Engineering Papers⌕ Search

SEARCH · Engineering Papers

Results for “virtual training”

Search indexed NASA NTRS and DOE OSTI research on propulsion, heat transfer, battery materials and energy systems. Follow report and document links to the original sources.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 145 records · Page 8
All sourcesNASA NTRSDOE OSTI
NASA NTRS1992

Advanced training systems for the next decade and beyond

Autonomous training systems grouped under the term intelligent computer-aided training (ICAT) are described with references to their intelligent technologies. An ICAT system was developed for the deployment of the payload-assist module satellites from the Space Shuttle, fault detection in vacuum-vent lines on Spacelab, main-propulsion pneumatics, and for instrument pointing systems. The basic ICAT architecture is delineated with descriptions of elements such as the user interface, domain expert, traning-session manager, trainee model, and training-scenario generator. The ICAT systems employ advanced technologies including knowledge acquisition, virtual environments, and fuzzy logic. The general architecture of the ICAT systems is shown to be fully developed and applicable to the construction of seven different tasks, and the ICAT systems are concluded to enhance the training of aerospace personnel.

Loftin, R. B.↗
NASA NTRS2013

Implementation of Headtracking and 3D Stereo with Unity and VRPN for Computer Simulations

This paper explores low-cost hardware and software methods to provide depth cues traditionally absent in monocular displays. The use of a VRPN server in conjunction with a Microsoft Kinect and/or Nintendo Wiimote to provide head tracking information to a Unity application, and NVIDIA 3D Vision for retinal disparity support, is discussed. Methods are suggested to implement this technology with NASA's EDGE simulation graphics package, along with potential caveats. Finally, future applications of this technology to astronaut crew training, particularly when combined with an omnidirectional treadmill for virtual locomotion and NASA's ARGOS system for reduced gravity simulation, are discussed.

Noyes, Matthew A.↗
NASA NTRS2011

Design and Evaluation of a Cross-Cultural Training System

Cross-cultural competency, and the underlying communication and affective skills required to develop such expertise, is becoming increasingly important for a wide variety of domains. To address this need, we developed a blended learning platform which combines virtual role-play with tutorials, assessment and feedback. A Middle-Eastern Curriculum (MEC) exemplar for cross-cultural training U.S. military personnel was developed to guide the refinement of an existing game-based training platform. To complement this curriculum, we developed scenario authoring tools to enable end-users to define training objectives, link performance measures and feedback/remediation to these objectives, and deploy experiential scenarios within a game-based virtual environment (VE). Lessons learned from the design and development of this exemplar cross-cultural competency curriculum, as well as formative evaluation results, are discussed. Initial findings suggest that the underlying training technology promotes deep levels of semantic processing of the key information of relevant cultural and communication skills.

Santarelli, Thomas↗
NASA NTRS2011

Countermeasures to Enhance Sensorimotor Adaptability

During exploration-class missions, sensorimotor disturbances may lead to disruption in the ability to ambulate and perform functional tasks during the initial introduction to a novel gravitational environment following a landing on a planetary surface. The goal of our current project is to develop a sensorimotor adaptability (SA) training program to facilitate rapid adaptation to novel gravitational environments. We have developed a unique training system comprised of a treadmill placed on a motion-base facing a virtual visual scene that provides an unstable walking surface combined with incongruent visual flow designed to enhance sensorimotor adaptability. We have conducted a series of studies that have shown: Training using a combination of modified visual flow and support surface motion during treadmill walking enhances locomotor adaptability to a novel sensorimotor environment. Trained individuals become more proficient at performing multiple competing tasks while walking during adaptation to novel discordant sensorimotor conditions. Trained subjects can retain their increased level of adaptability over a six months period. SA training is effective in producing increased adaptability in a more complex over-ground ambulatory task on an obstacle course. This confirms that for a complex task like walking, treadmill training contains enough of the critical features of overground walking to be an effective training modality. The structure of individual training sessions can be optimized to promote fast/strategic motor learning. Training sessions that each contain short-duration exposures to multiple perturbation stimuli allows subjects to acquire a greater ability to rapidly reorganize appropriate response strategies when encountering a novel sensory environment. Individual sensory biases (i.e. increased visual dependency) can predict adaptive responses to novel sensory environments suggesting that customized training prescriptions can be developed to enhance adaptability. These results indicate that SA training techniques can be added to existing treadmill exercise equipment and procedures to produce a single integrated countermeasure system to improve performance of astro/cosmonauts during prolonged exploratory space missions.

