2025
Zindani, Eduardo Moura
EDUCATIONAL ORBIT SIMULATION WITH GENERATIVE AI AGENTIC WORKFLOW AND VIRTUAL REALITY VISUALISATION Bachelor Thesis
2025.
Abstract | Links | BibTeX | Tags: Artificial Inteligence, Education, Orbital Mechanics, Space, Virtual Reality
@bachelorthesis{zindani2025,
title = {EDUCATIONAL ORBIT SIMULATION WITH GENERATIVE AI AGENTIC WORKFLOW AND VIRTUAL REALITY VISUALISATION},
author = {Eduardo Moura Zindani},
editor = {ITA},
url = {https://cscerqueira.com.br/wp-content/uploads/2025/11/EduardoZindani_assinado_251120_223602.pdf},
year = {2025},
date = {2025-11-10},
urldate = {2025-11-10},
abstract = {Traditional educational methods often struggle to convey complex, spatial, and dynamic concepts such as those found in orbital mechanics. The recent convergence of consumer-grade Mixed Reality (MR) and sophisticated Generative AI agents presents an opportunity to create a new paradigm for intuitive and experiential learning interfaces. This paper details the design, development, and demonstration of an interactive educational platform for exploring the principles of orbital mechanics. The system’s primary objective is to bridge the gap between abstract physical laws and intuitive comprehension by enabling users to learn through embodied interaction. The methodology is centered on a modular architecture that integrates two core components: (1) a generative agent ”brain,” powered by Large Language Models, which interprets natural language commands and acts as an expert educational guide; and (2) a real-time simulation and immersive mixed reality visualization ”world,” built in the Unity engine for the Meta Quest 3, which renders physically accurate orbital trajectories in a three-dimensional space where users experience orbital mechanics from within. The platform facilitates a seamless multimodal interaction loop where a user’s voice commands are captured, processed by the agent to alter simulation parameters, and reflected in the immersive VR visualization with conversational auditory feedback. This work delivers a functional prototype that demonstrates a novel approach to science education, transforming abstract data into a manipulable, conversational experience to foster exploratory and deeply engaging learning. The platform is released as open-source software to enable community validation, adaptation, and extension for diverse educational contexts.},
key = {Orbital Mechanics},
keywords = {Artificial Inteligence, Education, Orbital Mechanics, Space, Virtual Reality},
pubstate = {published},
tppubtype = {bachelorthesis}
}
Traditional educational methods often struggle to convey complex, spatial, and dynamic concepts such as those found in orbital mechanics. The recent convergence of consumer-grade Mixed Reality (MR) and sophisticated Generative AI agents presents an opportunity to create a new paradigm for intuitive and experiential learning interfaces. This paper details the design, development, and demonstration of an interactive educational platform for exploring the principles of orbital mechanics. The system’s primary objective is to bridge the gap between abstract physical laws and intuitive comprehension by enabling users to learn through embodied interaction. The methodology is centered on a modular architecture that integrates two core components: (1) a generative agent ”brain,” powered by Large Language Models, which interprets natural language commands and acts as an expert educational guide; and (2) a real-time simulation and immersive mixed reality visualization ”world,” built in the Unity engine for the Meta Quest 3, which renders physically accurate orbital trajectories in a three-dimensional space where users experience orbital mechanics from within. The platform facilitates a seamless multimodal interaction loop where a user’s voice commands are captured, processed by the agent to alter simulation parameters, and reflected in the immersive VR visualization with conversational auditory feedback. This work delivers a functional prototype that demonstrates a novel approach to science education, transforming abstract data into a manipulable, conversational experience to foster exploratory and deeply engaging learning. The platform is released as open-source software to enable community validation, adaptation, and extension for diverse educational contexts.
2012
Kirner, Claudio; Cerqueira, Christopher; Flauzino, Fabricio; Kirner, Tereza
Design of a Cognitive Artifact based on Augmented Reality to Support Multiple Learning Approaches Proceedings Article
In: Amiel, Tel; Wilson, Brent (Ed.): Proceedings of EdMedia + Innovate Learning 2012, pp. 2834–2843, Association for the Advancement of Computing in Education (AACE), Denver, Colorado, USA, 2012.
