Interactive Digital Learning System (IDLS)

Transcription

Volume 2, Issue 10, October 2012
ISSN: 2277 128X
International Journal of Advanced Research in
Computer Science and Software Engineering
Research Paper
Available online at: www.ijarcsse.com
Interactive Digital Learning System (IDLS)
Chetankumar.G.Shetty1, Prof. Ujwal.U.J2, Jewel Joseph3, Chidananda.K4
ExperInn Research, ExperInn Solutions Pvt. Ltd. & K.V.G.C.E.
Karnataka, India
Abstract: Interactive Digital Learning System (IDLS) is an attempt to connect physical world objects (text book with
patterns) to the digital world for the sake of learners’ understanding. Main purpose of this research project is to increase
learners’ level of understanding by collaborating “Traditional text book system” and “Computer supported system.
Here we have done a system that enables learners to conceptualize the geometric objects in 3-D perspective. Basically our
Interactive Digital Learning System (IDLS) uses pattern matching and 3-D augmentation technique. Even though there
are some researches going on in this area; our learning system delivers true understanding of 3-D geometry models for
learners.
Here initially we are introducing a geometry text book. We have added 3-D objects such as Sphere, Pyramid and Cube etc.
Representation of 3-D objects in 2-D text book will not serve the purpose of true visualization of the geometry model. Our
Interactive Digital Learning System (IDLS) for geometry objects using “3-D visualization” and “pattern recognition” by
direct learners’ interaction promises true understanding of geometry objects.”
Keywords: Interactive Digital Learning System, Windows Presentation Foundation, 3-D prism
1. Introduction
1.1 Augmented Reality
Augmented Reality [1] is a live direct or indirect view of a physical, real world environment whose elements are augmented
by computer generated sensory inputs such as pattern, picture, sound, graphic and GPS data. Our main intension is to exploit
the maximum usage of augmented reality in the field of interactive learning system.
1.2 Interactive learning system
Interactive learning system enables learner to acquire knowledge about concepts through direct visual, physical and mental
interactions with the text book objects(may be black & white patterns or text book pictures) or may be with digital objects.
1.3 Interactive Digital Learning System (IDLS)
In this research project we are trying to produce an example how the Interactive Digital Learning System (IDLS) can be
implemented using augmented reality, C# with .NET platform and other open source toolkits which are explained in software
architecture section further. For this IDLS purpose we have prepared a hard copy of geometry textbook. Each part of this
geometry textbook contains following things:
1. A 2-D representation of geometry objects (Such as prism, cube, pyramid, sphere etc.).
2. A black & white pattern (So called as marker).
3. Descriptions & formulae about that particular geometric object.
1.4 How to start with IDLS
First user/learner has to install the IDLS software. While software is running user has to bring the geometry textbook in front
of web camera so that the particular black & white pattern present on the respective page will be recognized and particular
geometry 3-D object will be augmented from the pattern/marker.
2.
Requirement Specifications
2.1 Software Requirements
1. Windows 7 /Vista
2. Web camera driver
2.2 Hardware Requirements
1. Core 2 Duo or higher end processor.
2. Minimum 2GB RAM
3. 500MB graphics memory
4. High resolution web camera
5. IDLS special designed geometry textbook
© 2012, IJARCSSE All Rights Reserved
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Chetan et al., International Journal of Advanced Research in Computer Science and Software Engineering 2 (10),
October- 2012, pp. 479-494
3.
SOFTWARE ARCHITECTURE - IDLS
IDLS is designed using visual studio 2010 [2]onC# [3] .NET platform and we have used many open source toolkits without
which designing of IDLS within this short spanof time would have become little difficult.
We would like to mention the open source toolkits/software libraries that we have used for our research projects. They are:
3.1 ARToolkitPlus
ARToolkitPlus [4] which is an advanced and modified version of ARToolkit [5] with much more added functionalities. We
would like to thank Dr. Hirokazu Kato, HIT Lab-Washington [6], HITLab-New Zealand [7] and ARToolworks Inc. [8] for
their valuable contribution in the field of development of augmented reality. This ARToolkitPlus contains computer vision
algorithms to solve problems. It also contains video tracking libraries to calculate the real camera position and orientation
relative to physical markers in real time.
3.2 Brains -N- Brawn
We have used Brains -N- Brawn [9]Augmented Reality results which includes “ARToolkitplus” modified to be
DLL(Dynamic Link Library) and export C-style functions that can be P/Invoked (Platform Invocation Service commonly
referred as P/Invoke is a feature of Common Language Infrastructure) from C#.
3.4 DirectShow.NET
DirectShow.NET [10]It is Directshow with C# .NET. This include simple media playback, playing DVD disks and a simple
picture grabber.
