Abstract:
Embodiments of a system and method for generating a computer-based virtual training application are generally described herein. One embodiment for the method comprises generating input data, converting the input data to a predefined format for use by a virtual trainer framework, and generating the virtual training application comprising interactive displays, configured for use on a computer, in response to the virtual trainer framework rendering the input data in the predefined format.

Description:
TECHNICAL FIELD 
       [0001]    Embodiments relate to computer-based training. Some embodiments relate to virtual computer-based training. 
       BACKGROUND 
       [0002]    Computer-based training has typically been used successfully because it provides many advantages over conventional instructor-led training classes. Unlike a classroom in which the students and instructor meet physically in the same location at the same time, computer-based training can be made available to students at any time and place that is convenient for the individual students. Additionally, since individual students learn at different rates, computer-based training may allow students to learn at their own pace. 
         [0003]    Computer-based training can employ two-dimensional images and text, typically controlled by a graphical user interface (GUI), that enable a student to answer questions, select images and videos, and generally interact with the training. However, generating dedicated computer-based training software can be expensive and time consuming. The computer-based training software is typically written by someone who is not only knowledgeable regarding writing computer code but also knowledgeable in the area for which the training software is meant to train. The alternative would be having multiple individuals to generate the same computer-based training software. Either scenario could be labor intensive and costly. 
         [0004]    Thus, there are general needs for a computer-based virtual trainer. There are additional general needs for a cost-effective way to generate a computer-based virtual trainer. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0005]      FIG. 1  shows a block diagram of one embodiment of a system for generating a computer-based virtual training application. 
           [0006]      FIG. 2  shows a diagram of one embodiment of a computer-based virtual training application display in a familiarize mode. 
           [0007]      FIG. 3  shows a diagram of another embodiment of a computer-based virtual training application display in a review mode. 
           [0008]      FIG. 4  shows a diagram of another embodiment of a computer-based virtual training application display in a practice mode. 
           [0009]      FIG. 5  illustrates a diagram of one embodiment of a computer-based virtual training application display in the practice mode. 
       
    
    
     DETAILED DESCRIPTION 
       [0010]    The following description and the drawings sufficiently illustrate specific embodiments to enable those skilled in the art to practice them. Other embodiments may incorporate structural, logical, electrical, process, and other changes. Portions and features of some embodiments may be included in, or substituted for, those of other embodiments. Embodiments set forth in the claims encompass all available equivalents of those claims. 
         [0011]      FIG. 1  illustrates a block diagram of one embodiment of a system for generating a computer-based virtual training application  100  that can be executed on a computer  113 . The system can use a game engine  112  as the virtual trainer framework  107  to generate the virtual training application  100  from various input data  110 . The generated virtual training application  100  can be stored in permanent memory (e.g., RAM, magnetic disk drive, solid state drive) of the computer  113  or stored in removable memory (e.g., removable disk/tape, flash drive). 
         [0012]    Game engines are typically used by the video gaming industry for the creation and development of video games. The game engine can provide a software framework used by developers to create two dimensional (2D) or three dimensional (3D) graphics for video games as well as providing seamless interactivity with models and a virtual environment. In the present system, the game engine  112  can render the various training input data  110 , after manipulation into predefined formats by intermediate tools  111 , into a 3D virtual training application  100 . 
         [0013]    The various input data  110  to the system can include work instruction data  101  and product reference data  102 . Alternate embodiments can include other input data  110  to the system. The input data  110  used can depend on the resulting virtual training application  100  desired to be rendered by the virtual trainer framework  107 . 
         [0014]    The work instructions  101  can include any text to be used during a virtual training session. For example, the work instructions  101  can include a description of a product that is involved in the training. The work instructions  101  can further include a description of each sub-assembly of a product that has multiple parts, a description of how to assemble/disassemble those sub-assemblies into the final assembly, a description of how to repair the product, test questions for the testing mode of the virtual training, and/or a description of tools that can be used in assembly, disassembly, and/or repair of the product. The listed work instructions  101  are for purposes of illustration only as alternate embodiments might use other work instructions  101 , depending on the desired virtual trainer to be rendered. 
         [0015]    The product reference material  102  can include the models and/or images of a product for which the virtual training application  100  is to be used to train. The reference material  102  can be in the form of image data, photographs, computer data that describes a 3D model and all of its sub-assemblies, and/or any other product reference that can be used to visually describe a product. The product reference materials  102  listed are for purposes of illustration only as alternate embodiments might use other reference materials  102 , depending on the desired virtual trainer to be rendered. 
         [0016]    The virtual trainer input data  110  can be input to a set of intermediate tools  111 . The intermediate tools  111  can be used to condition the input data  110  in order to generate the proper predefined formats used by a particular game engine  112  for rendering the final virtual training application  100 . 
         [0017]    The intermediate text tools can include a scripted spreadsheet  103  that can be used to automatically generate extensible markup language (XML) files  106  for input to the virtual trainer framework  107 . A user can input the text directly into the scripted spreadsheet  103  or the text can be imported into the appropriate fields of the scripted spreadsheet  103  from some other user input (e.g., text file, word processor output file). The script for each dedicated field of the spreadsheet can then automatically generate the XML data appropriate for the text that is in that particular field. The generated XML data is stored in one or more XML files  106 . The resulting XML file(s)  106  can then be output to the game engine  112 . 