Abstract | Links | BibTeX | Tags: Augmented Reality, Education
@inproceedings{KirnCerqFlau2012rl,
title = {Design of a Cognitive Artifact based on Augmented Reality to Support Multiple Learning Approaches},
author = {Claudio Kirner and Christopher Cerqueira and Fabricio Flauzino and Tereza Kirner},
editor = {Tel Amiel and Brent Wilson},
url = {https://www.learntechlib.org/p/41169},
year = {2012},
date = {2012-06-01},
urldate = {2012-06-01},
booktitle = {Proceedings of EdMedia + Innovate Learning 2012},
pages = {2834–2843},
publisher = {Association for the Advancement of Computing in Education (AACE)},
address = {Denver, Colorado, USA},
abstract = {Multiple learning approaches require different strategies, when teachers prepare instructional material and conduct the learning process. On the other hand, students need flexibility, when explore the educational contents. Augmented reality can contribute to the development of innovative instructional resources, which provide more effective learning. This paper presents the design and using of an Augmented Reality Cognitive Artifact (ARCA), which is an educational tool useful for teachers and students. Teachers can create specific contents, according to their objectives, and students can extensively interact with the application to learn on these contents. Due to its structure, ARCA can be adaptable for different learning approaches, including objectivists, constructionists and blended ones.},
keywords = {Augmented Reality, Education},
pubstate = {published},
tppubtype = {inproceedings}
}
Multiple learning approaches require different strategies, when teachers prepare instructional material and conduct the learning process. On the other hand, students need flexibility, when explore the educational contents. Augmented reality can contribute to the development of innovative instructional resources, which provide more effective learning. This paper presents the design and using of an Augmented Reality Cognitive Artifact (ARCA), which is an educational tool useful for teachers and students. Teachers can create specific contents, according to their objectives, and students can extensively interact with the application to learn on these contents. Due to its structure, ARCA can be adaptable for different learning approaches, including objectivists, constructionists and blended ones.
Cerqueira, Christopher; Kirner, Claudio
Developing Educational Applications with a Non-Programming Augmented Reality Authoring Tool Proceedings Article
In: Amiel, Tel; Wilson, Brent (Ed.): Proceedings of EdMedia + Innovate Learning 2012, pp. 2816–2825, Association for the Advancement of Computing in Education (AACE), Denver, Colorado, USA, 2012.
Abstract | Links | BibTeX | Tags: Augmented Reality, Education
@inproceedings{CerquKirne2012ri,
title = {Developing Educational Applications with a Non-Programming Augmented Reality Authoring Tool},
author = {Christopher Cerqueira and Claudio Kirner},
editor = {Tel Amiel and Brent Wilson},
url = {https://www.learntechlib.org/p/41166},
year = {2012},
date = {2012-06-01},
urldate = {2012-06-01},
booktitle = {Proceedings of EdMedia + Innovate Learning 2012},
pages = {2816–2825},
publisher = {Association for the Advancement of Computing in Education (AACE)},
address = {Denver, Colorado, USA},
abstract = {Nowadays, augmented reality application trends to place smart virtual objects into the real scene to react to user and environment condition. In this manner, this article shows an application to teach polygon extrusion and revolution math concepts, using the authoring tool basAR to create a set of interactive educational applications based on Augmented Reality. This article presents the application design, the concepts involved and the evaluation results.},
keywords = {Augmented Reality, Education},
pubstate = {published},
tppubtype = {inproceedings}
}
Nowadays, augmented reality application trends to place smart virtual objects into the real scene to react to user and environment condition. In this manner, this article shows an application to teach polygon extrusion and revolution math concepts, using the authoring tool basAR to create a set of interactive educational applications based on Augmented Reality. This article presents the application design, the concepts involved and the evaluation results.
2011
Cerqueira, Christopher Shneider; Kirner, Claudio
Desenvolvimento de uma aplicação de realidade aumentada sobre conceitos de revolução e extrusão de polígonos Journal Article
In: RENOTE, vol. 9, no. 2, 2011.
