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Through the transformation that the electrical sector has been passing by, improvements in asset management and the guarantee of sustainable and quality services have become essential aspects for power companies. Thus, the digitalization of energy utilities presents itself as an important and crucial process. A concept that involves a variety of innovative trends is the digital twin. It consists of a 3D virtual replica of existing physical objects and real-time monitoring of certain measures. By developing a digital twin in the electrical power grid, a virtual replica of the network is obtained providing network virtual maps, 3D asset models, dynamic and real-time data of grid assets, and IoT sensing. All these data can feed a platform where AI-based models and advanced field operation technologies and solutions will be applied. With a Network Digital Twin©development, applications involving on-field activities can be improved through augmented reality (AR) and virtual reality (VR) to enhance workforce operations. This paper discusses the best practices for the development of a digital twin for the electrical power sector. These practices were found during the development of a project carried out by Enel Distribuição São Paulo, applying a living lab concept in the densest region of Brazil. The results of this paper present 3D images captured with specialized tools, and how they influence the workforce activities of human interface operation. Furthermore, financial and operational returns are presented through a cost–benefit analysis for each relevant aspect. [ABSTRACT FROM AUTHOR]

The main scope of this article is to highlight the potential of student interactions in Science teaching, from educational resources in augmented reality, and its effect on the development of spatial visualization skills. Therefore, it presents a contextualization about Science teaching, the use of real laboratories, as well as its limitations, presenting as an alternative the use of educational resources in augmented reality with the support of mobile devices. The solution was tested in activities that complement the Science teaching and learning process with basic education students in Brazil. It aimed to investigate whether students' interactions with educational resources in augmented reality can contribute to the development of spatial visualization skills. The methodological procedures were organized in a quasi-experimental approach, through activities foreseen in a test protocol carried out with 208 participants divided into two groups: Control (n=96 subjects) and Experimental (n=112 subjects). In general terms, the results of this research point to contributions arising from the interactions of students with educational resources in augmented reality, both for the development of spatial visualization skills, as well as for the observation of the phenomenon and understanding of the abstract concepts associated with it, formulation and testing of hypotheses, as well as conclusions from the situations experienced. [ABSTRACT FROM AUTHOR]

Background: The agreement for the treatment of proximal humerus fractures is low. Interpretation of exams used for diagnosis can be directly associated with this limitation. This study proposes to compare the agreement between experts and residents in orthopedics for treatment indication of proximal humerus fractures, utilizing 3D-models, holography (augmented reality), x-rays, and tomography as diagnostic methods. Methods: Twenty orthopedists (ten experts in shoulder and elbow surgery and ten experts in traumatology) and thirty resident physicians in orthopedics evaluated nine fractures of the proximal humerus, randomly distributed as x-rays, tomography, 3D-models and holography, using the Neer and AO / OTA Classifications. After, we evaluated the interobserver agreement between treatment options (conservative, osteosynthesis and arthroplasty) and whether the experience of the evaluators interfered with the results. Results: The interobserver agreement analysis showed the following kappa-values: κ = 0.362 and κ = 0.306 for experts and residents (3D-models); κ = 0.240 and κ = 0.221 (X-ray); κ = 0.233 and κ = 0.123 (Tomography) and κ = 0.321 and κ = 0.160 (Holography), for experts and residents respectively. Moreover, residents and specialists were discordant in the treatment indication using Tomography as a diagnostic method (p = 0.003). The same was not seen for the other diagnostic methods (p > 0.05). Conclusions: Three-dimensional models showed, overall, the highest interobserver agreement (experts versus residents in orthopedics) for the choice of treatment of proximal humerus fractures compared to X-ray, Tomography, and Holography. Agreement in the choice of treatment among experts that used Tomography and Holography as diagnostic methods were two times higher compared to residents. Trial registration: Registered in Brazil Platform under no. CAAE 12273519.7.0000.5505. [ABSTRACT FROM AUTHOR]

This article analyzes a variety of studies that contemplate the use of immersive virtual reality (RVI) in education, pointing out its relevance, and highlighting experiences, as well as the risks and challenges involved. Initially, we present a brief history on the use of RVI and its insertion in the area of regular education. Then, we demonstrate the application of the RVI in other areas of education, such as special education: we aimed at two specific target audiences, autistic children from elementary school and deaf students from basic education, in addition to indigenous school education and distance learning. Thus, it considered, mainly, recent studies of the RVI area at the international level, the research that are underway in Brazil and reflections that try to point out the benefits and risks on the use of RVI. The methodology used for the study was of a bibliographic nature, supported by renowned authors, and research action. The paper used the research produced and under development, by the Virtual and Augmented Reality Research Group of the Internacional University Center UNINTER's Postgraduate Program in Education. The article concluded that immersive virtual reality helps several pedagogical practices, when correctly applied. [ABSTRACT FROM AUTHOR]

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Copyright of Arquiteturarevista is the property of Universidade do Vale do Rio dos Sinos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Submarines are considered extremely strategic for any naval army due to their stealth capability. Periscopes are crucial sensors for these vessels, and emerging to the surface or periscope depth is required to identify visual contacts through this device. This maneuver has many procedures and usually has to be fast and agile to avoid exposure. This paper presents and implements a novel architecture for real submarine periscopes developed for future Brazilian naval fleet operations. Our system consists of a probe that is connected to the craft and carries a 360 camera. We project and take the images inside the vessel using traditional VR/XR devices. We also propose and implement an efficient computer vision-based MR technique to estimate and display detected vessels effectively and precisely. The vessel detection model is trained using synthetic images. So, we built and made available a dataset composed of 99,000 images. Finally, we also estimate distances of the classified elements, showing all the information in an AR-based interface. Although the probe is wired-connected, it allows for the vessel to stand in deep positions, reducing its exposure and introducing a new way for submarine maneuvers and operations. We validate our proposal through a user experience experiment using 19 experts in periscope operations.

Background: Proximal humerus fractures are frequent, and several studies show low diagnostic agreement among the observers, as well as an inaccurate classification of these lesions. The divergences are generally correlated with the experience of the surgeons as well as the diagnostic methods used. This paper challenges these problems including alternative diagnostic methods such as 3D models and augmented reality (holography) and including the observers' period of medical experience as a factor. Methods: Twenty orthopedists (ten experts in shoulder surgery and ten experts in traumatology) and thirty resident physicians in orthopedics classified nine proximal humerus fractures randomly distributed as x-ray, tomographies, 3D models and holography, using AO/ASIF and Neer's classification. In the end, we evaluated the intra- and inter-observer agreement between diagnostic methods and whether the experience of the observers interfered in the evaluations and the classifications used. Results: We found overall kappa coefficients ranging from 0.241 (fair) to 0.624 (substantial) between the two classifications (AO / ASIF and Neer), concerning the diagnostic methods used. We identified image modality differences (p = 0.017), where 3D models presented an average kappa coefficient value superior to that of tomographies. There were no differences between kappa scores for x-ray and holography compared to the others. The kappa scores for AO / ASIF classification and Neer classification and subdivided by observer period of experience showed no differences concerning the diagnostic method used. Conclusions: 3D models can substantially improve diagnostic agreement for proximal humerus fractures evaluation among experts or resident physicians. The holography showed good agreement between the experts and can be a similar option to x-ray and tomography in the evaluation and classification of these fractures. The observers' period of experience did not improve the diagnostic agreement between the image modalities studied. Trial registration: Registered in the Brazil Platform under no. CAAE 88912318.1.0000.5487. [ABSTRACT FROM AUTHOR]