Bloomberg, J. J.↗
NASA NTRS2010

Training Enhances Both Locomotor and Cognitive Adaptability to a Novel Sensory Environment

During adaptation to novel gravitational environments, sensorimotor disturbances have the potential to disrupt the ability of astronauts to perform required mission tasks. The goal of this project is to develop a sensorimotor adaptability (SA) training program to facilitate rapid adaptation. We have developed a unique training system comprised of a treadmill placed on a motion-base facing a virtual visual scene that provides an unstable walking surface combined with incongruent visual flow designed to enhance sensorimotor adaptability. The goal of our present study was to determine if SA training improved both the locomotor and cognitive responses to a novel sensory environment and to quantify the extent to which training would be retained. Methods: Twenty subjects (10 training, 10 control) completed three, 30-minute training sessions during which they walked on the treadmill while receiving discordant support surface and visual input. Control subjects walked on the treadmill but did not receive any support surface or visual alterations. To determine the efficacy of training all subjects performed the Transfer Test upon completion of training. For this test, subjects were exposed to novel visual flow and support surface movement, not previously experienced during training. The Transfer Test was performed 20 minutes, 1 week, 1, 3 and 6 months after the final training session. Stride frequency, auditory reaction time, and heart rate data were collected as measures of postural stability, cognitive effort and anxiety, respectively. Results: Using mixed effects regression methods we determined that subjects who received SA training showed less alterations in stride frequency, auditory reaction time and heart rate compared to controls. Conclusion: Subjects who received SA training improved performance across a number of modalities including enhanced locomotor function, increased multi-tasking capability and reduced anxiety during adaptation to novel discordant sensory information. Trained subjects maintained their level of performance over six months.

Bloomberg, J. J.↗
NASA NTRS1996

The development, assessment and validation of virtual reality for human anatomy instruction

This research project seeks to meet the objective of science training by developing, assessing, validating and utilizing VR as a human anatomy training medium. Current anatomy instruction is primarily in the form of lectures and usage of textbooks. In ideal situations, anatomic models, computer-based instruction, and cadaver dissection are utilized to augment traditional methods of instruction. At many institutions, lack of financial resources limits anatomy instruction to textbooks and lectures. However, human anatomy is three-dimensional, unlike the one-dimensional depiction found in textbooks and the two-dimensional depiction found on the computer. Virtual reality allows one to step through the computer screen into a 3-D artificial world. The primary objective of this project is to produce a virtual reality application of the abdominopelvic region of a human cadaver that can be taken back to the classroom. The hypothesis is that an immersive learning environment affords quicker anatomic recognition and orientation and a greater level of retention in human anatomy instruction. The goal is to augment not replace traditional modes of instruction.

Marshall, Karen Benn↗
NASA NTRS2002

STS-109 Crew Training

Footage shows the crew of STS-109 (Commander Scott Altman, Pilot Duane Carey, Payload Commander John Grunsfeld, and Mission Specialists Nancy Currie, James Newman, Richard Linnehan, and Michael Massimino) during various parts of their training. Scenes show the crew's photo session, Post Landing Egress practice, training in Dome Simulator, Extravehicular Activity Training in the Neutral Buoyancy Laboratory (NBL), and using the Virtual Reality Laboratory Robotic Arm. The crew is also seen tasting food as they choose their menus for on-orbit meals.

