Este trabalho aborda o uso de experimentação remota como forma de aprimorar a educação em sistemas de controle e automação. Para isto, uma arquitetura é proposta, onde experimentos reais podem ser combinados com partes simuladas (virtuais) criando um experimento de realidade mista. Um ambiente de ensino à distância, acessível na Internet, engloba o experimento remoto para proporcionar maiores recursos pedagógicos, guias e materiais educacionais teóricos aos estudantes. As diversas tecnologias, presentes no estado da arte, utilizadas para a elaboração da arquitetura são descritas e comparadas para facilitar o entendimento das escolhas realizadas. Trabalhos correlatos são apresentados para descrever o estado da arte dos laboratórios de experiências remotas de diversos tipos. Com base neste estudo, deficiências e vantagens são apontadas para a criação da arquitetura proposta. Para validar a arquitetura são propostos diversos estudos de caso com implementações utilizadas nos cursos de automação e controle da instituição na qual este trabalho está relacionado, ou ainda em cursos de educação à distância para atingir um público mais amplo. Esta dissertação está relacionada como resultado importante do consórcio internacional RExNet, financiado pelo projeto europeu Alfa, do qual a UFRGS faz parte. / This work aims to the use of remotely web-based experiments to improve the learning process of automation and control systems theory courses. An architecture combining virtual learning environments, remote experiments, students guide and experiments analysis is proposed based on a wide state of art study. The validation of the architecture uses state of art technologies and new simple developed programs to implement the case studies presented. All implementations presented in this work uses an Internet accessible virtual learning environment providing educational resources, guides and learning material to create a distance learning course associated with the remote mixed reality experiment. The experiment is integrated in the learning environment and support the mixture of real equipments combined with simulated ones (virtual). This mixture of equipments (components) is automatic controlled by the user and is a new developed technology called interchangeable components. The state of art section of this work presents, compare and describes several technologies used to implement the proposed architecture. Related work of remote experimentation and virtual learning environments is also presented. The architecture was elaborated based on appointed advantages and drawbacks of the related studies. This work is part of the RExNet consortium, supported by the European Alfa project.

Este trabalho aborda o uso de experimentação remota como forma de aprimorar a educação em sistemas de controle e automação. Para isto, uma arquitetura é proposta, onde experimentos reais podem ser combinados com partes simuladas (virtuais) criando um experimento de realidade mista. Um ambiente de ensino à distância, acessível na Internet, engloba o experimento remoto para proporcionar maiores recursos pedagógicos, guias e materiais educacionais teóricos aos estudantes. As diversas tecnologias, presentes no estado da arte, utilizadas para a elaboração da arquitetura são descritas e comparadas para facilitar o entendimento das escolhas realizadas. Trabalhos correlatos são apresentados para descrever o estado da arte dos laboratórios de experiências remotas de diversos tipos. Com base neste estudo, deficiências e vantagens são apontadas para a criação da arquitetura proposta. Para validar a arquitetura são propostos diversos estudos de caso com implementações utilizadas nos cursos de automação e controle da instituição na qual este trabalho está relacionado, ou ainda em cursos de educação à distância para atingir um público mais amplo. Esta dissertação está relacionada como resultado importante do consórcio internacional RExNet, financiado pelo projeto europeu Alfa, do qual a UFRGS faz parte. / This work aims to the use of remotely web-based experiments to improve the learning process of automation and control systems theory courses. An architecture combining virtual learning environments, remote experiments, students guide and experiments analysis is proposed based on a wide state of art study. The validation of the architecture uses state of art technologies and new simple developed programs to implement the case studies presented. All implementations presented in this work uses an Internet accessible virtual learning environment providing educational resources, guides and learning material to create a distance learning course associated with the remote mixed reality experiment. The experiment is integrated in the learning environment and support the mixture of real equipments combined with simulated ones (virtual). This mixture of equipments (components) is automatic controlled by the user and is a new developed technology called interchangeable components. The state of art section of this work presents, compare and describes several technologies used to implement the proposed architecture. Related work of remote experimentation and virtual learning environments is also presented. The architecture was elaborated based on appointed advantages and drawbacks of the related studies. This work is part of the RExNet consortium, supported by the European Alfa project.

