Invented by Robin TOMMY, Hima JOSE, Tejas Kawalkar, Tata Consultancy Services Ltd

The market for virtual reality-based interactive learning has been rapidly growing in recent years. With advancements in technology, virtual reality (VR) has become more accessible and affordable, making it an ideal tool for educational purposes. This innovative approach to learning has the potential to revolutionize the way students acquire knowledge and skills. Virtual reality-based interactive learning involves the use of VR headsets and software to create immersive educational experiences. Instead of passively absorbing information from textbooks or lectures, students can now actively engage with the subject matter in a virtual environment. This hands-on approach enhances their understanding and retention of the material. One of the key advantages of virtual reality-based interactive learning is its ability to transport students to different places and time periods. For example, history lessons can be brought to life by allowing students to virtually visit ancient civilizations or witness historical events. This experiential learning not only makes the subject more engaging but also helps students develop a deeper connection and empathy towards the content. Another benefit of virtual reality-based interactive learning is its potential to cater to different learning styles. Traditional classroom settings often favor auditory and visual learners, leaving kinesthetic learners at a disadvantage. However, with VR, kinesthetic learners can actively participate and manipulate objects in the virtual environment, facilitating a more effective learning experience for them. Furthermore, virtual reality-based interactive learning can also be used to simulate real-world scenarios, providing students with practical training in various fields. For instance, medical students can practice surgical procedures in a virtual operating room, allowing them to gain valuable experience before working on actual patients. This hands-on training can significantly improve their confidence and competence in their chosen profession. The market for virtual reality-based interactive learning is projected to experience substantial growth in the coming years. According to a report by Grand View Research, the global VR in education market is expected to reach $12.6 billion by 2027, with a compound annual growth rate of 42.9%. This growth can be attributed to the increasing adoption of VR technology in educational institutions and the rising demand for personalized and immersive learning experiences. Several companies have already recognized the potential of virtual reality-based interactive learning and have developed educational VR content and platforms. These companies offer a wide range of educational experiences, from science and mathematics simulations to language learning and cultural exploration. As the market continues to expand, more educational content providers are expected to enter the industry, offering a diverse array of learning opportunities for students of all ages. In conclusion, the market for virtual reality-based interactive learning is poised for significant growth. This innovative approach to education has the potential to transform the way students learn by providing immersive and engaging experiences. As technology continues to advance and VR becomes more accessible, virtual reality-based interactive learning will become an integral part of the educational landscape, enhancing the learning outcomes and experiences of students worldwide.

The Tata Consultancy Services Ltd invention works as follows

A system and method for interactive virtual reality learning is provided. The method involves simulation of a 3-D interactive scene within a virtual reality environment and rendering that 3D interactive scenario, including questions on a display platform. The VR environment receives responses to the questions. Based on the responses and attributes of the participants, a first cumulative assessment is calculated. On the basis of the first cumulative score, the VR environment dynamically simulates subsequent 3D interactive scenarios. The subsequent questions associated with the context of the following scenes are rendered and a second assessment score is calculated based on subsequent responses. A final assessment score is also computed using the cumulative assessment scores. The 3D interactive scene will be rendered until the overall assessment score equals or exceeds a threshold assessment.

Background for Virtual reality-based interactive learning

Various learning and assessment methods are used to enhance the skill sets of candidates. Assessment and learning can be used for many purposes, such as preparing candidates for an exam, a job or other activities. Classroom training is one of the most common methods of learning and assessing, where potential candidates attend lectures given by instructors. Computer resources are also used in conventional systems to provide learning and assessments, including online tutorials, lectures, and other forms of computer-based training. These online resources can be accessed via the internet and consist of audio and video tutorials, or pre-stored lecture material.

The inventors have identified several technical problems that exist with conventional systems. Conventional forms of assessment and learning are primarily focused on theoretical learning. Learning by conventional learning systems tends to be one-sided, with the primary focus being on imparting training in a prescribed way. Individual capabilities of candidates are not taken into consideration. “Inventors know that the learning and assessment of candidates should be interactive and practical, in order to provide them with the skills and knowledge they need.

Embodiments” of the present disclosure provide technological improvements to solve one or more technical problems that the inventors have identified in conventional systems. For example, one embodiment provides a computer-implemented method for interactive virtual reality learning. A hardware processor can execute the method. The method simulates a 3D interactive scene within a VR environment using a hardware processor. The 3D interactive scenario is representative of an actual scene. The method also renders the 3D scene interactive on the VR display platform in the VR environment. The 3D Interactive Scene further comprises one or more questions associated with the context of 3D Interactive Scene. The method also includes receiving responses from one or more VR participants to the questions in the VR environment. Then, based on responses and attributes from the participants, a first assessment score is computed for the 3D interactive scenario. The method further includes dynamically simulating a subsequent 3D scene in the VR environment using the first cumulative score, such that the subsequent 3D scenes include subsequent questions associated with the context of the subsequent 3D scenes. The difficulty of the subsequent questions is different than the difficulty of the initial queries. The method then renders the scenes containing the subsequent questions on the VR platform in order to receive one, or possibly more responses from participants. The second cumulative assessment is calculated based on subsequent responses and attributes of participants. A final assessment score is calculated based on a combination of the first cumulative score, the second score and the cumulative scores for the 3D interactive scenes that follow. The next 3D interactive scenes will be rendered until the total assessment score falls below a threshold assessment. The threshold assessment score indicates the level of learning.