Abstract | Links | BibTeX | Tags: Augmented Reality, Education
@article{Cerqueira_Kirner_2011,
title = {Desenvolvimento de uma aplicação de realidade aumentada sobre conceitos de revolução e extrusão de polígonos},
author = {Christopher Shneider Cerqueira and Claudio Kirner},
url = {https://seer.ufrgs.br/index.php/renote/article/view/25166},
doi = {10.22456/1679-1916.25166},
year = {2011},
date = {2011-12-28},
urldate = {2011-12-28},
journal = {RENOTE},
volume = {9},
number = {2},
abstract = {As aplicações mais modernas de realidade aumentada estão tendendo a colocar objetos virtuais inteligentes no cenário, de forma a reagirem aos usuários e às condições do ambiente. Nesse sentido, este artigo trata de uma aplicação, voltada para o ensino matemático de conceitos de revolução e extrusão de polígonos, utilizando a ferramenta de autoria basAR. Isto cria um segmento de aplicações interativas de acesso a conteúdo, que possa ser utilizado como ferramenta educacional. O artigo apresenta a construção da aplicação, os conceitos envolvidos e resultados de avaliação.},
keywords = {Augmented Reality, Education},
pubstate = {published},
tppubtype = {article}
}
As aplicações mais modernas de realidade aumentada estão tendendo a colocar objetos virtuais inteligentes no cenário, de forma a reagirem aos usuários e às condições do ambiente. Nesse sentido, este artigo trata de uma aplicação, voltada para o ensino matemático de conceitos de revolução e extrusão de polígonos, utilizando a ferramenta de autoria basAR. Isto cria um segmento de aplicações interativas de acesso a conteúdo, que possa ser utilizado como ferramenta educacional. O artigo apresenta a construção da aplicação, os conceitos envolvidos e resultados de avaliação.
2010
da Costa Junior, Roberto Affonso; Cerqueira, Christopher Shneider; de Almeida, Antônio Tadeu Lyrio
Realidade Aumentada para Auxiliar o Aprendizado de Motor Elétrico Workshop
WRVA 2010 : VII WORKSHOP DE REALIDADE VIRTUAL E AUMENTADA, 2010.
Abstract | Links | BibTeX | Tags: Augmented Reality, Education
@workshop{christopherWRVA2010,
title = {Realidade Aumentada para Auxiliar o Aprendizado de Motor Elétrico},
author = {Roberto Affonso da Costa Junior and Christopher Shneider Cerqueira and Antônio Tadeu Lyrio de Almeida},
url = {http://cscerqueira.com.br/a09_wrva2010_ra_ensino_mit/},
year = {2010},
date = {2010-09-01},
urldate = {2010-09-01},
publisher = {WRVA 2010 : VII WORKSHOP DE REALIDADE VIRTUAL E AUMENTADA},
abstract = {Com o advento da Realidade Aumentada é possível integrar teoria e experimentação em aulas práticas, utilizando as bibliotecas virtuais. O ensino de Motores Elétricos é importante no aprendizado técnico industrial, dada sua utilização. Para ilustrar a teoria envolvida torna-se essencial a prática didática em laboratório. Neste trabalho é apresentada uma ferramenta de auxilio ao aprendizado de motores elétricos que demonstra os componentes individuais e o motor em movimento. Também compara trabalhos relacionados que empregam Realidade Virtual e Aumentada.},
howpublished = {Digital},
keywords = {Augmented Reality, Education},
pubstate = {published},
tppubtype = {workshop}
}
Com o advento da Realidade Aumentada é possível integrar teoria e experimentação em aulas práticas, utilizando as bibliotecas virtuais. O ensino de Motores Elétricos é importante no aprendizado técnico industrial, dada sua utilização. Para ilustrar a teoria envolvida torna-se essencial a prática didática em laboratório. Neste trabalho é apresentada uma ferramenta de auxilio ao aprendizado de motores elétricos que demonstra os componentes individuais e o motor em movimento. Também compara trabalhos relacionados que empregam Realidade Virtual e Aumentada.