3.5 WPF
We have also usedWPF(Windows Presentation Foundation) [11] which provides developers with a unified programming
model for building rich Windows smart client user experiences that incorporate UI (User Interface), media and documents.
Fig.1. Open source toolkits used in IDLS architecture
4.
OBJECT ORIENTED MODELING AND DESIGN
4.1 System conception
In this research project what we are trying to do is, to make small software which help in elaborating the concept of usage of
augmented reality in e-learning system. We have named it as Interactive Digital Learning System –IDLS. The idea is to
create geometry textbook and related software which help the learner/user to understand the 3-D geometry more precisely.
4.1.1 Application is for whom?
This application is for the students who are studying geometry, who needs more information than a simple textbook.
4.1.2 What problem it will solve?
When students study geometry, most of the concepts are presented to them in the form of 2-D images. Most of the concepts
are really tough to understand by simply looking at the 2-D object image. For example a cube can only be shown as an image
in a textbook. With IDLS the learner has opportunity to experience each of the geometry objects as it is in 3-D form. This
helps in improving learners’ level of understanding.
4.1.3 Where it will be used?
It can be used in schools, e-learning websites, virtual classrooms and where ever a 3-D assistance for learning is required.
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4.1.4 When it is needed?
It is needed when the learner need to interact with what is to be learnt.
4.1.5 Why it is needed?
It is need to improve the quality of education given to the student.
4.1.6 How it works?
An IDLS special designed geometry textbook will be provided to the learner which contains the geometry concepts, their
properties, their specialties, 2-D representation/image of the geometry object and a pattern.
They will be also provided with and IDLS software which they have to install in their computer. When the user brings the
pattern provided in the textbook in front of the web camera of his computer while software is working then the software
recognizes the pattern and augments the respective 3-D object of the geometry pattern which allows the user to interact with
object naturally as any other real world object.
4.2 Analysis& Design
4.2.1 General analysis
Problem scope: Scope of this research project is vast. It improves learners’ level of understanding real world concepts or
objects. It helps in improving learning ability. We have followed “what you see” is “what you get” approach. Seeing and
experiencing a concept is much better than reading and understanding a concept.
Application context: Application should calibrate webcam. It should recognize pattern. Out put the respective computerized
3-D object.
Performance needed: Software must be fast since it is augmenting 3-D content with real time motion. It should use less disk
space should be usable in web applications, less complex and must be flexible and modifiable.
4.2.2 Application analysis
System boundary: Our system deals with geometric objects like sphere, pyramid, cube etc. It has to recognize the pattern
and augment 3-D object. If patterns are not recognized then it won’t show anything.
Actors:
1) Application developer
2) Learner
Use case diagram:
Fig.2. Use case diagram of IDLS.
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Sequence diagram of IDLS
Fig.3.Sequence diagram of IDLS.
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Event diagram for IDLS
Fig.4. Sequence diagram of IDLS.
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Activity diagrams
Fig.5. Activity diagram for IDLS.
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Fig.6: Activity diagram for IDLS software.
5.
SYSTEM IMPLEMENTATION
5.1 Usage of ARToolkitPlusfor IDLS geometry textbook
ARToolkitPlus provides new implementations of the types of markers that are accepted by ARToolkitPlus. There are 5
enumerated markers used in ARToolkitPlus each is associated with a marker id in ARToolkitPlus.
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Fig.7. Marker present in ARToolkitPlus with marker id=0.
In ARToolkitPlus the above marker id=0; in our example of IDLS geometry, when learner shows this pattern to webcam, a
procedure to create 3-D prism will be called and 3-D prism will be augmented from the special designed IDLS geometry
textbook.
In ARToolkitPlus the above marker id=1; in our example of IDLS geometry, when learner shows this pattern to webcam,
a procedure to create 3-D cube will be called and 3-D cube will be augmented from the special designed IDLS geometry
textbook.
procedure to create 3-D sphere will be called and 3-D sphere will be augmented from the special designed IDLS geometry
textbook.
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procedure to create 3-D pyramid will be called and 3-D pyramid will be augmented from the special designed IDLS
geometry textbook.
The toolkit offers 512 programmed markers that have enumerated ids. Couple of advantages we have from this approach
[12]; the training phase is eliminated and the markers can be represented electronically. This makes the identification of
different markers much easier to the programmer.
5.2 Orientation measurement
The orientation has 3 Degrees of Freedom (DOF) [Independent displacements and/or rotations that specify the orientation of
the body or system] but orientation cannot be expressed only with 3 variables. The matrix notation used by ARToolkitPlus
uses 9 variables to express the orientation.
The orientation in ARToolkitPlus is given as an OpenGL style matrix. The rotation matrix is the upper left 3 by 3 matrix
given below.
m0 m4 m8 m12
m1 m5 m9 m13
m2 m6 m10 m14
m3 m7 m11 m15
Complete orientation measure and matrix to Eular calculations are used in the implementation part[13].
