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All sourcesNASA NTRSDOE OSTI
NASA NTRSDate not supplied

Immersive Technologies for Human-in-the-Loop Lunar Surface Simulations

NASA, the National Aeronautics and Space Administration, continually seeks innovative solutions to enhance its operations, particularly in the realms of testing, evaluation, and training for future missions. Immersive technologies, such as virtual, augmented, and mixed reality have proven to be powerful tools for realistic, interactive, and engaging environments. This paper explores how the Simulation and Graphics Branch at NASA’s Johnson Space Center (JSC) leverages immersive technology, modern commercial rendering engines, and physics-based systems simulations to develop human-in-the-loop systems for humanity’s return to the Moon through the Artemis program. When NASA returns to the Moon, astronauts will travel to the Moon’s South Pole where lighting conditions will cause a more complex operational environment. Human-in-the-loop testing plays a crucial role in NASA's mission planning, spacecraft and space systems development, and evaluation of operational scenarios. The development of immersive environments such as a lunar rover mockup at a video wall enables engineers and astronauts to simulate and experience mission scenarios, integrated spacecraft systems, and operational procedures in a relevant environment before deployment. By integrating realistic virtual environments, immersive technology allows for the visualization and interaction with virtual spacecraft models, mission landscapes, and complex operational tasks. This approach helps identify potential design flaws, operational challenges, and safety considerations. It also provides valuable insights for risk reduction and helps improve mission efficiency and effectiveness. With advanced motion tracking systems and custom virtual environments data can be gathered and evaluated to help NASA refine training protocols, develop specialized training procedures and optimize human-robotic interactions for future space missions. Furthermore, immersive technology offers opportunities for future training initiatives at NASA. The Virtual Reality Laboratory at JSC has pioneered training with Virtual Reality (VR) since the Hubble Space Telescope repair missions in the early 1990’s. Extended Reality (XR) simulations enable astronauts to rehearse complex spacewalks, spacecraft maneuvers, and extravehicular activities in a safe and controlled environment. By replicating the physical and cognitive challenges of space missions, immersive training experiences enhance astronauts' situational awareness, decision-making abilities, and adaptability to unexpected scenarios. Additionally, immersive technology facilitates collaborative training, allowing geographically dispersed crew and mission control personnel to engage in synchronized simulations, fostering teamwork and effective communication. The adoption of immersive technology in NASA's testing, evaluation, and future training programs has yielded significant benefits. By incorporating human-in-the-loop testing for studies involving Extra Vehicular Activities (EVA), surface mobility and landing systems, NASA can identify and mitigate risks, optimize operational procedures, and enhance mission success. Ultimately, immersive training experiences can empower astronauts to better navigate the complexities of space missions, ensuring their safety, productivity, and success in the dynamic and challenging environments they will experience at the Lunar South Pole.

Simulation Modeling Virtual Reality Immersive Tech↗
NASA NTRS2012

Virtual Worlds; Real Learning: Design Principles for Engaging Immersive Environments

The EMDT master's program at Full Sail University embarked on a small project to use a virtual environment to teach graduate students. The property used for this project has evolved our several iterations and has yielded some basic design principles and pedagogy for virtual spaces. As a result, students are emerging from the program with a better grasp of future possibilities.

Wu;u. Sjarpm↗
NASA NTRS1987

Virtual workstation - A multimodal, stereoscopic display environment

A head-mounted, wide-angle, stereoscopic display system controlled by operator position, voice and gesture has been developed for use in a multipurpose interface environment. The system provides a multisensory, interactive display environment in which a user can virtually explore a 360-degree synthesized or remotely sensed environment and can viscerally interact with its components. Primary applications of the system are in telerobotics, management of large-scale integrated information systems, and human factors research. System configuration, application scenarios, and research directions are described.

