devices are combined with the virtual environment using Dynamic Link Library (DLL) modules and networkshared variables. The input parameters are collected by the game server from the game clients in remote locations. Then, they are sent to the LabVIEW shared-variable engine (SVE) where they are published as network-shared variables. These variables can then be read by devices connected directly to the network-subscribed computers. Network-subscribed computers are computers that are signed up for the SVE services and can read or write to shared-variables. The data acquired from the devices are written to the SVE and transferred back by DLLs in a similar way.
4. VIRTUAL SYSTEMS WITH INTEGRATED REMOTE EXPERIMENTS The immersive multi-user game environment presented here makes it possible to blend the reality of hands-on experiments with virtual settings. The system architecture is shown in Figure 1. In this system, remotely controlled physical
Figure 1: System architecture
The remote laboratory system has locally and remotely accessible Virtual Instrument (VI) applications that have been adapted to be able to make and answer multiple access calls. Added to the system was a LabVIEW server that also includes a distributed system with a LabVIEW Web server and a SVE for the clients. This system architecture gives multiple users access to the experimental setups and controls the devices for acquiring the data. The actuators (jet Pitot tube positioning module) and sensors (pressure measurement module) are independent and connect to the LabVIEW software through the USB port of the computers attached to the devices.
The virtual laboratory environment consists of a LabVIEW client and a GM game server. Authorized clients are able to connect to the game server and to control the experimental devices, which are represented in the virtual world by corresponding 3D models. The creation and importing of custom 3D models into the virtual environment have been described in detail elsewhere [37]. In this pilot system, the virtual environment has simulated models of the experimental devices, which are manipulated by the real feedback from the remotely connected physical devices, thus giving the students a feeling of immersion. Devices connected to the LabVIEW 3
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client communicate to the LabVIEW server, and the SVE shares the control parameters and measurement data as network shared variables with the DLL module, which then converts the variables into local variables that can be used within the virtual environment.
The above structure can only realize the simple callback of functions and variables packaged in the *.dll file. The problem at hand, though, is to interchange data between different software platforms and different processes. In order to solve this problem, a shared memory is allocated that can give simultaneous access to LabVIEW and the GM game server during different processes. This shared memory can avoid unnecessary copies of the instances of libraries which must be used as static libraries among the processes, thus improving the efficiency in passing data between different platforms [41]. The working structure of the shared memory between LabVIEW and GM using DLL used here is shown in Figure 3.
The locations of the servers on the network are arbitrary, i.e. they can be installed at any node on the network. However, the DLL modules should reside on the same computer as the game server and should use the same operating system. Since the system was developed to serve any remote device and any authorized client, the servers are distributed on the network to test the security restrictions of the firewalls. Both LAN and Internet users can only access the system with the correct firewall settings.
\
5. DATA BRIDGE BETWEEN VIRTUAL GAME ENVIRONMENT AND LABVIEW A DLL is an application of the shared library in the Microsoft Windows and OS/2 operating systems. It may contain code, data, binary files for system or custom resources or their combinations. It can have different contents with different extensions (.dll, .exe, .drv, .fon, etc.). Here, *.dll files are used as carriers of data between different software platforms (namely ‘GM’ based on the ‘Source’ game engine and LabVIEW). The motivation for using this technique is that the *.dll files compiled by C++ can be loaded by both LabVIEW and the GM game server. In LabVIEW 6.x (or later versions), *.dll files can be called by the call library function node (CLFN). Note that it was named code interface node (CIN) before, but LabVIEW no longer supports this node [38]. In GM, the extended interface used to load modules compiled by *.dll files is the GModInterface, which allows the creation of Lua script modules in C++. This GM interface uses the C Application Program Interface (API) provided by Lua script to embed the functions or variables into the *.dll file. Additionally, the specific functions used in LabVIEW can also be compiled in the same *.dll file. After this step, the special *.dll file can be called by both GM and LabVIEW in different processes [39],[40]. A simple flow chart of the communications between the GM game server and LabVIEW using *.dll files is depicted in Figure 2.
Figure 3: Working structure of DLL In the demonstrated experiment, only one *.dll file is compiled to use with the game since the data and the functions to be passed are not very complicated. However, more than one *.dll file at a time can be compiled and uploaded. In the GM game server, a *.lua script file is loaded automatically when starting the game. This file is composed of a basic set of variables and the necessary functions to read/write data from/to shared memory. Among these functions, some that do not have return values are used to pass data from the GM game server to the shared memory. Functions with return values are used to get data from shared memory.
Figure 2: DLL functions supporting communication between LabVIEW and GM game server 4
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used in a *.dll file and interact with the variables located in the local shared memory.