In another embodiment, a computer-implemented virtual learning system based on virtual reality is provided. The system includes both a memory and a processor. The memory contains instructions and a repository. The repository contains simulation data as well as attributes of participants in the VR environment. The hardware processor can include a processor. The memory is connected to the processor so that it can be configured to simulate 3D interactive scenes in the VR environment using the simulation data stored in the memory. The VR environment can be accessed from a plurality remote servers that are communicatively coupled with the computing device. The system simulates, at the computing unit, a 3D scene interactive within a VR setting, upon the selection by one or multiple participants of the 3D scene interactive from a plurality. The system also allows the computer to create one or more questions in the 3D scene. The system also computes an overall assessment score in real time based on responses provided by participants to questions in the 3D Interactive Scene. The threshold assessment and overall assessment scores are indicators of the learning of participants.

In a further embodiment, an non-transitory medium containing a computer program executing a virtual reality-based interactive learning method is provided. The method involves facilitating the simulation of a 3-D interactive scene in a virtual reality environment at a computing device. The 3D interactive scenario is a representation of a real world scene. The method also includes rendering the 3D scene interactive on the VR display platform in the VR environment. The 3D Interactive Scene further comprises one or more questions associated with the context of 3D Interactive Scene. The method also includes receiving responses from VR participants to the questions in the VR environment. Then, a first assessment score is calculated based on responses and attributes from the participants. The method further includes dynamically simulating a subsequent 3D scene in the VR environment using the first cumulative score, such that the subsequent 3D scenes include subsequent questions associated with the context of the subsequent 3D scenes. The difficulty of the subsequent questions is different than the difficulty of the initial queries. The method then renders the scenes containing the subsequent questions on the VR display platform in order to receive responses from participants. On the basis of the subsequent responses, and the attributes provided by the participants, a second cumulative assessment is calculated. A final assessment score is calculated based on a combination of the first cumulative score, the second score for the 3D scene interactive and the cumulative scores of subsequent 3D scenes. The next 3D interactive scene is rendered until the assessment score falls below a threshold score. The threshold assessment score indicates the level of learning.

It is understood that the general description above and the detailed description below are only exemplary and informative and do not restrict the invention as claimed.

Exemplary embodiments” are described in conjunction with the drawings. The leftmost digits of a reference numbers identify the first figure where the number appears. In the figures, where it is convenient, the reference numbers used to identify the same parts or similar ones are the same throughout. While the principles and examples are described in this document, other modifications, adaptations and implementations can be made without departing the spirit or scope of the disclosed embodiments. The following detailed description is to be regarded as only exemplary, while the true scope of the disclosed embodiments are indicated by the claims.

It is important to note that, unless otherwise stated, the disclosure will use terms like?determining? “Unless specifically stated otherwise as apparent from the following discussions, it is to be appreciated that throughout the present disclosure, discussions utilizing terms such as?determining? “Generating” or “Comparing” “Or the like” refers to the actions and processes of a computing system or similar electronic activity detector that manipulates and transforms physical quantities (electronically) within its registers and memory into other physical quantities in the same registers, memories, or other information storage, transmission, or display devices.

The embodiments described herein, and their various features and advantages are further explained by referring to the non-limiting examples that are shown in the drawings and described in the following text. The examples provided herein are merely intended to help those skilled in the art understand how the embodiments may be implemented and further allow them to implement the embodiments. The examples are not intended to limit the scope of embodiments described herein.

The methods described herein are not the only embodiments of the systems and methods.” The method and system described herein can also be used independently of other modules and methods. The device elements/modules can be combined with other devices/modules, and other methods.

For a software or firmware implementation, the methods can be implemented using modules (e.g. procedures, functions and so on) which perform the functions described in this document. The methodologies can be implemented using any machine-readable medium that tangibly contains instructions. Software codes and programs, for example, can be stored and executed in a processor unit’s memory.