Source record↗
NASA NTRS2012

Virtual Ultrasound Guidance for Inexperienced Operators

Medical ultrasound or echocardiographic studies are highly operator-dependent and generally require lengthy training and internship to perfect. To obtain quality echocardiographic images in remote environments, such as on-orbit, remote guidance of studies has been employed. This technique involves minimal training for the user, coupled with remote guidance from an expert. When real-time communication or expert guidance is not available, a more autonomous system of guiding an inexperienced operator through an ultrasound study is needed. One example would be missions beyond low Earth orbit in which the time delay inherent with communication will make remote guidance impractical. The Virtual Ultrasound Guidance system is a combination of hardware and software. The hardware portion includes, but is not limited to, video glasses that allow hands-free, full-screen viewing. The glasses also allow the operator a substantial field of view below the glasses to view and operate the ultrasound system. The software is a comprehensive video program designed to guide an inexperienced operator through a detailed ultrasound or echocardiographic study without extensive training or guidance from the ground. The program contains a detailed description using video and audio to demonstrate equipment controls, ergonomics of scanning, study protocol, and scanning guidance, including recovery from sub-optimal images. The components used in the initial validation of the system include an Apple iPod Classic third-generation as the video source, and Myvue video glasses. Initially, the program prompts the operator to power-up the ultrasound and position the patient. The operator would put on the video glasses and attach them to the video source. After turning on both devices and the ultrasound system, the audio-video guidance would then instruct on patient positioning and scanning techniques. A detailed scanning protocol follows with descriptions and reference video of each view along with advice on technique. The program also instructs the operator regarding the types of images to store and how to overcome pitfalls in scanning. Images can be forwarded to the ground or other site when convenient. Following study completion, the video glasses, video source, and ultrasound system are powered down and stored. Virtually any equipment that can play back video can be used to play back the program. This includes a DVD player, personal computer, and some MP3 players.

Caine, Timothy↗
NASA NTRS2003

Adaptive Effects on Locomotion Performance Following Exposure to a Rotating Virtual Environment

During long-duration spaceflight, astronauts experience alterations in vestibular and somatosensory cues that result in adaptive disturbances in balance and coordination upon return to Earth. These changes can pose a risk to crew safety and to mission objectives if nominal or emergency vehicle egress is required immediately following long-duration spaceflight. At present, no operational countermeasure is available to mitigate the adaptive sensorimotor component underlying the locomotor disturbances that occur after spaceflight. Therefore, the goal of this study is to develop an inflight training regimen that facilitates recovery of locomotor function after long-duration spaceflight. The countermeasure we are proposing is based on the concept of adaptive generalization. During this type of training the subject gains experience producing the appropriate adaptive motor behavior under a variety of sensory conditions and response constraints. As a result of this training a subject learns to solve a class of motor problems, rather than a specific motor solution to one problem, i.e., the subject learns response generalizability or the ability to "learn to learn." under a variety of environmental constraints. We are developing an inflight countermeasure built around treadmill exercise activities. By manipulating the sensory conditions of exercise by varying visual flow patterns, body load and speed we will systematically and repeatedly promote adaptive change in locomotor behavior. It has been shown that variable practice training increases adaptability to novel visuo-motor situations. While walking over ground in a stereoscopic virtual environment that oscillated in roll, subjects have shown compensatory torso rotation in the direction of scene rotation that resulted in positional variation away from a desired linear path. Thus, postural sway and locomotor stability in 1-g can be modulated by visual flow patterns and used during inflight treadmill training to promote adaptive generalization. The purpose of this study was to determine if adaptive modification in locomotor performance could be achieved by viewing simulated self-motion in a passive-immersive virtual ' environment over a prolonged period during treadmill locomotion.

Mulavara, A. P.↗
NASA NTRS2007

Human Activity Behavior and Gesture Generation in Virtual Worlds for Long- Duration Space Missions

A virtual worlds presentation technique with embodied, intelligent agents is being developed as an instructional medium suitable to present in situ training on long term space flight. The system combines a behavioral element based on finite state automata, a behavior based reactive architecture also described as subsumption architecture, and a belief-desire-intention agent structure. These three features are being integrated to describe a Brahms virtual environment model of extravehicular crew activity which could become a basis for procedure training during extended space flight.

Sierhuis, Maarten↗
NASA NTRS2015

NASA's Solar System Exploration Research Virtual Institute: Science and Technology for Lunar Exploration