The following pseudo code is used to illustrate the calling of a *.dll file and the use of these variables and functions in a *.lua script file: require (“.DLL”); set of variables; function1 (argument 1, …, argument i1); … functionn (argument 1, …, argument in); return values1 = functionn+1 (argument 1, …, argument in+1); return values2 = functionn+2 (argument 1, …, argument in+2); … return valuesm = functionn+m (argument 1, …, argument in+m); Function 1 to function n+m are the registered functions residing in the *.dll file. Moreover, according to the conventions of the GM interface, if a *.dll file is taken as one of the modules of the GM game server, the name of this *.dll file must be in the format gm_*.dll. Only then can the GM game server load this module using the ‘require()’ function provided by the Lua script language. Figure 4 shows how to call a *.dll file that contains variables and functions by using the CLFN from a LabVIEW client. The *.dll file has a function to pass the variables between LabVIEW and the GM game server, and it is coded in C in the following format: Void passData(float &, bool &, bool &, bool &, bool &, bool &, bool &, bool &, bool &, bool &, bool &, bool &, float &, float, bool *, bool *, float, float, float, float, float); The output parameters on the right side of the CLFN are used to pass data from the GM game server to LabVIEW to control the experimental device, and they correspond to the arguments in the passData() function. The input parameters and some of the initial parameters are located on the other side of the CLFN. The remaining parameters corresponding to the arguments in the passData() function are used to transmit the experimental data from the real experimental setup to the GM game server. All parameters except for the initial ones are bound with the network shared variables that are published in the SVE.
Figure 4: Calling of DLL in LabVIEW
These variables in the shared memory can be accessed simultaneously by different processes. They are linked through a LabVIEW script to the SVE and pass data between LabVIEW and the GM game server (see Figure 5).
In the demonstrated experiment, the CLFN in the LabVIEW script runs on the same server as the virtual laboratory since both LabVIEW and the GM server have to share the same internal memory. Therefore, the local intermediate variables are
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Figure 5: Local and network shared variables tube on a base with blower, diffuser, Pitot tubes, stepper motors, pressure reading taps and an orifice plate (see Figure 6).
6. IMPLEMENTATION OF A FLUID MECHANICS LABORATORY USING GARY’S MOD A multi-user game-based virtual laboratory environment with integrated remote flow-development experiments has been developed as a pilot application at Stevens Institute of Technology (SIT). The experiment was designed for measuring the characteristics of air distribution systems and for teaching the basic principles of fluid mechanics with a focus on the flows in ducts and jets. The experimental setup demonstrates how viscous effects permeate the entire flow. Pitot tubes are employed to measure the pressures from which velocity distributions at various cross sections of the pipe are then determined. They are controlled using stepper motors according to the user commands received from inside the game server. In this virtual laboratory environment, the students, the instructor and the teaching assistant are represented as avatars. They interact with a virtual flow rig apparatus that represents the real physical device. The virtual apparatus consist of a test
Figure 6: 3D virtual model of flow rig experiment
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8. CONDUCTING EXPERIMENTS IN THE VIRTUAL ENVIRONMENT
The laboratory provides the students an immersive environment for collaborative learning of the fundamental concepts of fluid mechanics. The intended learning outcomes for this laboratory exercise are that the students will be able to
assemble the components of the laboratory setup into a functioning system
demonstrate their understanding of the working principles of stepper motors and Pitot tubes
measure the pressure distribution of the flow at different locations inside of the test tube
measure the pressure drop across the orifice meter at different flow rates
measure the velocity profile in the straight pipe at different locations
After successful assembly of the virtual experimental setup, the students can conduct the experimental procedures by specifying the input parameters, monitoring the experiments’ progress, and – if necessary – changing the input parameters. The position of the Pitot tubes can be observed in real time from a webcam as well as using the model inside of the virtual environment, which is animated using the data acquired from the real equipment (see Figure 7). The students can select the locations along the flow pipe at which to obtain the pressure readings from the Pitot tubes using the graphical user interface.
7. CREATION OF COMPONENT MODELS Before conducting the actual experimental procedures, the assembly of the components of the experimental setup can be a valuable educational experience for students. For instance, 3D components are commonly designed using conventional CAD systems, and assemblies can be checked for interferences. However, CAD systems do not integrate the physical phenomena of real objects such as gravity and inertia. Using the game-based laboratory environment described above, the students are able to assemble inside of the virtual laboratory environment laboratory equipment the behavior of which is modeled by the integrated physics engine. Therefore, the students can gain a better understanding of how the experimental system works. The assembly process for the experimental components can be performed in a cooperative fashion by a group of students who interact with the virtual equipment and with each other. After the successful assembly process, the students can then conduct the experimental procedures either individually or in groups as well.
Figure 7: Simulations linked to a real device Figure 8 shows the dialog box that is used as control panel of one of the stepper motors. The students can control the Pitot tube position inside the pipe. The input and output parameters contained in the dialog box are:
The models of the experimental components were created based on custom 3D CAD models of the real physical equipment. Custom model primitives can be made by thirdparty 3-D modeling software such as 3ds Max or SolidWorks. The flow rig assembly models were created in SolidWorks and then converted into the file format that is compatible with HalfLife 2. Multiple components of an experimental setup can be joined using either (i) fixed connections (such as the connections between the test tube and the base and between the stepper motors and the test tube), or (ii) movable connections (i.e. when the components are physically connected but movable relative to each other, such as the connection between the stepper motors and the Pitot tubes).