         [0018]    The product reference material  102  can be input to the set of intermediate tools  111 . The intermediate tools  111  can then be used to condition the input models and/or images of the product into the proper format used by the game engine  112 . 
         [0019]    The intermediate tools  111  includes a real-time model generator  104  that can use computer aided design technology to generate a 3D model of the product that is purpose of the particular virtual training application  100 . The real-time model generator  104  can take an image and use a graphical engine (e.g., vector based graphics, raster based graphics) to generate the appropriately scaled dimensions of the product in three dimensions. The real-time model generator  104  can generate the 3D images of the separate sub-assemblies that make up the final product including how the sub-assemblies fit together as the final product, the surface textures, materials, and colors. In one embodiment, the 3D images can be generated by a graphics artist using graphics software. This data can be input to the game engine  112 . 
         [0020]    The intermediate tools  111  can also include a computer graphic (CG) video rendering generator  105 . The CG video rendering generator  105  can take the input image data from the inputs  110  and generate the appropriate CG video data for that particular product. For example, for an automobile engine product, the CG video rendering generator  105  can use the image data to generate the movement of the internal sub-assemblies of the engine. In one embodiment, the CG video data can be generated by a graphics artist using graphics software. The rendered CG video data can then be output to the game engine  112 . 
         [0021]    The game engine  112  can be a virtual trainer framework  107 . The virtual trainer framework  107  can take various inputs (e.g., CG video, video, text, 3D CAD models, images) and combine those inputs without having to reconfigure, customize, or generate code. Thus, a user desiring to generate a computer-based virtual trainer application  100  does not have to be technically trained or even know how the virtual trainer framework  107  operates. After combining all of the various conditioned inputs, the virtual trainer framework  107  can then output the computer-based virtual training application  100 . 
         [0022]    The inputs  110 , intermediate tools  111 , and game engine  112  can be implemented in hardware, software, or a combination of both. For example, the inputs  110  might be one hardware module that includes a keyboard and/or scanning device for entering text, images, models, and other forms of work instruction data and product reference data. The inputs hardware module  110  can be coupled to an intermediate tools  111  hardware module. The intermediate tools hardware module  111  might also include the CAD hardware/software and CG rendering hardware/software to generate the necessary CAD data and CG rendered video data for the game engine  112 . The game engine  112  might be another hardware module that is coupled to the intermediate tools hardware module  111 . 
         [0023]    Each of the hardware modules  110 - 112  might include the input/output devices to communicate with the respective hardware module to which they are coupled. For example, the input/output devices might include USB ports, Ethernet, and/or wireless communication capabilities. 
         [0024]    In another embodiment, the inputs  110 , intermediate tools  111 , and game engine  112  might be software modules in one computer workstation. For example, a single dedicated virtual trainer generation computer might include all of the inputs  110 , intermediate tools  111 , and game engine  112  modules for generating the virtual training application  100 . 
         [0025]    The resulting virtual training application  100  can include a progressive learning experience for a user through different modes of interactivity. For example, the progressive modes might include a familiarize mode, a review mode, a practice mode, and a test mode. Depending on the user&#39;s experience level, the user can progress through the various modes, or even skip one or more modes, at their own pace. 
         [0026]    Prior to using the computer-based virtual trainer application, the user can log into application so that a personal record of the user&#39;s progress through the training can as well as the user&#39;s success with the practice and test modes can be maintained. The personal record can then be made available to the user&#39;s supervisors for later review. 
         [0027]    The familiarize mode can provide translation of a product in full 3D space. The user can view the product from any angle as well as remove and move any sub-assemblies for the product. The user can mouse-over the sub-assemblies to identify that particular sub-assembly. In one embodiment, if the user clicks on a particular sub-assembly, that sub-assembly can be highlighted while the rest of the product might dim. Information about that particular sub-assembly might then be displayed on the screen. 
         [0028]      FIG. 2  illustrates a diagram of one embodiment of a computer-based virtual training application display in the familiarize mode. This mode can display the 3D views  200  of the assembly and sub-assemblies. By placing the cursor on each assembly and sub-assembly, the user can drag and rotate each displayed item. 
         [0029]    When the user is logged-in, the user name icon  205  can be displayed on the screen. The user can click on the user name icon  205  to either log in or to log out. 
         [0030]    A row of icons  202  can be used to show and control selection of the different modes of the virtual training application. For example, the “FAMILIARIZE” mode icon  203  is larger than the rest of the icons  202  thus indicating that the familiarize mode is now active. The user can click on another of these icons  202  in order to select that particular mode. 
         [0031]    A sidebar  201  can be used to list the various sub-assemblies of the product. Clicking on any of the listed sub-assemblies can highlight that particular sub-assembly on the display  200 . 