Fisher, S. S.↗
NASA NTRSDate not supplied

Immersive Technologies for Human-in-the-Loop Lunar Surface Simulations

NASA, the National Aeronautics and Space Administration, continually seeks innovative solutions to enhance its operations, particularly in the realms of testing, evaluation, and training for future missions. Immersive technologies, such as virtual, augmented, and mixed reality have proven to be powerful tools for immersing users in realistic, interactive, and engaging environments. This paper explores how the Simulation and Graphics Branch at NASA’s Johnson Space Center (JSC) leverages immersive technology, modern commercial rendering engines, and physics-based systems simulations to develop human-in-the-loop systems for humanity’s return to the Moon through the Artemis program. When NASA returns to the Moon, astronauts will travel to the Moon’s South Pole where lighting conditions will cause a more complex operational environment. Human-in-the-loop simulations play a crucial role in NASA’s mission planning, spacecraft and space systems development, and evaluation of operational scenarios. The development of immersive environments such as a lunar rover mockup at a video wall enables engineers and astronauts to simulate and experience mission scenarios, integrated spacecraft systems, and operational procedures in a relevant environment before deployment. By integrating realistic virtual environments, immersive technology allows for the visualization and interaction with virtual spacecraft models, mission landscapes, and complex operational tasks. This approach helps identify potential design flaws, operational challenges, and safety considerations. It also provides valuable insights for risk reduction and helps improve mission efficiency and effectiveness. With advanced motion tracking systems and custom virtual environments, data can be gathered and evaluated to help NASA refine training protocols, develop specialized training procedures, and optimize human-robotic interactions for future space missions. Furthermore, immersive technology offers opportunities for future training initiatives at NASA. The Virtual Reality Laboratory at JSC has pioneered training with Virtual Reality (VR) since the Hubble Space Telescope repair missions in the early 1990’s. Extended Reality (XR) simulations enable astronauts to rehearse complex spacewalks, spacecraft maneuvers, and extravehicular activities in a safe and controlled environment. By replicating the physical and cognitive challenges of space missions, immersive training experiences enhance astronauts’ situational awareness, decision-making abilities, and adaptability to unexpected scenarios. Additionally, immersive technology facilitates collaborative training, allowing geographically dispersed crew and mission control personnel to engage in synchronized simulations, fostering teamwork and effective communication. The adoption of immersive technology in NASA’s testing, evaluation, and future training programs has yielded significant benefits. By incorporating human-in-the-loop simulations for studies involving Extra Vehicular Activities (EVA), surface mobility and landing systems, NASA can identify and mitigate risks, optimize operational procedures, and enhance mission success. Ultimately, immersive simulation experiences can empower astronauts to better navigate the complexities of space missions, ensuring their safety, productivity, and success in the dynamic and challenging environments they will experience at the Lunar South Pole.

HITL↗
NASA NTRS1994

Virtual reality in medical education and assessment

The NASA Johnson Space Center (JSC)/LinCom Corporation, the University of Texas Medical Branch at Galveston (UTMB), and the Galveston Independent School District (GISD) have teamed up to develop a virtual visual environment display (VIVED) that provides a unique educational experience using virtual reality (VR) technologies. The VIVED end product will be a self-contained educational experience allowing students a new method of learning as they interact with the subject matter through VR. This type of interface is intuitive and utilizes spatial and psychomotor abilities which are now constrained or reduced by the current two dimensional terminals and keyboards. The perpetual challenge to educators remains the identification and development of methodologies which conform the learners abilities and preferences. The unique aspects of VR provide an opportunity to explore a new educational experience. Endowing medical students with an understanding of the human body poses some difficulty challenges. One of the most difficult is to convey the three dimensional nature of anatomical structures. The ideal environment for addressing this problem would be one that allows students to become small enough to enter the body and travel through it - much like a person walks through a building. By using VR technology, this effect can be achieved; when VR is combined with multimedia technologies, the effect can be spectacular.

Sprague, Laurie A.↗
NASA NTRS1994

Virtual reality and telerobotics applications of an Address Recalculation Pipeline

The technology described in this paper was designed to reduce latency to user interactions in immersive virtual reality environments. It is also ideally suited to telerobotic applications such as interaction with remote robotic manipulators in space or in deep sea operations. in such circumstances the significant latency is observed response to user stimulus which is due to communications delays, and the disturbing jerkiness due to low and unpredictable frame rates on compressed video user feedback or computationally limited virtual worlds, can be masked by our techniques. The user is provided with highly responsive visual feedback independent of communication or computational delays in providing physical video feedback or in rendering virtual world images. Virtual and physical environments can be combined seamlessly using these techniques.

