Publications

@article{Cruz2022b,

title = {Using Machine-Learning techniques and Virtual Reality to design cutting tools for energy optimization in milling operations},

author = {David Checa Cruz and Gorka Urbikain and Aitor Beranoagirre and Andrés Bustillo and Luis Norberto López de Lacalle},

url = {https://www.tandfonline.com/doi/full/10.1080/0951192X.2022.2027020},

doi = {10.1080/0951192X.2022.2027020},

issn = {0951-192X},

year  = {2022},

date = {2022-01-19},

journal = {International Journal of Computer Integrated Manufacturing},

volume = {35},

number = {1},

pages = {1-21},

abstract = {The selection of a proper cutting tool in machining operations is a critical issue. Tool geometric parameters are essential for milling performance. However, the process engineer has very limited experience of the best parameter combination, due to the high cost of cutting tool tests. The same holds true for bachelor studies on machining processes. This study proposes a new strategy that combines experimental tests, machine-learning modelling and Virtual Reality visualization to overcome these limitations. First, tools with different geometric parameters are tested. Second, the experimental data are modeled with different machine-learning techniques (regression trees, multilayer perceptrons, bagging and random forest ensembles). An in-depth analysis of the influence of each input on model accuracy is performed to reduce experimental costs. The results show that the best model with no cutting-force inputs performed worse than the best model with all the inputs. Third, the most accurate model is used to build 3D graphs of special interest to engineering students as well as process engineers, for the optimization of power consumption under different cutting conditions. Finally, a Virtual Reality environment is presented to train engineering students in the study of the best tool design and cutting parameter optimization.},

keywords = {energy optimization, Ensembles, Multilayer perceptron, serrated cutters, Virtual Reality},

pubstate = {published},

tppubtype = {article}

}

@article{Cruz2022,

title = {Virtual Reality Training Application for the Condition-Based Maintenance of Induction Motors},

author = {David Checa Cruz and Juan José Saucedo-Dorantes and Roque Alfredo Osorno Ríos and José Alfonso Antonio-Daviu and Andrés Bustillo},

url = {https://www.mdpi.com/2076-3417/12/1/414},

doi = {10.3390/app12010414},

issn = {2076-3417},

year  = {2022},

date = {2022-01-01},

journal = {Applied Sciences},

volume = {12},

number = {1},

pages = {414},

abstract = {The incorporation of new technologies as training methods, such as virtual reality (VR), facilitates instruction when compared to traditional approaches, which have shown strong limitations in their ability to engage young students who have grown up in the smartphone culture of continuous entertainment. Moreover, not all educational centers or organizations are able to incorporate specialized labs or equipment for training and instruction. Using VR applications, it is possible to reproduce training programs with a high rate of similarity to real programs, filling the gap in traditional training. In addition, it reduces unnecessary investment and prevents economic losses, avoiding unnecessary damage to laboratory equipment. The contribution of this work focuses on the development of a VR-based teaching and training application for the condition-based maintenance of induction motors. The novelty of this research relies mainly on the use of natural interactions with the VR environment and the design’s optimization of the VR application in terms of the proposed teaching topics. The application is comprised of two training modules. The first module is focused on the main components of induction motors, the assembly of workbenches and familiarization with induction motor components. The second module employs motor current signature analysis (MCSA) to detect induction motor failures, such as broken rotor bars, misalignments, unbalances, and gradual wear on gear case teeth. Finally, the usability of this VR tool has been validated with both graduate and undergraduate students, assuring the suitability of this tool for: (1) learning basic knowledge and (2) training in practical skills related to the condition-based maintenance of induction motors.},

keywords = {eye tracking, fault detection, FFT, induction motors, Virtual Reality},

pubstate = {published},

tppubtype = {article}

}

@article{Cruz2021b,

title = {Immersive virtual-reality computer-assembly serious game to enhance autonomous learning},

