Matching Items (202)
Description
This thesis presents an overview of virtual reality (VR)-based teleoperation and describes its benefits and several existing challenges to its implementation, as well as potential solutions to these challenges. VR-based teleoperation of robotic arms enables a user to control and maneuver the robotic system from a remote distance while immersed in a virtual environment that simulates the location site of the robot. By implementing VR-based teleoperation, we can send robotic arms operated by trained professionals into harsh and inaccessible environments, including the deep sea and outer space, to accomplish manipulation tasks that would otherwise be unsafe or impossible. Teleoperated robotic arms can also be used to remotely execute fine manipulation tasks such as surgery, for instance, to reduce contamination or to perform operations in places that lack the required medical services.
In order to be able to reliably and comfortably use VR-based teleoperation, we need to focus on solving the challenges of latency and sensory loss. Since the teleoperator has a limited field of view and cannot rely on certain types of sensory information, they can feel disoriented and disconnected from the environment and robotic arm. Sensory information loss can be mitigated by simulating a wider field of view in the virtual environment, implementing additional sensors such as thermometers and gas detection sensors, and using data sonification techniques. Although it may not be possible to completely eliminate latency, the effects of latency can be reduced through the use of assistive interfaces that predict the trajectory of the robotic arm in real-time based on the teleoperator’s input movement using artificial intelligence (AI)-based predictive models. When visualized in the virtual environment, this predictive real-time feedback enables the user to immediately see the effects of their movements on the robotic arm, even though the arm’s actual motion is delayed due to latency, and thus avoid collisions and improve task performance. VR-based teleoperation can be enhanced with these proposed solutions to enable the user to complete the required manipulation task with high precision and to maneuver the robotic arm with reduced cognitive load.
ContributorsTrejo, Patricia (Author) / Berman, Spring (Thesis director) / Lee, Hyunglae (Committee member) / Barrett, The Honors College (Contributor) / Mechanical and Aerospace Engineering Program (Contributor)
Created2024-05
Description
This study determines if principles of embodied cognition can be used to enhance the teaching of self-regulation skills in a sample of preschoolers. The current research replicates Conway and McKinney (2022). In the replication study, 15 participants were recruited at ASU’s Child Study Lab (CSL) for a total of 39 participants (when combined with Conway and McKinney) ages three to six, across the entire experiment. The combined results of both the original study and the replicated study are reported. The participants were matched on the Peabody Picture Vocabulary Test (PPVT) scores and one from each pair was randomly placed in the embodied group and the other was placed in the traditional group. The structure of the experiment had two phases, with four lesson plans each; the first focuses on sequential thought, and the second focuses on impulse control and how that could relate to emotions (i.e., self-regulation). Because the sequential thought pattern (First, Next, Last) resembles self-monitoring via impulse control (Stop and Think), we expected the sequential thought pattern to transfer across the phases. In Phase 1 of the experiment, the embodied group received four embodied lesson plans (i.e., with physical manipulable items) and the traditional group received four traditional, two-dimensional style lesson plans (i.e., flipbook with pictures). In Phase 2 of the experiment, each participant received four traditional-style impulse control lesson plans. The hypothesis for this study is that the embodied condition would see an increase in overall net scores in Phase 1 and 2 of the experiment compared to the traditional condition. The researchers conducted a two-way factorial ANOVA to analyze both group pre- and post-test scores. While there was no evidence that the effect of condition, either embodied or traditional, influenced pre- and post-test scores, there was evidence that the participants learned in the experiment. This experiment may need to be modified to have more lesson plans and be replicated with a larger sample size to determine any statistically significant effect.
ContributorsOskowis, Athena (Author) / Glenberg, Arthur (Thesis director) / Kupfer, Anne (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor)
Created2024-05