The NASA Solar System Exploration Research Virtual Institute (SSERVI) is a virtual institute focused on research at the intersection of science and exploration, training the next generation of lunar scientists, and development and support of the international community. As part of its mission, SSERVI acts as a hub for opportunities that engage the larger scientific and exploration communities in order to form new interdisciplinary, research-focused collaborations. The nine domestic SSERVI teams that comprise the U.S. complement of the Institute engage with the international science and exploration communities through workshops, conferences, online seminars and classes, student exchange programs and internships. SSERVI represents a close collaboration between science, technology and exploration enabling a deeper, integrated understanding of the Moon and other airless bodies as human exploration moves beyond low Earth orbit. SSERVI centers on the scientific aspects of exploration as they pertain to the Moon, Near Earth Asteroids (NEAs) and the moons of Mars, with additional aspects of related technology development, including a major focus on human exploration-enabling efforts such as resolving Strategic Knowledge Gaps (SKGs). The Institute focuses on interdisciplinary, exploration-related science focused on airless bodies targeted as potential human destinations. Areas of study represent the broad spectrum of lunar, NEA, and Martian moon sciences encompassing investigations of the surface, interior, exosphere, and near-space environments as well as science uniquely enabled from these bodies. This research profile integrates investigations of plasma physics, geology/geochemistry, technology integration, solar system origins/evolution, regolith geotechnical properties, analogues, volatiles, ISRU and exploration potential of the target bodies. New opportunities for both domestic and international partnerships are continually generated through these research and community development efforts, and SSERVI can further serve as a model for joint international scientific efforts through its creation of bridges across disciplines and between countries. Since the inception of the NASA Lunar Science Institute (SSERVIs predecessor), it has and will continue to contribute in many ways toward the advancement of lunar science and the eventual human exploration of the Moon.

virtual↗
NASA NTRS2010

Developing Collective Training for Small Unmanned Aerial Systems Employment

The projected use of small unmanned aerial systems (SUAS) in military operations will produce training requirements which go beyond current capabilities. The paper describes the development of prototype training procedures and accompanying research simulations to address this need. We initially constructed a testbed to develop simulation-based training for an SUAS operator equipped with a simulated vertical-lift and land SUAS. However, the required training will go beyond merely training an operator how to pilot an SUAS. In addition to tactics, techniques, and procedures for employment of SUASs, collective training methods must be trained. Moreover, the leader of a unit equipped with SUAS will need to learn how to plan missions which incorporate the SUAS, and take into account air space and frequency management considerations. The demands of the task require the leader to allocate personnel to the SUAS mission, communicate and coordinate with those personnel during the mission, and make use of the information provided. To help address these training issues, we expanded our research testbed to include a command and control node (C2 node), to enable communications between a leader and the SUAS operator. In addition, we added a virtual environment in which dismounted infantry missions can be conducted. This virtual environment provides the opportunity for interactions among human-controlled avatars and non-player characters (NPCs), plus authoring tools to construct scenarios. Using these NPCs, a collective exercise involving friendly, enemy, and civilian personnel can be conducted without the need for a human role-player for every entity. We will describe the results of our first experiment, which examined the ability of players to negotiate use of the C2 node and the virtual environment at the same time, in order to see if this is a feasible combination of tools for training development.

Durlach, Paula J.↗
NASA NTRS1998

Applications of telemedicine in the United States space program

Since the beginning of human space flight, NASA has been placing humans in extreme and remote environments. There are many challenges in maintaining humans in outer space, including the provision of life-support systems, radiation shielding, and countermeasures for minimizing the effect of microgravity. Because astronauts are selected for their health, among other factors, disease and illness are minimized. However, it is still of great importance to have appropriate medical care systems in place to address illness and injury should they occur. With the exception of the Apollo program, exploration of space has been limited to missions that are within several hundred miles of the surface of the Earth. At the drawn of the 21st century and the new millennium, human exploration will be focused on operation of the International Space Station (ISS) and preparation for human missions to Mars. These missions will present inherent risks to human health, and, therefore, appropriate plans must be established to address these challenges and risks. Crews of long-duration missions must become more independent from ground controllers. New systems, protocols, and procedures are currently being perfected. Application of emerging technologies in information systems and telecommunications will be critical to inflight medical care. Application of these technologies through telemedicine will provide crew members access to information, noninvasive procedures for assessing health status, and guidance through the integration of sensors, holography, decision-support systems, and virtual environments. These technologies will also serve as a basis to enhance training and medical education. The design of medical care for space flight should lead to a redesign of the practice of medicine on Earth.