author = {David Checa Cruz and Inés Miguel Alonso and Andrés Bustillo},

url = {https://link.springer.com/article/10.1007%2Fs10055-021-00607-1},

doi = {10.1007/s10055-021-00607-1},

issn = {1434-9957},

year  = {2021},

date = {2021-12-23},

journal = {Virtual Reality},

abstract = {Immersive virtual reality (VR) environments create a very strong sense of presence and immersion. Nowadays, especially when student isolation and online autonomous learning is required, such sensations can provide higher satisfaction and learning rates than conventional teaching. However, up until the present, learning outcomes with VR tools have yet to prove their advantageous aspects over conventional teaching. The project presents a VR serious game for teaching concepts associated with computer hardware assembly. These concepts are often included in any undergraduate’s introduction to Computer Science. The learning outcomes are evaluated using a pre-test of previous knowledge, a satisfaction/usability test, and a post-test on knowledge acquisition, structured with questions on different knowledge areas. The results of the VR serious game are compared with another two learning methodologies adapted to online learning: (1) an online conventional lecture; and (2) playing the same serious game on a desktop PC. An extensive sample of students (n = 77) was formed for this purpose. The results showed the strong potential of VR serious games to improve student well-being during spells of confinement, due to higher learning satisfaction. Besides, ease of usability and the use of in-game tutorials are directly related with game-user satisfaction and performance. The main novelty of this research is related to academic performance. Although a very limited effect was noted for learning theoretical knowledge with the VR application in comparison with the other methodologies, this effect was significantly improved through visual knowledge, understanding and making connections between different concepts. It can therefore be concluded that the proposed VR serious game has the potential to increase student learning and therefore student satisfaction, by imparting a deeper understanding of the subject matter to students.},

keywords = {active learning, computer science, e-learning, educational game, game engine, head mounted display, Virtual Reality},

pubstate = {published},

tppubtype = {article}

}

@article{Martínez2021,

title = {A systematic review of serious games for children and adolescents: awareness, prevention, detection and therapy for depression and anxiety},

author = {Kim Martínez and María Isabel Menéndez Menéndez and Andrés Bustillo},

url = {https://games.jmir.org/2021/4/e30482},

doi = {10.2196/30482},

issn = {2291-9279},

year  = {2021},

date = {2021-12-16},

journal = {JMIR Serious Games},

volume = {9},

number = {4 (2021)},

abstract = {Background:

Depression and anxiety in children and adolescents are major health problems worldwide. In recent years, serious games research has advanced in the development of tools to address these mental health conditions. However, there has not been an extensive analysis of these games, their tendencies, and capacities.



Objective:

This review aims to gather the most current serious games, published from 2015 to 2020, with a new approach focusing on their applications: awareness, prevention, detection, and therapy. The purpose is also to analyze the implementation, development, and evaluation of these tools to obtain trends, strengths, and weaknesses for future research lines.



Methods:

The identification of the serious games through a literature search was conducted on the databases PubMed, Scopus, Wiley, Taylor and Francis, Springer, PsycINFO, PsycArticles, Web of Science, and Science Direct. The identified records were screened to include only the manuscripts meeting these criteria: a serious game for PC, smartphone, or virtual reality; developed by research teams; targeting only depression or anxiety or both; aiming specifically at children or adolescents.



Results:

A total of 34 studies have been found that developed serious games for PC, smartphone, and virtual reality devices and tested them in children and adolescents. Most of the games address both conditions and are applied in prevention and therapy. Nevertheless, there is a trend that anxiety is targeted more in childhood and depression targeted more in adolescence. Regarding design, the game genres arcade minigames, adventure worlds, and social simulations are used, in this order. For implementation, these serious games usually require sessions of 1 hour and are most often played using a PC. Moreover, the common evaluation tools are normalized questionnaires that measure acquisition of skills or reduction of symptoms. Most studies collect and compare these data before and after the participants play.



