scholarly journals A Novel Model-Based Reinforcement Learning Attitude Control Method for Virtual Reality Satellite

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Jian Zhang ◽  
Fengge Wu
Keyword(s):  
Virtual Reality ◽  
Reinforcement Learning ◽  
Real World ◽  
Attitude Control ◽  
Mixed Model ◽  
Control Method ◽  
Sensor Data ◽  
Dynamics Model ◽  
Goal State ◽  
The Impact

Observing the universe with virtual reality satellite is an amazing experience. An intelligent method of attitude control is the core object of research to achieve this goal. Attitude control is essentially one of the goal-state reaching tasks under constraints. Using reinforcement learning methods in real-world systems faces many challenges, such as insufficient samples, exploration safety issues, unknown actuator delays, and noise in the raw sensor data. In this work, a mixed model with different input sizes was proposed to represent the environmental dynamics model. The predication accuracy of the environmental dynamics model and the performance of the policy trained in this paper were gradually improved. Our method reduces the impact of noisy data on the model’s accuracy and improves the sampling efficiency. The experiments showed that the agent trained with our method completed a goal-state reaching task in a real-world system under wireless circumstances whose actuators were reaction wheels, whereas the soft actor-critic method failed in the same training process. The method’s effectiveness is ensured theoretically under given conditions.

scholarly journals A Method of Offline Reinforcement Learning Virtual Reality Satellite Attitude Control Based on Generative Adversarial Network

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Jian Zhang ◽  
Fengge Wu
Keyword(s):  
Virtual Reality ◽  
Reinforcement Learning ◽  
Real World ◽  
Attitude Control ◽  
Control Method ◽  
Sensor Data ◽  
Generative Adversarial Network ◽  
Goal State ◽  
Safety Issues ◽  
Adversarial Network

Virtual reality satellites give people an immersive experience of exploring space. The intelligent attitude control method using reinforcement learning to achieve multiaxis synchronous control is one of the important tasks of virtual reality satellites. In real-world systems, methods based on reinforcement learning face safety issues during exploration, unknown actuator delays, and noise in the raw sensor data. To improve the sample efficiency and avoid safety issues during exploration, this paper proposes a new offline reinforcement learning method to make full use of samples. This method learns a policy set with imitation learning and a policy selector using a generative adversarial network (GAN). The performance of the proposed method was verified in a real-world system (reaction-wheel-based inverted pendulum). The results showed that the agent trained with our method reached and maintained a stable goal state in 10,000 steps, whereas the behavior cloning method only remained stable for 500 steps.

scholarly journals Virtual Reality and Situated Experiential Education A conceptualisation and exploratory trial

2020 ◽  
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Learning Environments ◽  
Experiential Education ◽  
Real World ◽  
Virtual Space ◽  
Immersive Environments ◽  
Education Environment ◽  
The Impact ◽  
Large Groups

<p>Virtual reality is widely recognised as offering the potential for fully immersive environments. This paper describes a framework that guides the creation and analysis of immersive environments that are pedagogically structured to support situated and experiential education. The “situated experiential education environment” framework described in this paper is used to examine the impact that a virtual environment can have on the user experience of participants in a virtual space. The analysis of a virtual environment implemented to support learner exploration of issues of tourism development and the related impacts suggests that this type of experience is capable of providing participants with a holistic experience of real world environments that are otherwise too expensive, impractical or unethical for large groups of people to visit in person. The pedagogical value of such experiences is enabled through immersion in a reality-based environment, engagement with complex and ambiguous situations and information, and interaction with the space, other students and teachers. The results demonstrate that complex immersive learning environments are readily achievable but that high levels of interactivity remains a challenge.</p>

scholarly journals The impact of virtual reality (functional and structural constraints) and real world training on the self-efficacy of dart throwing

2019 ◽  
Vol 4 (1) ◽  
pp. 39-57
Author(s):  
سید احمد موسوی ◽  
شهبازی مهدی ◽  
الهه عرب عامری ◽  
الهام شیرزاد عراقی
Keyword(s):  
Virtual Reality ◽  
Real World ◽  
Self Efficacy ◽  
The Self ◽  
Structural Constraints ◽  
Dart Throwing ◽  
The Impact

scholarly journals Mitigation of Flooding in Stormwater Systems Utilizing Imperfect Forecasting and Sensor Data with Deep Deterministic Policy Gradient Reinforcement Learning

2020 ◽  
Author(s):  
Sami Saliba ◽  
Benjamin Bowes ◽  
Stephen Adams ◽  
Peter Beling ◽  
Jonathan Goodall
Keyword(s):  
Reinforcement Learning ◽  
Real Time ◽  
Real World ◽  
Input Data ◽  
Flood Control ◽  
Sensor Data ◽  
Sequential Optimization ◽  
Passive System ◽  
Noisy Input ◽  
Policy Gradient