In a different firmware or software implementation, functions can be stored in the form of one or more instructions on a nontransitory computer readable medium. Computer-readable media encoding a data structure or a computer program are examples. Computer-readable media can be in the form of a manufacturer’s article. Computer-readable media can include physical computer storage media. Storage media can be any medium that is accessible by a computer. As an example, but not as a limitation, computer-readable media may include RAM, ROM and EEPROM; CD-ROM and other optical disk storage; magnetic disk storage and other magnetic storage devices; or any other medium which can be used to save desired program code, in the form or instructions or data structures, and can be accessed on a computer. Disk and disc are used herein and include compact disc (CD), Laser disc, optical disk, digital versatile disk (DVD), Floppy disk, Blue-ray disk Computer-readable media should include combinations of these above.

It should be noted that this description is merely an illustration of the principles of the subject matter. The skilled person will therefore be able, even though not explicitly described, to create various arrangements which embody the spirit and scope of the subject matter, and yet are not explicitly described. All examples are cited in this document primarily for educational purposes, to help the reader understand the principles of the invention, as well as the concepts that the inventors have contributed to the advancement of the art. They are not to be limited to the examples or conditions specifically stated. All statements herein reciting aspects, principles and embodiments of inventions, as well specific examples thereof, is intended to include equivalents.

The embodiments described herein provide a method and system to enable VR-based interactive learning focused on training and education. The disclosed system, for example, allows participation in various examples scenarios, such as gaining driving and road awareness in a VR environment, product demo, product interaction and learning in virtual space, virtual world examinations and assessments and so forth. The above examples are merely illustrative and have been included to clarify the embodiments. The disclosed system and method are not limited by the example scenarios cited and can be used in a wide variety of scenarios and applications without departing from their scope. Now, referring to the drawings and in particular to FIGS. “In FIGS. 1 through 6C where the same reference characters are used to denote the same features throughout, preferred embodiments of the invention are shown and described within the contexts of the following system or method.

The purpose of training is “to bridge the gap between an individual’s skill set and expected requirements, such as job demands and examination assessments, etc.” The majority of trainings are of a theoretical nature. The participant can train in a virtual reality environment at their convenience. The term “VR environment” is used here. Refers to a simulated artificial environment, which is created with the requisite software. This artificial environment mimics a real world scene or environment. VR software simulates a VR environment that is displayed to the user so they accept it as the real world environment or scene. Hereinafter, the user(s), of the virtual environment can be referred as participants of the virtual environment.

Various embodiments disclosed in this invention provide methods and systems for imparting training in the VR environment to individual candidates or groups (or participants) in order to achieve fast learning in less than time. The disclosed system, for example, allows participants to learn sequentially by task using dynamic training content that is available at any time and anywhere. It also assesses the learning in the VR environment. The system is implemented as a network-based environment in order to allow dynamic availability of requisite training content, and dynamic assessment within the VR environment. With reference to FIG., a VR-based interactive learning example is further described. 1.

In one implementation, communication network 106 can be either a wireless or wired network. Communication network 106 may be implemented in a variety of different networks such as intranets, wide area networks (WANs), local area networks (LANs), and so on. Communication network 106 can be either a dedicated or shared network. The shared network is an association of different types of networks, which use various protocols to communicate, such as Hypertext Transfer Protocol, Transmission Control Protocol/Internet Protocol, Wireless Application Protocol, and so on. The network 106 can also include various network devices such as routers, bridges and servers.

In one embodiment, devices 104 can communicate with each other to allow interaction between a number of participants in a VR environment. This communication and interaction may be controlled via a system 102 that is implemented on one or more computing device. The term “interaction” is used herein. Refers to the collaboration between the multiple participants in the VR environment. A plurality of participants could select a “training on traffic laws” as an example. The VR environment allows participants to collaborate while answering questions that are rendered in conjunction with a 3D scene interactive that is presented within the context of “training on traffic laws”. To conduct training and assessments in a virtual environment, it is necessary to provide resources to many participants or trainees. The VR environment is a key feature of system 102. It includes multiple interactive scenes, and multiple queries that are available to participant devices such as the devices 104.

As stated, the VR 100 environment may be used by one or more participants with devices associated, such as devices 104. Other types of clients can also access the VR environment 100, including administrators. Accordingly, VR environment 100 can enable different services and/or apps depending on the access level of a particular client. A trainee/participant, for example, may be able to access training data that is stored on various devices such devices 104 whereas the administrator will have access the storage and data analytics services of the VR Environment. Referring to FIG., a detailed VR environment is described in more detail. 2. Participants can access the VR environment anytime and anywhere, which results in faster learning. A system that is embodied within a computing device (such as the device 102 in FIG. Referring to FIG. 2.

FIG. According to one embodiment, FIG. 2 shows a VR-based interactive learning system 200. In one embodiment, the system may be implemented or executed on a computing device such as the computing device (FIG. 1). The system 200 can also be distributed across a number of computing devices that are associated with the virtual reality environment. The system 200 may include or be in communication with a minimum of one hardware processor, such as processor 202, a minimum of one memory, such as memory 204, as well as an interface 206. The system bus, such as the system bus 208, can be used to connect the processor 202, memory, and user interface.

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