5.3How 3-D objects are designed and created in our system?
We have used the existing conceptual idea that “Each and every 3-D object can be represented with the help of basic 2-D
object”. Here in our project all 3-D objects are created with the help of triangles. So creating a 3-D object will include
following general steps:
1. Getting/creating the point in 3-D region by giving 3 positions (X, Y, and Z).
2. Number of points must be equal to number of points required to create that 3-D object.
3. Creating a triangle function which will be called, 3 points will be passed as parameters for creating the triangle.
4. Triangle function will be called repeatedly with different points/values as parameters according to the number of
triangles required to create 3-D object.
5. Joining the triangles accordingly so that it will result in formation of the required 3-D object.
5.3.1 Creating cube
Here in this section we have explained how the cube is created using triangles. Same logic is applied in creating other 3-D
objects too.
List of points
1= point(x1, y1, z1)
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Triangles present in the side phases of the cube
As shown in the above representation of the cube.
2 triangles on the left side form a left side square. Here in above figure,
<Square1> Left Side = (Triangle1 [1, 6 and 5], Triangle2 [1, 2 and 5])
2 triangles on the right side form a right side square. Here in above figure,
<Square2>Right Side = (Triangle3 [4, 3 and 7], Triangle4 [4, 7 and 8])
Left square is made up of 2 triangles (Triangle1 and Triangle2) and right square is made up of 2 triangles (Triangle3 and
Triangle 4). So as shown in the above figure, <Square1> and <Square2> forms the left and right phases of the cube.
Triangles present in the top and bottom phases along with side phase of the cube
2 triangles on the top side form a top square. Here in above figure,
<Square3>Top Side = (Triangle5 [1, 2 and 4], Triangle6 [2, 3 and 4])
2 triangles on the bottom side form a bottom square. Here in above figure,
<Square4>Bottom Side = (Triangle7 [5, 7 and 8], Triangle8 [6, 5 and 8])
Top square is made up of 2 triangles (Triangle5 and Triangle6) and bottom square is made up of 2 triangles (Triangle7 and
Triangle 8). So as shown in the above figure, <Square3> and <Square4> forms the top and bottom phases of the cube.
Triangles present in the front and back phases along with the other phases of the cube
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2 triangles on the front side form a front square. Here in above figure,
<Square5>Front Side = (Triangle9 [2, 5 and 3], Triangle10 [3, 5 and 7])
2 triangles on the back side form a back square. Here in above figure,
<Square6>Back Side = (Triangle11 [1, 8 and 4], Triangle12 [1, 8 and 6])
Frontsquare is made up of 2 triangles (Triangle9 and Triangle10) and back square is made up of 2 triangles (Triangle11 and
Triangle 12). So as shown in the above figure, <Square5> and <Square6> forms the top and bottom phases of the cube.
Over all details are as given below for the above example figure.
<Square1> Left Side = (Triangle1 [1, 6 and 5], Triangle2 [1, 2 and 5])
<Square2>Right Side = (Triangle3 [4, 3 and 7], Triangle4 [4, 7 and 8])
<Square3>Top Side = (Triangle5 [1, 2 and 4], Triangle6 [2, 3 and 4])
<Square4>Bottom Side = (Triangle7 [5, 7 and 8], Triangle8 [6, 5 and 8])
<Square5>Front Side = (Triangle9 [2, 5 and 3], Triangle10 [3, 5 and 7])
<Square6>Back Side = (Triangle11 [1, 8 and 4], Triangle12 [1, 8 and 6])
We have followed the same logical idea to create other objects such as pyramid, prism and sphere and square.
6. SNAP SHOTS &OUTPUTS
6.1 Special designed IDLS geometry textbook
a) Learner holding the IDLS geometry textbook, showing front side of the textbook.
6.2 IDLS outputs
6.2.1 Sphere
b) Augmentation of 3-D sphere from special designed IDLS geometry textbook.
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c) 3-D sphere as output in IDLS, sphere rotates simultaneously as the learner rotates the textbook.
d) 3-D geometry object-sphere appeared right in front of the learner during his study on sphere.
6.2.2 Cube
e) 3-D geometry object-cube appeared right in front of the learner during his study on cube.
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f) Cube augmented out of textbook, showing 3 of its phase.
6.2.3 Prism
g) Prism appeared right in front of the learner during his study on prism.
h) Prism augmented out of textbook, showing 3 of its phases.
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i) 3-D prism as output in IDLS, prism rotates simultaneously as the learner rotates the textbook
.
6.2.4 Pyramid
j) Pyramid appeared right in front of the learner during his study on pyramid.
k) Pyramid augmented out of textbook, showing 3 of its phases.