Regan, Matthew↗
NASA NTRSDate not supplied

Arm DevSummit Keynote: Environment for Data Engineering in Virtual Reality: Ethical Considerations

Currently, the US Government is going through a large-scale data Transformation effort, where the GSA playbook is guiding all agencies to make their processes data-driven with the help of emerging technologies. To address concerns about algorithm sharing, AI adoption, and vendor lock-in, the NASA Langley Research Center Digital Transformation Group has developed the Environment for Data Engineering in Virtual Reality (EnDEVR), a data science ecosystem that allows users to command and investigate customizable data analyses from a VR environment. The system has been evaluated in the Oculus Rift S and Quest environments, two popular VR systems powered by the ARM architecture. Current and future development will employ several AI capabilities to guide research and automation within the environment and to facilitate algorithm sharing. In this talk, we will discuss the results of an initial ethical investigation and recommended considerations for the use of AI within the system.

Artificial Intelligence↗
NASA NTRS2010

Virtual VMASC: A 3D Game Environment

The advantages of creating interactive 3D simulations that allow viewing, exploring, and interacting with land improvements, such as buildings, in digital form are manifold and range from allowing individuals from anywhere in the world to explore those virtual land improvements online, to training military personnel in dealing with war-time environments, and to making those land improvements available in virtual worlds such as Second Life. While we haven't fully explored the true potential of such simulations, we have identified a requirement within our organization to use simulations like those to replace our front-desk personnel and allow visitors to query, naVigate, and communicate virtually with various entities within the building. We implemented the Virtual VMASC 3D simulation of the Virginia Modeling Analysis and Simulation Center (VMASC) office building to not only meet our front-desk requirement but also to evaluate the effort required in designing such a simulation and, thereby, leverage the experience we gained in future projects of this kind. This paper describes the goals we set for our implementation, the software approach taken, the modeling contribution made, and the technologies used such as XNA Game Studio, .NET framework, Autodesk software packages, and, finally, the applicability of our implementation on a variety of architectures including Xbox 360 and PC. This paper also summarizes the result of our evaluation and the lessons learned from our effort.

Manepalli, Suchitra↗
NASA NTRS1989

Recoverable distributed shared virtual memory - Memory coherence and storage structures

This paper examines the problem of implementing rollback recovery in multicomputer distributed shared virtual memory environments, in which the shared memory is implemented in software and exists only virtually. A user-transparent checkpointing recovery scheme and new twin-page disk storage management are presented to implement a recoverable distributed shared virtual memory. The checkpointing scheme is integrated with the shared virtual memory management. The twin-page disk approach allows incremental checkpointing without an explicit undo at the time of recovery. A single consistent checkpoint state is maintained on stable disk storage. The recoverable distributed shared virtual memory allows the system to restart computation from a previous checkpoint due to a processor failure without a global restart.

Wu, Kun-Lung↗
NASA NTRS1994

Using PVM to host CLIPS in distributed environments

It is relatively easy to enhance CLIPS (C Language Integrated Production System) to support multiple expert systems running in a distributed environment with heterogeneous machines. The task is minimized by using the PVM (Parallel Virtual Machine) code from Oak Ridge Labs to provide the distributed utility. PVM is a library of C and FORTRAN subprograms that supports distributive computing on many different UNIX platforms. A PVM deamon is easily installed on each CPU that enters the virtual machine environment. Any user with rsh or rexec access to a machine can use the one PVM deamon to obtain a generous set of distributed facilities. The ready availability of both CLIPS and PVM makes the combination of software particularly attractive for budget conscious experimentation of heterogeneous distributive computing with multiple CLIPS executables. This paper presents a design that is sufficient to provide essential message passing functions in CLIPS and enable the full range of PVM facilities.

Myers, Leonard↗
NASA NTRS2019

Underwater Virtual Reality System for Neutral Buoyancy Training: Development and Evaluation

During terrestrial activities, sensation of pressure on the skin and tension in muscles and joints provides information about how the body is oriented relative to gravity and how the body is moving relative to the surrounding environment. In contrast, in aquatic environments when suspended in a state of neutral buoyancy, the weight of the body and limbs is offloaded, rendering these cues uninformative. It is not yet known how this altered sensory environment impacts virtual reality experiences. To investigate this question, we converted a full-face SCUBA mask into an underwater head-mounted display and developed software to simulate jetpack locomotion outside the International Space Station. Our goal was to emulate conditions experienced by astronauts during training at NASA's Neutral Buoyancy Lab. A user study was conducted to evaluate both sickness and presence when using virtual reality in this altered sensory environment. We observed an increase in nausea related symptoms underwater, but we cannot conclude that this is due to VR use. Other measures of sickness and presence underwater were comparable to measures taken above water. We conclude with suggestions for improved underwater VR systems and improved methods for evaluation of these systems based on our experience.