Climate change and development have increased urban flooding, requiring modernization of stormwater infrastructure. Retrofitting standard passive systems with controllable valves/pumps is promising, but requires real-time control (RTC). One method of automating RTC is reinforcement learning (RL), a general technique for sequential optimization and control in uncertain environments. The notion is that an RL algorithm can use inputs of real-time flood data and rainfall forecasts to learn a policy for controlling the stormwater infrastructure to minimize measures of flooding. In real-world conditions, rainfall forecasts and other state information, are subject to noise and uncertainty. To account for these characteristics of the problem data, we implemented Deep Deterministic Policy Gradient (DDPG), an RL algorithm that is distinguished by its capability to handle noise in the input data. DDPG implementations were trained and tested against a passive flood control policy. Three primary cases were studied: (i) perfect data, (ii) imperfect rainfall forecasts, and (iii) imperfect water level and forecast data. Rainfall episodes (100) that caused flooding in the passive system were selected from 10 years of observations in Norfolk, Virginia, USA; 85 randomly selected episodes were used for training and the remaining 15 unseen episodes served as test cases. Compared to the passive system, all RL implementations reduced flooding volume by 70.5% on average, and performed within a range of 5%. This suggests that DDPG is robust to noisy input data, which is essential knowledge to advance the real-world applicability of RL for stormwater RTC.

scholarly journals Impact Sound Generation for Audiovisual Interaction with Real-World Movable Objects in Building-Scale Virtual Reality

2021 ◽  
Vol 11 (16) ◽  
pp. 7546
Author(s):  
Katashi Nagao ◽  
Kaho Kumon ◽  
Kodai Hattori
Keyword(s):  
Virtual Reality ◽  
Real World ◽  
Large Scale ◽  
Virtual Space ◽  
Sound Generation ◽  
Generation System ◽  
Position Information ◽  
3D Data ◽  
The Impact ◽  
Audiovisual Interaction

In building-scale VR, where the entire interior of a large-scale building is a virtual space that users can walk around in, it is very important to handle movable objects that actually exist in the real world and not in the virtual space. We propose a mechanism to dynamically detect such objects (that are not embedded in the virtual space) in advance, and then generate a sound when one is hit with a virtual stick. Moreover, in a large indoor virtual environment, there may be multiple users at the same time, and their presence may be perceived by hearing, as well as by sight, e.g., by hearing sounds such as footsteps. We, therefore, use a GAN deep learning generation system to generate the impact sound from any object. First, in order to visually display a real-world object in virtual space, its 3D data is generated using an RGB-D camera and saved, along with its position information. At the same time, we take the image of the object and break it down into parts, estimate its material, generate the sound, and associate the sound with that part. When a VR user hits the object virtually (e.g., hits it with a virtual stick), a sound is generated. We demonstrate that users can judge the material from the sound, thus confirming the effectiveness of the proposed method.

scholarly journals Virtual Reality and Situated Experiential Education A conceptualisation and exploratory trial.pdf

2020 ◽  
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Learning Environments ◽  
Experiential Education ◽  
Real World ◽  
Virtual Space ◽  
Immersive Environments ◽  
Education Environment ◽  
The Impact ◽  
Large Groups

<p>Virtual reality is widely recognised as offering the potential for fully immersive environments. This paper describes a framework that guides the creation and analysis of immersive environments that are pedagogically structured to support situated and experiential education. The “situated experiential education environment” framework described in this paper is used to examine the impact that a virtual environment can have on the user experience of participants in a virtual space. The analysis of a virtual environment implemented to support learner exploration of issues of tourism development and the related impacts suggests that this type of experience is capable of providing participants with a holistic experience of real world environments that are otherwise too expensive, impractical or unethical for large groups of people to visit in person. The pedagogical value of such experiences is enabled through immersion in a reality-based environment, engagement with complex and ambiguous situations and information, and interaction with the space, other students and teachers. The results demonstrate that complex immersive learning environments are readily achievable but that high levels of interactivity remains a challenge.</p>

Virtual Reality and Situated Experiential Education A conceptualisation and exploratory trial.pdf

2020 ◽  
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Learning Environments ◽  
Experiential Education ◽  
Real World ◽  
Virtual Space ◽  
Immersive Environments ◽  
Education Environment ◽  
The Impact ◽  
Large Groups

<p>Virtual reality is widely recognised as offering the potential for fully immersive environments. This paper describes a framework that guides the creation and analysis of immersive environments that are pedagogically structured to support situated and experiential education. The “situated experiential education environment” framework described in this paper is used to examine the impact that a virtual environment can have on the user experience of participants in a virtual space. The analysis of a virtual environment implemented to support learner exploration of issues of tourism development and the related impacts suggests that this type of experience is capable of providing participants with a holistic experience of real world environments that are otherwise too expensive, impractical or unethical for large groups of people to visit in person. The pedagogical value of such experiences is enabled through immersion in a reality-based environment, engagement with complex and ambiguous situations and information, and interaction with the space, other students and teachers. The results demonstrate that complex immersive learning environments are readily achievable but that high levels of interactivity remains a challenge.</p>

scholarly journals The Paradox of Interactive Media: The Potential for Video Games and Virtual Reality as Tools for Violence Prevention