         [0032]    A navigation area of icons  207  can be used to perform various navigation functions in the virtual training application. For example, clicking on a “HELP” icon can bring up a help page to instruct the user on how to use the virtual training application. Clicking on a “CONTACT” icon can bring up a list of contact information if the user needs more extensive help. A “MENU” icon can be used to bring up a menu screen on the display that could list the main functions of the virtual training application. Clicking on an “EXIT” icon can log the user out and exit the application. 
         [0033]    A “RESET” tab  210  can be clicked by the user to reset the displayed sub-assemblies back to a known initial state. For example, if a number of sub-assemblies have been taken apart by the user during the familiarization mode, the user can then click on the “RESET” tab  210  to rapidly reassemble the product into its initial, assembled state. 
         [0034]    The review mode can provide the user with a list of tasks to be performed such as assembly, disassembly, and/or repair. This mode can also use CG rendered video to display the various tasks. This mode can also include CG rendered videos to illustrate operation of the product and/or its sub-assemblies. 
         [0035]      FIG. 3  illustrates a diagram of one embodiment of a computer-based virtual training application display in the review mode. As in the other modes, the display shows the row of icons  202  to indicate and control selection of the different modes of the virtual training application. In the illustrated mode, the “REVIEW” icon  303  is larger to indicate that the review mode is active. 
         [0036]    The sidebar  201  can show the various tasks to be performed. In one embodiment, these task indications can be icons  330 ,  331 . When the user clicks on a particular icon  330 ,  331 , the task indicated by that particular icon can be shown in a CG rendered video  300 . For example, if the user would like to watch an assembly task, the user would click on the “ASSEMBLE” icon  330 . This can cause the virtual training application to bring up the CG rendered video display  300  with text. The user can then use the video control bar  310  to control the displayed video  300 . For example, the user can play, pause, fast forward, and reverse the video using the video control bar  310 . The video display  300  can visually illustrate each step used to perform the selected task. 
         [0037]    The practice mode can provide the user with the ability to practice any of the already taught tasks. For example, if the virtual training application has gone over the assembly, disassembly, and/or repair of a product, the practice mode can enable the user to practice each of these tasks on a 3D model of the product. The user can be given displays of the product  400 , a list of tasks in the sidebar  201 , and a list of tools  410  that can be used during the practice session. 
         [0038]      FIG. 4  illustrates a diagram of one embodiment of a computer-based virtual training application display in the practice mode. As in the other modes, the display shows the row of icons  202  to indicate and control selection of the different modes of the virtual training application. In the illustrated mode, the “PRACTICE” icon  403  is larger to indicate that the practice mode is active. 
         [0039]    In order to practice a particular task, the user can click on one of the icons  440 ,  441  in the task sidebar  201 . For example, clicking on the “ASSEMBLY” icon  440  can bring up a sub-list of tasks  441  that can be performed to accomplish the assembly task. Selecting the assembly task can also bring up a second sidebar  410  for parts and tools that can be used to complete the selected task. 
         [0040]    The second sidebar  410  can include icons  411 ,  412  that might be used to bring up parts, tools, or other items to be used during the selected task. For example, clicking on the “TOOL BOX” icon  412  might bring up a list of tools that the user can select during the practice session. The selected tool can then appear on the display  400  for use by the user. The user can click on that displayed tool in order to accomplished the desired task. 
         [0041]    Similarly, clicking on the “PARTS BIN” icon  411  might bring up a list of parts that the user can select during the practice session. The selected part can then appear on the display  400  for use by the user. The user can also remove parts during the session and place them in the recycle bin  420 . These parts can then be added to the parts bin in the second sidebar  410  for future use in another task. 
         [0042]    Clicking on a “NOTES” tab  430  can bring up a text entering page on which the user can write notes. For example, if the user would like to write down a particular note regarding an assembly task for future reference, the user can use the “NOTES” tab  430 . 
         [0043]    The practice mode can be different than the subsequently described test mode. While the user is practicing the selected task, the virtual training application can prevent the user from performing a step in the wrong order or in the wrong way. The virtual training application might then have the user re-review the particular video for that step before allowing the user to proceed. 
         [0044]    The test mode, is substantially similar to the practice mode. However, the test mode tracks the user as a particular task is performed. This mode may not stop the user from doing a task incorrectly but can record the user&#39;s incorrect performance in the background for later review. This mode can also generate a score sheet that scores the users success or failure in the particular task. 
         [0045]      FIG. 5  illustrates a diagram of one embodiment of a computer-based virtual training application display in the practice mode. Like the practice mode, this mode shows the selected “TEST” mode icon  503  as being larger than the other mode icons  202 . This mode also displays the sidebar  201  of selectable tasks as well as the second sidebar  410  of the selectable parts and tools. The display includes the 3D model of the product on which the user is to perform a selected task. 
         [0046]    The Abstract is provided to comply with 37 C.F.R. Section 1.72(b) requiring an abstract that will allow the reader to ascertain the nature and gist of the technical disclosure. It is submitted with the understanding that it will not be used to limit or interpret the scope or meaning of the claims. The following claims are hereby incorporated into the detailed description, with each claim standing on its own as a separate embodiment.