Simulation↗
DOE OSTI2020

Measuring success for a future vision: Defining impact in science gateways/virtual research environments

Scholars worldwide leverage science gateways/virtual research environments (VREs) for a wide variety of research and education endeavors spanning diverse scientific fields. Evaluating the value of a given science gateway/VRE to its constituent community is critical in obtaining the financial and human resources necessary to sustain operations and increase adoption in the user community. In this article, we feature a variety of exemplar science gateways/VREs and detail how they define impact in terms of, for example, their purpose, operation principles, and size of user base. Further, the exemplars recognize that their science gateways/VREs will continuously evolve with technological advancements and standards in cloud computing platforms, web service architectures, data management tools and cybersecurity. We also present a number of technology advances that could be incorporated in next-generation science gateways/VREs to enhance their scope and scale of their operations for greater success/impact. The exemplars are selected from owners of science gateways in the Science Gateways Community Institute (SGCI) clientele in the United States, and from the owners of VREs in the International Virtual Research Environment Interest Group (VRE-IG) of the Research Data Alliance. Thus, community-driven best practices and technology advances are compiled from diverse expert groups with an international perspective to envisage futuristic science gateway/VRE innovations.

97 MATHEMATICS AND COMPUTING↗
DOE OSTI2020

2020 LLNL Nuclear Science and Security Summer Internship Program

The Lawrence Livermore National Laboratory (LLNL) Nuclear Science and Security Summer Internship Program (NS 3 IP) is designed to give graduate students an opportunity to come to LLNL for 8–10 weeks of hands-on research. Students conduct research under the supervision of a staff scientist, attend a weekly lecture series, interact with other students, and present their work in poster format at the end of the program. Students also have the opportunity to meet staff scientists one-on-one, participate in LLNL facility tours (e.g., the National Ignition Facility and Center for Accelerator Mass Spectrometry), and gain a better understanding of the various science programs at LLNL. Due to the travel and access restrictions imposed by the COVID-19 pandemic, the 2020 NS 3 IP was organized as an “all-virtual” internship program. With LLNL’s extensive institutional support, students accessed the laboratory’s cyberinfrastructure through a secure virtual desktop environment and all seminars, mentor interactions, summer presentations, and laboratory tours were performed remotely. While this virtual internship format did not allow for hands-on laboratory research projects, both the interns and their mentors constructed creative research projects that maximized student exposure to nuclear science research that is relevant to DTRA and LLNL interests in nuclear security.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗
DOE OSTI2021

2021 LLNL Nuclear Science and Security Summer Internship Program

The Lawrence Livermore National Laboratory (LLNL) Nuclear Science and Security Summer Internship Program (NS 3 IP) is designed to give graduate students an opportunity to come to LLNL for 8–10 weeks of hands-on research. Students conduct research under the supervision of a staff scientist, attend a weekly lecture series, interact with other students, and present their work in poster format at the end of the program. Students also have the opportunity to meet staff scientists one-on-one, participate in LLNL facility tours (e.g., the National Ignition Facility and Center for Accelerator Mass Spectrometry), and gain a better understanding of the various science programs at LLNL. Due to the travel and access restrictions imposed by the COVID-19 pandemic, the 2021 NS 3 IP was organized as an “all-virtual” internship program. With LLNL’s extensive institutional support, students accessed the laboratory’s cyberinfrastructure through a secure virtual desktop environment and all seminars, mentor interactions, summer presentations, and laboratory tours were performed remotely. While this virtual internship format did not allow for hands-on laboratory research projects, both the interns and their mentors constructed creative research projects that maximized student exposure to nuclear science research that is relevant to DTRA and LLNL interests in nuclear security. We anticipate a return to an in-person internship format for the summer of 2022.

