Applying Virtual Reality Panorama Simulation Environment in Technical Communication

Wan Norazlinawati Wan Abd Arif1,Wan Fatimah Wan Ahmad2, Shahrina Md Nordin3 Dept of Computer and Information Sciences 1,2 , Dept of Management and Humanities3, Universiti Teknologi PETRONAS, Perak, Malaysia wnorazlinawati@gmail.com, {fatimhd; shahrina_mnordin }@petronas.com.my also will also improve productivity and help in visualising conceptual, innovative, and creative ideas [2]. Based on [1] and [2] the development of similar concept application such as OGPVE will be benefited to help users since the oil and gas plant is one of the example of the location which a restricted area for outsiders to visit. The definition of Virtual Reality (VR) from Yuan and Chee [3] perspective is an experience where the user will be immersed in a responsive virtual world. The immersion effectively controlled by the user and the system also provides them with an option to interact with the system viewpoint as they navigate from one point to another points and play. Other than that, VR also offers interactive way of learning which attract students to play and learn. VR technology which is adapted in education increases the quality of education as it helps in reducing teachers burden in controlling big sized class and achieves high learning results. The development of such system shares vast advantages such as VR will allow a sense of being there while navigating the system where users will enable to control and interact with the object or environment projected [2]. Panoramic VR is one of the VR presentations. The panorama images can be used to solve some of the problems which arise in traditional learning since the technology will provide interactive panoramic environment with a rich sense of presence [4]. Thus, the development of OGPVE is essential as part of an effort to help increase the implementation of technology in education as part of a teaching and learning process. OGPVE will provide lesson together with the experience of virtual plant walkthrough to ensure they understand the situation before writing a report. The implementation of this concept which is captured in an oil and gas restricted plant helps student to have their first experience being in oil and gas plant. Since this area is not accessible to students, it is best for them to experience through VR. OGPVE provides them knowledge of the oil and gas plants surrounding and an example of activity which require reports to be written throughout the process. The difference between OGPVE and other VR application such as [2] is this application is more towards gaining knowledge and information through cognitive skills rather than experience from physical training. Thus, the challenge is not only to ensure students not only enjoy this application but are also capable of writing a report as an engineer.

Abstract This paper discusses the development of the courseware to complete high demand in improving the quality of the presentation of knowledge sharing activities with the use of technology. The needs for development of technology-based learning and training lead to an idea to develop an Oil and Gas Plant Virtual Environment (OGPVE) for the benefit of our future. The technology which is adopted in Panoramic Virtual Reality learning-based environment is essential in order to help educators overcome the limitations in traditional technical writing lesson. In order to create an encouraging courseware which precisely meets users need, few steps are taken starting with studying the suitable theory to help presenting the education, collecting pictures and data of proposed location, developing the courseware and finally testing the courseware. This paper discusses the steps of the virtual environment learning courseware in terms of the development of the courseware for the technology of virtual reality to be tailored together to help learn technical communication. Keywords-component; Mosaic; oil and gas plant virtual environment; panorama; stitch; technical writing; virtual reality

I.

INTRODUCTION

The embedment of technology into education is the most important area of study that needs to be improved together with the development of a nation to ensure future generation will be prepared and competent enough to survive in our rapidly challenging surrounding. Thus technology can be used in any area of education such as teaching or training subjects. Technical communication is one of the main subjects that technical or engineering students must learn during their study. In this subject, the students will learn how to write reports which soon to be used while working such as memo, technical report, resume, memorandum, and proposal. The ability to write effectively is a must to ensure that the students are well prepared for their future working environment. The objective of learning the subject will be achieved with the help of the panoramic image which is included in the courseware. Nowadays students require assistance in order for them to understand better with their study [1].This is to ensure that they can gather the information which is intended to be delivered. They can absorb the subject better as compared to the traditional ways of learning. This technology will not only enhance the quality of the subjects presentation but also the quality of the students which will be graduating afterwards. It

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Research has also been conducted to find the suitable learning theory than can be adapted in the development of the courseware. In order to adopt VR technology in education, suitable learning theory is needed because of too many learning theories available but not all can be used when technology is embedded into the education. The location of oil and gas plant virtual environment (OGPVE) must first be determined. To ensure the best panoramic image created, pictures also must be taken. Thus, special tools are used in order to take wide Field of View (FOV) pictures from the plant as described in [5]. FOV is used in most of the panoramic environment since these types of images have full 360 view which helps in simulating real panorama of an intended place. These types of images are required for many applications [6]. Photos which will be stitched to create virtual panoramic images must be clear and precise to help create actual snap of the actual place. II.
RESEARCH BACKGROUND