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l) 3-D pyramid as output in IDLS, pyramid rotates simultaneously as the learner rotate text book.
7.
ADVANTAGES & DISADVANTAGES
7.1 Advantages
 Makes learning easier.
 Improves the learner’s understanding about the subject (Here in our example it is geometry).
 Learning becomes more interesting and interactive.
 Helps in self-learning.
 3-D visualization for better understanding of 3-D models(Here in our example 3-D geometry models such as sphere,
cube and pyramid.
 Connecting text book world (physical world) to 3-D visualization world (digital world).
 Increases the involvement of computers in education.
 Remote learning with true conceptual understanding is possible.
 Leads to concept of self-learning virtual class rooms.
7.2 Disadvantages
 Wrong implementation in the design of 3-D objects will leads to misconception.
 More designers/human resources are needed for implementation of complex 3-D models.





8.
FUTURE RESEARCH
IDLS with audio - We are going to upgrade this project with audio augmentation for a particular marker which will
attract more students/learners towards the IDLS.
IDLS for pictures - We are going to upgrade the IDLS for real time text book images by using again .NET as the
platform for project development, C# as the coding platform and using other open source toolkits/codes.
Natural IDLS - Providing information about real time objects used in day todays life. As soon as the learner shows
the object to the webcam, related information in the form of 3-D will be augmented with proper audio. Here are we
going to use .NET as the platform for project development, C# as the coding platform and we use other open source
toolkits/codes.
9.
APPLICATIONS
ExperInn e-learning system [14].
Interactive t-learning system [15].
10.
CONCLUSION
Though some researchers and organizations are working on making these kinds of augmented reality text books we have tried
our level best to bring out a geometry text book which shows the overview of IDLS (Interactive Digital Learning System).
Here in IDLS we are connecting current text book world to the 3-D world which helps in enhancing learners’ interest towards
the concept understanding. Here in our research project we have brought out an example for IDLS by completely using .NET
platform, C# as coding language and using other open source toolkits and codes; this forms the main feature of our research
work.
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October- 2012, pp. 479-494
AKNOWLEDGEMENTS
First of all we would like to give credits of this research paper to our beloved guide and Head of the Department Prof.Ujwal
U.J. We thank K.V.G.College of Engineering and ExperInn Research for helping us in conducting this research.We heartily
thank Mrs. Jothi Mani for helping us in drawing object oriented diagrams. We would like to thank Microsoft, HIT LabWashington, HITLab-New Zealand, Brain-N-Brawn and Dr. Hirokazu Kato for providing us the right technology platforms
for developing this IDLS and designing special interactive geometry textbook as a part of example. We would like to thank
IBM for providing us with valuable “Rational Rose” software for preparing system design and object oriented modeling
diagrams for our system. We have used tool called “Star UML” we would like to thank its providers.
12. REFERENCE
1. Augmented Reality - URL: http://en.wikipedia.org/wiki/Augmented_reality
2. Visual Studio 2010 - URL: http://www.microsoft.com/visualstudio/en-us/products/2010-editions
3. C# - URL:http://msdn.microsoft.com/en-us/vstudio/hh341490
4. ARToolkitplus - URL:http://handheldar.icg.tugraz.at/artoolkitplus.php
5. ARToolkit - URL: http://www.hitl.washington.edu/artoolkit/
6. HIT Lab-Washington -URL: http://www.hitl.washington.edu/home/
7. HITLab-New Zealand - URL: http://www.hitlabnz.org/
8. ARToolworks Inc. -URL: http://www.artoolworks.com/
9. Brains -N- Brawn - URL: http://www.brains-n-brawn.com/
10. DirectShow.NET - URL:http://directshownet.sourceforge.net/about.html
11. WPF -URL: http://msdn.microsoft.com/en-us/library/ms754130.aspx
12. Ryan James Davey, Rhodes University “A qualitative evaluation of visual localization and the applications to
robotics using ARToolkit and LAGO™ NXT”.
13. Tijs de Kler, Computer Science, University of Amsterdam “Integration of ARToolKitPlus optical tracker into the
personal space station”.
14. Chetankumar.G.Shetty "ExperInn e-learning system" published in an international journal "Academic Research
International" (Vol. 2, No. 1, January 2012); AR-ID: 0102-86-SC-082011; ISSN-L: 2223-9553 (online), ISSN:
2223-9944 (Print), ISSN: 2223-9952 (CD).
15. Chetankumar.G.Shetty"Interactive T-Learning System" published in "Indian Journal of Education and Information
Management" (Vol. 1, No. 2, Feb 2012); ISSN 2277 – 5374; published by Indian Society for Education and
Environment.
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Interactive Digital Learning System (IDLS)

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