2020 ◽  
Vol 5 ◽  
Author(s):  
Nicholas David Bowman ◽  
Sun Joo Ahn ◽  
Laura M. Mercer Kollar
Keyword(s):  
Virtual Reality ◽  
Video Games ◽  
Real World ◽  
Interpersonal Violence ◽  
Interactive Media ◽  
Media Violence ◽  
Media Content ◽  
Research Perspectives ◽  
And Behaviors ◽  
The Impact

Interactive media such as video games and virtual reality (VR) provide users with lived experiences that may be dangerous or even impossible in daily life. By providing interactive experiences in highly authentic, detail-rich contexts, these technologies have demonstrated measurable success in impacting how people think, feel, and behave in the physical world. At the same time, violent interactive media content has been historically connected with a range of antisocial effects in both popular press and academic research. Extant literature has established a small-but-statistically significant effect of interactive media violence on aggressive thoughts and behaviors, which could serve as a risk factor for interpersonal violence. However, left unexplored is the seemingly paradoxical claim that under some conditions, interactive media experiences might protect against interpersonal violence. Drawing on advances in media theory and research and the evolution of interactive media content and production practices, the current manuscript suggests ways in which interactive media violence may be leveraged to lower the likelihood of real-world violence experiences. For example, research on both violent and non-violent games has found that players can (a) express guilt after committing violent acts, (b) report reflective and introspective emotional reactions during gameplay, and (c) debate the morality of their actions with others. Regarding VR, studies have demonstrated that (a) witnessing physical violence in immersive spaces led participants to take the perspective of victims and better understand their emotional state and (b) controlled exposure to traumatic or violent events can be used for treatment. Broadly, studies into video games and VR demonstrate that the impact of actions in virtual worlds transfer into the physical worlds to influence (later) attitudes and behaviors. Thus, how these experiences may be potentially harnessed for social change is a compelling and open consideration, as are side-effects of such interventions on vulnerable groups. The current manuscript summarizes emerging research perspectives (as well as their limitations) to offer insight into the potential for interactive media violence to protect against real-world violence victimization and perpetration.

scholarly journals Virtual Reality and Situated Experiential Education A conceptualisation and exploratory trial.pdf

2020 ◽  
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Learning Environments ◽  
Experiential Education ◽  
Real World ◽  
Virtual Space ◽  
Immersive Environments ◽  
Education Environment ◽  
The Impact ◽  
Large Groups

<p>Virtual reality is widely recognised as offering the potential for fully immersive environments. This paper describes a framework that guides the creation and analysis of immersive environments that are pedagogically structured to support situated and experiential education. The “situated experiential education environment” framework described in this paper is used to examine the impact that a virtual environment can have on the user experience of participants in a virtual space. The analysis of a virtual environment implemented to support learner exploration of issues of tourism development and the related impacts suggests that this type of experience is capable of providing participants with a holistic experience of real world environments that are otherwise too expensive, impractical or unethical for large groups of people to visit in person. The pedagogical value of such experiences is enabled through immersion in a reality-based environment, engagement with complex and ambiguous situations and information, and interaction with the space, other students and teachers. The results demonstrate that complex immersive learning environments are readily achievable but that high levels of interactivity remains a challenge.</p>

scholarly journals Virtual Reality and Situated Experiential Education A conceptualisation and exploratory trial

2020 ◽  
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Learning Environments ◽  
Experiential Education ◽  
Real World ◽  
Virtual Space ◽  
Immersive Environments ◽  
Education Environment ◽  
The Impact ◽  
Large Groups

<p>Virtual reality is widely recognised as offering the potential for fully immersive environments. This paper describes a framework that guides the creation and analysis of immersive environments that are pedagogically structured to support situated and experiential education. The “situated experiential education environment” framework described in this paper is used to examine the impact that a virtual environment can have on the user experience of participants in a virtual space. The analysis of a virtual environment implemented to support learner exploration of issues of tourism development and the related impacts suggests that this type of experience is capable of providing participants with a holistic experience of real world environments that are otherwise too expensive, impractical or unethical for large groups of people to visit in person. The pedagogical value of such experiences is enabled through immersion in a reality-based environment, engagement with complex and ambiguous situations and information, and interaction with the space, other students and teachers. The results demonstrate that complex immersive learning environments are readily achievable but that high levels of interactivity remains a challenge.</p>

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