Este trabalho aborda o uso de experimentação remota como forma de aprimorar a educação em sistemas de controle e automação. Para isto, uma arquitetura é proposta, onde experimentos reais podem ser combinados com partes simuladas (virtuais) criando um experimento de realidade mista. Um ambiente de ensino à distância, acessível na Internet, engloba o experimento remoto para proporcionar maiores recursos pedagógicos, guias e materiais educacionais teóricos aos estudantes. As diversas tecnologias, presentes no estado da arte, utilizadas para a elaboração da arquitetura são descritas e comparadas para facilitar o entendimento das escolhas realizadas. Trabalhos correlatos são apresentados para descrever o estado da arte dos laboratórios de experiências remotas de diversos tipos. Com base neste estudo, deficiências e vantagens são apontadas para a criação da arquitetura proposta. Para validar a arquitetura são propostos diversos estudos de caso com implementações utilizadas nos cursos de automação e controle da instituição na qual este trabalho está relacionado, ou ainda em cursos de educação à distância para atingir um público mais amplo. Esta dissertação está relacionada como resultado importante do consórcio internacional RExNet, financiado pelo projeto europeu Alfa, do qual a UFRGS faz parte. / This work aims to the use of remotely web-based experiments to improve the learning process of automation and control systems theory courses. An architecture combining virtual learning environments, remote experiments, students guide and experiments analysis is proposed based on a wide state of art study. The validation of the architecture uses state of art technologies and new simple developed programs to implement the case studies presented. All implementations presented in this work uses an Internet accessible virtual learning environment providing educational resources, guides and learning material to create a distance learning course associated with the remote mixed reality experiment. The experiment is integrated in the learning environment and support the mixture of real equipments combined with simulated ones (virtual). This mixture of equipments (components) is automatic controlled by the user and is a new developed technology called interchangeable components. The state of art section of this work presents, compare and describes several technologies used to implement the proposed architecture. Related work of remote experimentation and virtual learning environments is also presented. The architecture was elaborated based on appointed advantages and drawbacks of the related studies. This work is part of the RExNet consortium, supported by the European Alfa project.

Due to their programmability, robots have been used instead of traditional automation for a longtime within the industrial sector. However, programming robots is complex and time-consuming,where for example small errors can have major consequences both materially and for the peopleworking next to the robot. Trying to find simpler ways of programming industrial robots is thus ofhigh relevance. The latest technique for simplifying programming is to use either augmented realityor mixed reality, and today, several studies show that these techniques are possible. However, moreresearch on usability and limitations such tools have is necessary. This study investigates how ageneric holographic tool, which utilizes mixed reality, needs to be improved to be usable for robotprogramming in realistic industrial settings. In this study this is done by investigating limitationsof using a holographic tool and then discuss how these limitations can be reduced or eliminated.To find limitations, a prototype has been designed and developed. The prototype can visualize adigital copy of a physical robot, that can be moved into different positions which in turn createsprogram instructions. The prototype was tested at ABB Robotics with the collaborative single armYuMi robot, and with users that had different amount of experience with similar programmingtools. The results showed several possible limitations, mainly linked to potential safety risks andtechnical limitations. Additionally, some perceived physical impact was found. The most importantimprovement stated were the importance of an easy access to an emergency stop. Finally, theprototype developed during this study does not support all functionality that are included in theprogramming tools used today. Therefore, more studies need to be made to see if the result staysthe same.

The exploration of realistic grasping with industrial robots could open gates in the way of understanding the industry, giving robots the ability to adapt to different situations without reprogramming and therefore, become more flexible tools. In order to facilitate this apparently complex task it is important to implement new tools for robot programming. The project presented shows the development of a program that lets the user give specific instructions about ways of approaching new objects in the task of robot grasping using a mixed reality interface. The proposed solution can let the user work in real time and repeat saved paths with familiar objects. This program consists of recording the user’s movement, saving and processing the information to a robot that can replicate the exact same approaches and grasps. The development of this project as a mixed reality interface permits bringing together the real and virtual world with safety of working with a previsualization of the robot and with the certainty of processing the information right in the real world. This solution is a flexible tool that can be changed to different situations and be implemented in any kind of production.

In recent years, the traditional manufacturing industry is challenged worldwide with the astounding growth and advancement so-called Industry 4.0. One of the multiple objectives pursued by the industry with this technological revolution is to achieve a new enhanced standard of safety. In addition, a solution against inaccurate offline robot programming needs to be tackled. The combination of a Digital Shadow (DS) of the robot with visualisation in Mixed Reality (MR) can help to increase safety and eventually, even make the design process faster. In this survey paper, a visualisation system in MR that allows the user to overlay digital tools into a UR10e Physical Robot (PR), thus permitting the PR to interact with digital work objects is proposed. To achieve the synchronisation between the digital and real assets, a DS of the robot has been developed. The integration of the Digital Models (DMs) of tools and work objects allows the user to work with the robot without load, opening the possibility of recreating and testing in real-time experimental industrial processes.

Indiana University-Purdue University Indianapolis (IUPUI) / In immersive eLearning environments, it has been demonstrated that incorporating haptic feedback improves the software's pedagogical effectiveness. Due to this and recent advancements in virtual reality (VR) and mixed reality (MR) environments, more immersive, authentic, and viable pedagogical tools have been created. However, the advanced manufacturing industry has not fully embraced mixed reality training tools. There is currently a need for effective haptic feedback techniques in advanced manufacturing environments. The MR-AVML, a proposed CNC milling machine training tool, is designed to include two forms of haptic feedback, thereby providing users with a natural and intuitive experience. This experience is achieved by tasking users with running a virtual machine seen through the Microsoft HoloLens and interacting with a physical representation of the machine controller. After conducting a pedagogical study on the environment, it was found that the MR-AVML was 6.06% more effective than a version of the environment with no haptic feedback, and only 1.35% less effective than hands-on training led by an instructor. This shows that the inclusion of haptic feedback in an advanced manufacturing training environment can improve pedagogical effectiveness.