Review, Tutorial↗
NASA NTRS2015

Software Development: 3D Animations and Creating User Interfaces for Realistic Simulations

My fall 2015 semester was spent at the Lyndon B. Johnson Space Center working in the Integrated Graphics, Operations, and Analysis Laboratory (IGOAL). My first project was to create a video animation that could tell the story of OMICS. OMICS is a term being used in the field of biomedical science to describe the collective technologies that study biological systems, such as what makes up a cell and how it functions with other systems. In the IGOAL I used a large 23 inch Wacom monitor to draw storyboards, graphics, and line art animations. I used Blender as the 3D environment to sculpt, shape, cut or modify the several scenes and models for the video. A challenge creating this video was to take a term used in biomedical science and describe it in such a way that an 8th grade student can understand. I used a line art style because it would visually set the tone for what we thought was an educational style. In order to get a handle on the perspective and overall feel for the animation without overloading my workspace, I split up the 2 minute animation into several scenes. I used Blender's python scripting capabilities which allowed for the addition of plugins to add or modify tools. The scripts can also directly interact with the objects to create naturalistic patterns or movements. After collecting the rendered scenes, I used Blender's built-in video editing workspace to output the animation. My second project was to write software that emulates a physical system's interface. The interface was to simulate a boat, ROV, and winch system. Simulations are a time and cost effective way to test complicated data and provide training for operators without having to use expensive hardware. We created the virtual controls with 3-D Blender models and 2-D graphics, and then add functionality in C# using the Unity game engine. The Unity engine provides several essential behaviors of a simulator, such as the start and update functions. A framework for Unity, which was developed in the lab, provided a way to place the different widgets on the virtual console dock and have them resize correctly based on the window dimensions.. My task in this project was to create the controls and visualizations for the data coming in from the simulator for the boat portion of the project. I wrote a class for each control window to handle the functionality of that widget. I implemented 11 widgets that make up the ship portion of the simulator. The members of the lab were each masters of their craft and I'm glad I had the opportunity to learn from them. I learned to plan strategically so I could finish this project on time. I allotted time for storyboarding, development, and refinement. In regards to animating I learned to use modifiers like lattice, boolean and build deformers. I also learned how to animate with drivers, how to use the dope sheet, and how to use the graph editor. In coding I learned to limit the chances for bugs by privatizing functions that should be exclusive to their class. I learned how to use the GIT repository to commit, stash and pull the latest build. I learned a bit of everything because I had the chance to see the entire application development process from the artwork, to the implementation.

Gordillo, Orlando Enrique↗
NASA NTRS2017

SSERVI: Merging Science and Human Exploration

The NASA Solar System Exploration Research Virtual Institute (SSERVI) is a virtual institute focused on research and the intersection of science and exploration, training the next generation of lunar scientists, and community development. As part of the SSERVI mission, we act as a hub for the opportunities that engage the larger scientific and exploration communities in order to form a new interdisciplinary, research-focused collaborations.

SSERVI↗
NASA NTRS2018

NASA's Solar System Exploration Research Virtual Institute: Building Collaboration Through International Partnerships

The NASA Solar System Exploration Research Virtual Institute (SSERVI) is a virtual institute focused on research at the intersection of science and exploration, training the next generation of lunar scientists, and community development. As part of the SSERVI mission, we act as a hub for opportunities that engage the larger scientific and exploration communities in order to form new interdisciplinary, research-focused collaborations. This talk will describe the international partnership program, research efforts and how we are engaging the international science and exploration communities through workshops, conferences, online seminars and classes, student exchange programs and internships.

SSERVI International Partnerships↗
NASA NTRS2018

NASA SSERVI: Merging Science and Human Exploration

The NASA Solar System Exploration Research Virtual Institute (SSERVI) is a virtual institute focused on research at the intersection of science and exploration, training the next generation of lunar scientists, and community development. As part of the SSERVI mission, we act as a hub for opportunities that engage the larger scientific and exploration communities in order to form new interdisciplinary, research-focused collaborations. This talk will describe the research efforts of the thirteen domestic teams that constitute the U.S. complement of the Institute and how we will engage the community through workshops, conferences, online seminars and classes, student exchange programs and internships.

SSERVI↗
NASA NTRSDate not supplied

Lunar Rover Motion-Based Simulation System

Our team developed a motion-based simulation system for lunar terrain vehicles which resides at Johnson Space Center’s Systems Engineering Simulator (SES) facility. This activity integrates existing fixed base simulation capabilities with a newly procured motion base platform for the design, development, evaluation, and training associated with lunar terrain vehicles. This incorporates a South Pole Lunar virtual reality simulation, combined with a pair of VR headsets, integrated within a rover cockpit on a motion platform for evaluating human performance and vehicle handling qualities for concept roving vehicle designs for surface mobility operations.

Motion-Based↗