Conclusions:

The results show that more awareness and detection games are needed, as well as games that mix the awareness, prevention, detection, and therapy applications. In addition, games for depression and anxiety should equally target all age ranges. For future research, the development and evaluation of serious games should be standardized, so the implementation of serious games as tools would advance. The games should always offer support while playing, in addition to collecting data on participant behavior during the game to better analyze their learning. Furthermore, there is an open line regarding the use of virtual reality for these games due to the capabilities offered by this technology.},

keywords = {adolescents, anxiety, awareness, children, depression, detection, mental health, prevention, serious games, therapy, Virtual Reality},

pubstate = {published},

tppubtype = {article}

}

@article{Cruz2021,

title = {Virtual Reality opportunities in the reduction of occupational hazards in industry 4.0},

author = {David Checa Cruz and Kim Martínez and Roque Alfredo Osorno Ríos and Andrés Bustillo},

url = {https://www.revistadyna.com/search/virtual-reality-opportunities-in-the-reduction-of-occupational-hazards-in-industry-40},

doi = {https://doi.org/10.6036/10241},

issn = {0012-7361},

year  = {2021},

date = {2021-11-01},

journal = {DYNA},

volume = {96},

number = {6},

pages = {620-626},

abstract = {This work discuss the possibilities of Immersive Virtual Reality (iVR) environments in occupational risk prevention in the manufacturing industry. Firstly, a framework for iVR experiences design is presented. Secondly, two examples to demonstrate the usefulness of this scheme for the detection of occupational hazards are discussed. In the first one, the worker controls an overhead crane in a realistic iVR environment. Realism is searched to intensify user´s presence in the iVR and, therefore, learning effectiveness. Visual quality is maximized and natural movements and load´s inertias are programmed with this objective. The user performs different critical operations in this application. The tasks becomes more complex while the user gets used to the iVR serious game: noise level, bad lighting, presence of other workers in the working area and, especially, load unbalance. Under these conditions, the user must carry out different common tasks while avoiding accidents. In the second one, the worker moves through a factory and identifies different risk situations, taking the corresponding corrective measures. While in the first application, the user interacts with the virtual environment using a real overhead crane keypad to increase his immersion, in the second one a standard iVR interface is used, because it simulates in a natural way the interaction with virtual objects. In both cases, a data acquisition system, including positioning and eyetracking, allows the trainer to directly provide feedback to the user on his performance.

Keywords: Virtual Reality; Occupational Risk Prevention; Industry 4.0; Overhead crane; Educational Games},

keywords = {Educational Games, Industria 4.0, Industry 4.0, Juegos educativos, Occupational Risk Prevention, Overhead crane, Prevención de Riesgos Laborales, Puente grúa, Realidad Virtual, Virtual Reality},

pubstate = {published},

tppubtype = {article}

}

@article{Checa2019b,

title = {A review of immersive virtual reality serious games to enhance learning and training},

author = {David Checa and Andrés Bustillo},

url = {https://link.springer.com/article/10.1007/s11042-019-08348-9?wt_mc=Internal.Event.1.SEM.ArticleAuthorOnlineFirst&utm_source=ArticleAuthorOnlineFirst&utm_medium=email&utm_content=AA_en_06082018&ArticleAuthorOnlineFirst_20191206},

doi = {10.1007/s11042-019-08348-9},

issn = {1380-7501},

year  = {2019},

date = {2019-12-05},

journal = {Multimedia Tools and Applications},

pages = {1-21},

abstract = {The merger of game-based approaches and Virtual Reality (VR) environments that can enhance learning and training methodologies have a very promising future, reinforced by the widespread market-availability of affordable software and hardware tools for VR-environments. Rather than passive observers, users engage in those learning environments as active participants, permitting the development of exploration-based learning paradigms. There are separate reviews of VR technologies and serious games for educational and training purposes with a focus on only one knowledge area. However, this review covers 135 proposals for serious games in immersive VR-environments that are combinations of both VR and serious games and that offer end-user validation. First, an analysis of the forum, nationality, and date of publication of the articles is conducted. Then, the application domains, the target audience, the design of the game and its technological implementation, the performance evaluation procedure, and the results are analyzed. The aim here is to identify the factual standards of the proposed solutions and the differences between training and learning applications. Finally, the study lays the basis for future research lines that will develop serious games in immersive VR-environments, providing recommendations for the improvement of these tools and their successful application for the enhancement of both learning and training tasks.},

keywords = {Evaluation, Learning, Serious Game, Systematic Literature Review, Virtual Reality},

pubstate = {published},

tppubtype = {article}

}