11 NUCLEAR FUEL CYCLE AND FUEL MATERIALS↗
DOE OSTI2023

Reinforcement Learning Approach to Cybersecurity in Space (RELACSS)

Securing satellite groundstations against cyber-attacks is vital to national security missions. However, these cyber threats are constantly evolving. As vulnerabilities are discovered and patched, new vulnerabilities are discovered and exploited. In order to automate the process of discovering existing vulnerabilities and the means to exploit them, a reinforcement learning framework is presented in this report. We demonstrate that this framework can learn to successfully navigate an unknown network and detect nodes of interest despite the presence of a moving target defense. The agent then exfiltrates a file of interest from the node as quickly as possible. This framework also incorporates a defensive software agent that learns to impede the attacking agents progress. This setup allows for the agents to work against each other and improve their abilities. We anticipate that this capability will help uncover unforeseen vulnerabilities and the means to mitigate them. The modular nature of the framework enables users to swap out learning algorithms and modify the reward functions in order to adapt the learning tasks to various use cases and environments. Several algorithms, viz., tabular Q learning, deep Q networks, proximal policy optimization, advantage actor-critic, generative adversarial imitation learning, are explored for the agents and the results highlighted. The agent learns to solve the tasks in a light-weight abstract environment. Once the agent learns to perform sufficiently well, it can be deployed in a minimega virtual machine environment (or a real network) with wrappers that map abstract actions to software commands. The agent also uses a local representation of the actions called a ‘slot-mechanism’. This allows the agent to learn in a certain network and generalize it to different networks. The defensive agent learns to predict the actions taken by an offensive agent and uses that information to anticipate the threat. This information can then either be used to raise an alarm or to take actions to thwart the attack. We believe that with the appropriate reward design, a representative environment, and action set, this framework can be generalized to tackle other cybersecurity tasks. By sufficiently training these agents, we can anticipate vulnerabilities leading to robust future designs. We can also deploy automated defensive agents that can help secure satellite groundstation and their vital national security missions.

45 MILITARY TECHNOLOGY, WEAPONRY, AND NATIONAL DEF↗
NASA NTRS2002

A Virtual Mission Operations Center - Collaborative Environment

Development of technologies that enable significant reductions in the cost of space mission operations is critical if constellations, formations, federations and sensor webs, are to be economically feasible. One approach to cost reduction is to infuse automation technologies into mission operations centers so that fewer personnel are needed for mission support. But missions are more culturally and politically adverse to the risks of automation. Reducing the mission risk associated with increased use of automation within a MOC is therefore of great importance. The belief that mission risk increases as more automation is used stems from the fact that there is inherently less direct human oversight to investigate and resolve anomalies in an unattended MOC. The Virtual Missions Operations Center - Collaborative Environment (VMOC-CE) project was launched to address this concern. The goal of the VMOC-CE project is to identify, develop, and infuse technology to enable mission operations between onsite operators and on-call personnel in geographically dispersed locations. VMOC-CE enables missions to more readily adopt automation because off-site operators and engineers can more easily identify, investigate, and resolve anomalies without having to be present in the MOC. The VMOC-CE intent is to have a single access point for all resources used in a collaborative mission operations environment. Team members will be able to interact during spacecraft operations, specifically for resolving anomalies, utilizing a desktop computer and the Internet. Mission operations management can use the VMOC-CE as a tool to participate in and monitor status of anomaly resolution or other mission operations issues. In this paper we present the VMOC-CE project, system capabilities and technologies, operations concept, and results of its pilot in support of the Earth Science Mission Operations System (ESMOS).

Medina, Barbara↗
DOE OSTI2022

Comparing the effect of virtual and in-person instruction on students’ performance in a design for additive manufacturing learning activity

The goal of this work is to compare the outcome of a design for additive manufacturing (DfAM) heuristics lesson conducted in a virtual learning environment to the same in an in-person learning environment. Prior work revealed that receiving DfAM heuristics at different points in the design process impacts the quality and novelty of designs produced afterward, but this work may have been limited by the solely virtual format. In this work, an identical experiment was performed in a face-to-face learning environment. Results indicate that neither learning format presents an advantage over the other when it comes to the quality of designs produced during the intervention. Participants across all experimental groups reported an increase in self-efficacy after the intervention, with improved performance on quiz-type questions. Furthermore, the novelty and variety of the designs produced by the in-person experimental groups were significantly lower than that of the virtual experimental groups. In addition to validating the effectiveness of virtual instruction as a teaching method, these results also support the authors’ hypothesis that the priming effect is stronger in an in-person classroom than in a virtual classroom.

Design for additive manufacturing↗