The development of 3D virtual reality environment for teaching and learning technical communication [4] is one of the solutions in solving complicated learning process. B. 3D and VR There are quite a number of suitable or suggested learning theories which can be used together in developing OGPVE. Wan Norazlinawati et al. [8] discussed collaborative learning method which combines Constructive, Cognitive, and Active CoCoA learning theories. Figure 1 shows CoCoAs model of learning. Historically, constructivism is not a new theory. It has been practiced as early as in the 19th century. Constructivism sees learning as a knowledge construction rather than a process of acquiring knowledge. Cognitive model is defined as a mixture of elements which includes visual, audio, sense, and experience [12]. Active learning covers: Manipulative/observant Interacting with the environment and observing the result

A. Learning Theory Wang and Chee [7] and Wan Norazlinawati et al. [8] stated that immersive Panoramic VR has the strength to overcome the limitations which both parties are involved in learning processes faced in traditional learning: VR environment has been successfully used long time ago to help in various applications such as learning and training for the course which is complicated and detailed such as in surgery [9]. Virtual environment offers no limitation in terms of how the environment looks like or if only one specific object needs to be simulated. Almost anything in any size or shape of object can be created with the technology. VR does not have any limitation in the number of users who can interact with the developed environment at the same time. This can help reduce time and space consume for an institution to complete the learning process of one subject [10]. VR simulation helps to bring the audience to the location which is hard to reach thus, audiences have a chance to get to know the environment directly.

Figure 1.

OGPVE Learning Theory

Thus, all these points above, give us the reason why VR should be adapted in teaching and training in technical writing [11]. The benefits which are offered in this kind of application are: The usage of researched learning theory while developing OGPVE offers better presentation thus it can increase the quality of learning and the end result of using OGPVE. The manipulation of high quality pictures taken from the location for image stitching [6] enables clear and precise image of the focused area. Stitching group of photos into panoramic images.

CoCoA produces a learning style which creates the result based from the result of construction of knowledge started from the beginning of the lesson to the end. The Constructive method builds basic knowledge toward the whole lesson and enhances their cognitive ability through a walkthrough experience offered in OGPVE and then enables them to actively interact [13].

IV.

METHODOLOGY

This section discusses the process involved throughout the research work.
Start

Research/Analysis

Design

Creating Storyboard

Figure 2. CoCoA concept

Figure 2 shows a model of CoCoA concept in OGPVE courseware. The concept is to start with Constructive activities to enhance users knowledge and interest in order to prepare them for the walkthrough. This phase provides students with a brief description of their purpose of walking through the virtual panoramic oil and gas plant. The crucial part is to ensure that the students are alert with their purpose of walking through the OGPVE, and not only to enjoy the virtual tour. Furthermore, cognitive skills play important role where the element of sounds, sense and visual will help to guide user to complete the tasks given through the courseware [1]. These elements work together to make sure the objective of fun and interactive learning is achieved. In active activity, students will manipulate the entire element and also manipulate their knowledge gathered throughout the learning by trying to write by themselves. This process known as experiential learning [15] which studies a subject, not only to know but is also capable to apply. III.
RELATED WORK

Detecting OGPVE Attribute Objective Learning Theories CoCoA Detecting navigation Planning for Interactivity

Development

Taking Series of Photos

Stitching Develop OGPVE Navigation Interaction

Implementation Evaluation End

Virtual reality environment has been implemented since a long time ago. It has been agreed that the uniqueness of VR would contribute in enhancing the quality of education today [16]. One of the most unique and main characteristics of VR learning environment is its ability to direct experience through the immersion and semi-immersion experiential learning if compared to learning based on third-persons knowledge or from the text book [17][18][19]. Zengo Sayu [20] and Collaborative Virtual Interactive Simulations (C-Visions) [7] are two examples of application which uses an element of immersion and interaction of virtual environment. The technique used to copy the same scenery as actual location to panoramic is by taking photographs of the focused area. The panoramic VR which uses image-based method to create the panorama required 360 photos [1][21][22] to be stitched and the method is popular since the image quality represents the same image from the area. This method also claims to be able to attract attention better since it is realistic.