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power on/off switch for stepper motor
reset button to move Pitot tube to initial position
two lights indicating whether Pitot tube reached bottom/top limit
desired position input function for Pitot tube
actual position and pressure readings for Pitot tube (based on real-time feedback from actual experimental setup)
pressure reading from flow pipe
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[3] Lindsay, E. & Stumpers, B., 2011, “Remote laboratories enhancing accredited engineering degree programs”, Proceedings of the 2011 AAEE Conference, Fremantle, Western Australia, pp. 588-593. [4] Richter, T., Tetour, Y. & Boehringer, D., 2011 “Library of labs – a European project on the dissemination of remote experiments and virtual laboratories”, Proceedings of the First World Engineering Education Flash Week 2011, Lisbon, Portugal, pp. 555-593. [5] Tetour, Y., Richter, T. & Boehringer, D., 2010, “Integration of virtual and remote experiments into undergraduate engineering courses”, Proceedings of the Joint International IGIP-SEFI Annual Conference, Trnava, Slovakia. [6] Zhang, S. Zhu, S., Lin, Q., Xu, Z. & Ying, S., 2005, “NETLAB – an Internet based laboratory for electrical engineering education”, Journal of Zheijang University, 6(5), pp. 393-398. [7] Dai, S., Aziz, E.-S., Esche, S. K. & Chassapis, C., 2008, “A remotely accessed flow rig student laboratory”, Proceedings of the ASME International Mechanical Engineering Congress & Exposition, Boston, Massachusetts, USA. [8] Esche, S. K., 2006, “On the integration of remote experimentation into undergraduate laboratories – technical implementation”, International Journal of Instructional Media, 33(1), pp. 43-53. [9] Aziz, E.-S., Esche, S. K. & Chassapis, C., 2010, “Design and implementation of a virtual laboratory for machine dynamics”, International Journal of Online Engineering, 6(2), pp. 15-24. [10] Tumkor, S., Esche, S. K. & Chassapis, C., 2011, “Educational use of virtual worlds for engineering students”, Proceedings of the 2011 ASEE Annual Conference and Exposition June 26-29, Vancouver, British Columbia, Canada. [11] García-Zubia, J., Irurzun, J., Angulo, I., Hernandez, U., Castro, M., Sancristobal, E., Orduna, P. & Ruiz-deGaribay, J., 2010, “Secondlab: a remote laboratory under Second Life”, Proceedings of the IEEE EDUCON 2010 Conference, April 14-16, Madrid, Spain. [12] Chang, Y., Aziz, E.-S., Esche, S. K. & Chassapis, C., 2011, “Overcoming the limitations of current online laboratory systems using game-based virtual environments”, Proceedings of the ASME 2011 International Mechanical Engineering Congress & Exposition, Denver, Colorado, USA. [13] Chang, Y., Aziz, E.-S., Esche, S. K. & Chassapis, C., 2012, “A game-based laboratory for gear design”, Paper accepted for publication in Computers in Education Journal, 22(1).
Figure 8: Graphical user interface inside game 9. CONCLUSIONS A remotely controllable, real-time air flow student laboratory system has been combined with a multi-user virtual laboratory environment. The implemented system involves a local device controller that transfers data in the form of shared variables and *.dll files with the virtual laboratory environment, thus establishing the control of real physical equipment from inside the virtual laboratory environment. A combination of C++ programming, Lua scripts and LabVIEW with LabVIEW Web services and network shared variables were used to develop the system. In this paper the architecture of this system is presented and a pilot application is reported. Blending virtual environments with real physical devices has potential applications in medical and military training, collaborative remote operation of equipment located in unsafe places, as well as in engineering and science laboratory education. Multiple users, including trainees and instructors, are enabled to meet in the virtual environments while being physically located in different locations and to use both virtual and real systems from within virtual environments. ACKNOWLEDGMENTS This multi-disciplinary research project is being carried out at Stevens Institute of Technology with funding from a multi-year grant by the National Science Foundation (Award No. 0817463). This support is gratefully acknowledged. REFERENCES [1] Ierusalimschy, R., Celes, W., Figueiredo, L. H., The programming language LUA, available on the Web, http://www.lua.org/, accessed on July 27, 2012. [2] Harward, J., Alamo, J., Choudhary, V., deLong, K., Hardison, J., Lerman, S., Northridge, J., Talavera, D., Varadharajan, C., Wang, S., Yehia, K. & Zych, D., 2004, “iLabs: a scalable architecture for sharing online laboratories”, Proceedings of the International Conference on Engineering Education, Gainesville, Florida, USA.
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