Nowadays, robots have become of high importance within the manufacturing industry, as well as programming methods have evolved to adapt to the current necessities. Due to the great number of complex concepts in Robotics, the learning curve of actual robotic software can be steep for inexperienced programmers, and previous training is required. However, training that requires the use of real robots is not always available for common users because of the difficult access to the machines. In parallel, new and more powerful Mixed Reality (MR) devices have been developed, expanding the possibilities of path planning. In this project, a MR application to support robot programming for welding purposes is developed, where the targets are placed according to a work object and a welding piece. Within this application, the user can interact with several menus and objects to program the path, which can be configured and simulated in the virtual environment with reachability checking. Paths can also be exported to the real robot, where they are conducted with accurate performance. Considering the learning process, a guide can be activated to show recommended steps, and it is possible to jog the virtual robot to comprehend robot motions. In addition, two experiments are conducted to test the spatial mapping and marker detection capabilities. Finally, the benefits, limitations, and flexibility of the application are discussed considering its impact on humans, while the user experience is evaluated with a survey for further analysis. The resulting application allows the user to generate, configure and export paths through the MR environment and test them in a real robot.

Two common problems in Remote Guidance applications include the remote guides lack of direct control over their view into the worker’s physical environment and the difficulties that arise with trying to place virtual 3D objects in a real 3D environment,via a moving, shaky, 2D image.The first issue can be called a lack of remote spatial awareness, the guide can see only what the worker enables them to see. In the worst case the guide is rendered blind to the task environment while the worker is unable to use their device. A common occurrence is tasks that require both hands.The second issue arises from the inherent difficulty present in trying to correctly place a 3D object using only a limited perspective. Camera shake and unreliable tracking of the physical environment being depicted only further add to this problem. Studies show that 3D annotations make for much more effective means of communication, especially in 3D task environments. Allowing the guide some measure of control over their own view has also been shown to improve the guides ability to aid their partner. This paper investigates a method of Remote Guidance where the task of environment tracking and object placement are separated. A prototype application is developed and tested against a baseline 2D-annotation Remote Guidance tool. The study finds the prototype to be an effective way of placing virtual 3D objects in a remote environment. Experimental results show that communication is indeed made better by the inclusion of 3D objects into Remote Guidance. This comes at the cost of a slight increase in the timetaken to complete a task as the complexity of the 3D tool is greater than the 2D one. Unfortunately, the experiment performed fails to properly account for remote spatial awareness.

There are different ways to interact with different hardware, therefore it is important to have an understanding about what factors that affect the experience when designing interactions and interfaces. This study focuses on exploring how auditory and vibrotactile feedback are perceived by the users when they interact in a virtual AR environment. An application was developed to the AR glasses Magic Leap with different interactions, both passive and active. An experimental study was conducted with 28 participants that got to interact in this virtual environment. The study included two parts. First the participants interacted in the virtual environment where they did a think aloud. Thereafter they were interviewed. There were a total of three test cases. One with only auditory feedback, one with vibrotactile feedback, and a third that had both auditory and vibrotactile feedback. Seven of the 28 participants acted as a control group that did not have any feedback to their interactions. The study shows that using only vibrotactile feedback creates different impressions depending on earlier experiences with the same AR environment. Using only auditory feedback created an atmosphere that were close to reality. Having both feedbacks active at the same time reduced the noticed feedback and some interactions were here not even noticed at all. Passive interactions were more noticed than active interactions in all cases. / Det finns flera olika sätt att interagera med olika hårdvaror och därför är det viktigt att ha en förståelse kring vilka faktorer som påverkar upplevelsen när man designar för diverse gränssnitt och interaktioner. Den här studien fokuserar på att utforska hur auditiv och vibrationsåterkoppling uppfattas av användaren när de interagerar i en virtuell AR-miljö. En applikation var utvecklad till AR-glasögonen Magic Leap One med olika aktiva och passiva interaktioner.En experimentell studie genomfördes med 28 deltagare som fick interagera i en virtuell miljö. Studien bestod av av två delar. Först fick deltagarna interagera i en virtuell miljö där de gjorde en think aloud. Efter detta blev de intervjuade. Det var totalt tre testfall, ett hade endast auditiv återkoppling, ett hade vibrationsåterkoppling och det sista hade både auditiv och vibrationsåterkoppling. Sju av de 28 deltagarna agerade kontrollgrupp och de hade ingen återkoppling på deras interaktioner.Studien visade att bara använda vibrationsåterkoppling skapade olika intryck beroende på de tidigare erfarenheterna i samma AR-miljö. Att endast använda auditiv återkoppling skapade en atmosfär som vara nära verkligheten. Att ha båda återkopplingarna aktiva samtidigt reducerade den totala märkta återkopplingen och några interaktioner hade inte någon person som noterade någon av dem. Passiva interaktioner var mer uppmärksammade än aktiva interaktioner i alla testfallen.