Virtual Reality Robotic Programming Software in the Technology Classroom

Abstract

Introduction Robots make a wonderful context for teaching students about many concepts important to technological literacy. They can provide an authentic context and produce high levels of motivation. According to Standards for Technological Literacy: Content for the Study of Technology (STL) (ITEA, 2000, 2002), there are six core concepts that we should concentrate on for our students. These core concepts include systems, requirements, optimization, trade-offs, processes, and control. Controls are mechanisms or particular steps that people perform using information about the system that causes systems to change. The essence of a control mechanism is comparing information about what is happening to what is desired and then adjusting devices or systems to make the desired outcomes more likely (ITEA, 2000, 2002 pp. 33-40). The cost of robots, however, can be a significant constraint for many technology education programs. This may be an opportunity to demonstrate how such a constraint is approached in industry. We have four general options for teaching robotic control in schools today. The options include: (1) using low-end industrial grade or high-end, industry-like (educational) robots, (2) using tow-cost educational robot systems, (3) using virtual reality software, and (4) using virtual reality software in conjunction with one or two low-end industrial grade or high-end, industry-like (educational) robots. This article explores the incorporation of virtual reality software for teaching robotic control in today's technology classroom (see Table 1 for detailed advantages and disadvantages of each option). STL also states that students in Grades 9-12 should be able to apply logic and creativity with appropriate compromises in complex, real-life problems via the use of simulation and mathematical modeling to identify conflicting considerations before the entire system is developed (ITEA, 2000, 2002, p.42). Virtual reality can provide a realistic experience in simulation and modeling. VR software provides students with real-time simulation and fully automated operation of the robots. Students can gain a fundamental understanding of how virtual reality may be used to comprehend and experience technologies such as robotics, all in a three-dimensional (3D) world, and safely from their personal computer (PC). Of course, students primarily gain the technical understanding of programming control concepts and processes through programming their VR robot. Robotic Control with VR VR system is one that gives the user an experience of being immersed in a synthesized environment (Earnshaw, Gigante, 8 Jones, 1993, p. ix). The programming of robotics today usually entails the use of a hand-held teach pendant used in conjunction with a personal computer (PC). For simple point-to-point programming, a teach pendant may be used by the programmer to move the robot to a desired location. Upon reaching this desired location, chosen by the programmer's eye, he/she would simply record the position and move on to the next point, repeating the process until all the desired positions are achieved. A more complex and accurate method of programming involves the ability to control the velocity, path (straight line or arc), and position using a coordinate system. A PC is utilized to define these criteria with the use of a software-based program (instructions). VR technology allows the user to not only program the robot via controlling the velocity and path of the arm--it does much more. It allows the programmer to view its operation in a sale, 3D virtual world. Also, programs may be tested offline for errors without disrupting the normal operation of the robot on the production floor. Figure 1 illustrates what a typical robotic VR world looks like on a PC screen. The robot image looks identical to that of a real robotic arm. …