Figure 3. Design and Development Phase in OGPVE

Figure 3 shows design and development phase in OGPVE. The third phase which is design phase is an important phase for creating OGPVE. The phase is where planning is done before the development started. This part is where the storyboard created in order to notify where the navigation and interaction must be placed. After that, in the development of OGPVE, there are three main parts which are taking pictures, stitching the panoramic image and creating the OGPVE. V. A.
DEVELOPMENT OF OGPVE

OGPVE: Image Stitching or Mosaicing In the development of OGPVE, the processes start with selecting pictures which will be stitched to create a set of panoramic image [8]. The process of selecting the image that will be stitched must ensure that each image must have relative collaboration with each other or meeting points. Meeting points

[2] existed in order to ensure each image can be stitched together with its neighborhood pictures.

Figure 6 shows the OGPVE learning workflow which consists of three main activities [23]. For each activity, there are interaction between students and lecturer. This is where students need to use their cognitive skills to ensure all the hints and instructions are read and understood carefully.

OGPVE Learning Workflow Constructive Cognitive

Construct through reading Read notes Understand the lecture Get ideas

Active
Exercise

Experiencing Walking through the environment

Observing

Exercise & quiz Quiz

Constructive experience Experience the environment Reconcile with previous ideas

Learning Processing Gathering data & information Memory & creative thought

Figure 4:

Image stitching hierarchy

Reflect Reflect the experiences and ideas

Figure 4 shows sample of image stitching hierarchy which shows a panoramic image that come from sets of pictures. Other than that, the quality of images used for this application needs to have a high resolution. This is to ensure that the panorama is clear and the end result is also fulfilling.

Activities

CoCoA Concepts
Figure 6: OGPVE learning workflow

The activities for each phase are related to each other. The main objective is to ensure the user will get the benefit from the OGPVE. The constructive phase starts with construct through reading the note which is as an introduction. Thus from this it leads to construct the experience as a knowledge. From this also, it helps to reconcile with previous idea the student got from reading activities and reflects the experience and idea. Cognitive leads to constructing memories and creative thought [1]. Thus it helps audience to learn and memorize the learning altogether. Active learning as from the CoCoA concept, ensure users learn and practice at the same time. The activities provide exercises and quizzes to help user to manipulate the knowledge gathered throughout the process. VI. RESULT

Figure 5: Sample of images mosaic construction from multiple images

Figure 5 shows mosaic construction from multiple images. By using the software, it helps to render the image directly. The software then notifies the matching points and matches it following the sequence [8]. The method used is identifying the images which have the closest matching points with the neighbouring image [16]. Thus, from this, four images will be stitched together with the top 360 image and 360 floor images [21][22], minimum six images. Top 360 image and 360 floor images [21][22], minimum six images. The OGPVE allows users to navigate the panoramic and control where they want to go but only within the area. Other than this, there is a link and hotspot in the panorama which will link to detailed explanation of the tools and a form which need to be filled throughout the process.

Figure 7: Snapshot of the main Oil and Gas Plant Virtual Walkthrough

The virtual environment is then displayed and each user will experience the same environment thus they can discuss regarding the experience and gather data together to help completing the task given. OGPVE control flow is simple to support ease of knowledge sharing requirement which need to be supported by all people in education field [9]. Chee [24] shares encouraging results of using collaborative learning theories as they help life which needs students to fully utilize their ability and capability of studying to ensure them absorb the knowledge better. Thus, the development of OGPVE should help users in achieving better result in their education since the technology helps in bringing them to the place where it is inaccessible to them. VII. CONCLUSION AND FUTURE WORK In this paper, VR advantages have been discussed and emphasized. Educators are encourage to find a way to implement Panoramic VR in knowledge sharing and share good remarks of adapting collaborative learning. Hence, there are some elements which might differ if VR is to be implemented in other subjects. Technical communication course requires students to be actively involved throughout the process. Different situation might technical writing. By adapting CoCoA, students can collaborate with each other using cognitive and constructive theories in order to be familiar with different situations. For future work, there is a need to improve the navigation and interaction in the OGPVE to increase users alertness and users understanding. Testing also will also be done and based from the test, there are elements to pay attention in order to ensure the objectives are achieved.

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