Using Virtual Reality Techniques for the Simulation of Physics Experiments Nikos Avradinis, Spyros Vosinakis, Themis Panayiotopoulos Dept. of Informatics, University of Piraeus, Knowledge Engineering Laboratory, 80 Karaoli & Dimitriou Str, 18534 Piraeus, Greece. avrad@unipi.gr, spyrosv@unipi.gr, themisp@unipi.gr ABSTRACT Educational software has known significant evolution over the past few years due to the introduction of technologies such as multimedia and the World Wide Web. These innovations have significantly offered in the field of computer-based instruction, by providing the means for remote, interactive and intuitive applications. There are, however, some categories of applications such as Virtual Laboratories, where these applications prove to be inadequate. In this paper we discuss some of the limitations of multimedia and the world wide web and present some of the advantages virtual reality technology has to offer in the field of education. We also propose an architecture and methodology for the development of Virtual Laboratory applications and present a case study on the development of a Virtual Physics Laboratory. Keywords: virtual reality, interactive learning, educational systems, virtual laboratory, intelligent systems 1. INTRODUCTION During the past few years we have witnessed significant evolution in the computer industry mainly due to the introduction of multimedia and the World Wide Web. The innovative features of multimedia and the World Wide Web quickly found application in the field of education [1], [2], [3]. The use of Multimedia and Internet technology led to the presentation of a plethora of various widely recognized educational systems. It is quite true that modern technology has provided the means for accessing very quickly a vast amount of information and is capable of presenting it through impressive user interfaces. However, there seem to be a whole category of applications with high visualization needs where multimedia technology was not as effective as expected. Recently, there have been attempts to integrate Virtual Reality (VR) with educational software to produce a higher level of interaction and visualization. Researchers have started attempts to model concepts such as ‘Virtual Classroom’ [4], three-dimensional representations of chemical structures [5], ‘Virtual Laboratory’ [6], [7], ‘Virtual University’ [8], etc. It seems that VR provides a new approach to learning as it increases the interest and provides in this way an alternative educational process. Nevertheless, there are issues to be considered for the development of effective virtual reality applications. A virtual environment has its limitations and should be under some control. Artificial Intelligence, on the other hand, can offer significant help by providing the missing link of behavioral control. It has been proved that Logic Programming architectures can be effectively connected to virtual environments [9], enhancing their semantics. In this paper we present the architecture of a virtual laboratory, a three-dimensional world, where the students are able to interact with the learning environment and perform their experiments in real time. The user is embedded in the virtual world and can change the position and orientation of its objects, carry objects around, or put objects together and let them interact, e.g. by connecting a device to the power source. Virtual objects respond to the laws of physics in a natural way and generate the appropriate results according to the current state of the system. The proposed architecture of such a system consists of three different parts. At a low level lies a logic component, which is responsible for the physical-based modeling, that is, the application of the laws and principles that refer to the experiment’s world. The second module is the 3D virtual engine, which handles the visual representation of the laboratory and creates the user’s view according to his/her position in the virtual space. The third module is the interface, which takes care of the human-computer interaction within the laboratory, interprets the user’s actions and creates the data for the logical component. Each module of the system is implemented by different technologies (Prolog, HTML, Java and VRML) integrated into a single system producing a controlled, interactive experimentation environment. We also present an implemented example of a physics laboratory, where the user can experiment with the laws of gravity and kinematics. 2. CLASSIC MULTIMEDIA TECHNIQUES - ADVANTAGES AND LIMITATIONS Multimedia technology allowed the creation of a new generation of software development tools, with sophisticated media integration and handling capabilities. This enabled software designers to create attractive and user friendly interfaces, that encourage use of the product and greatly increase user involvement. Multimedia technology facilitates the adoption of approaches such as multisensory education, allows users to interact with the system in various ways and receive not only textual, but also video or audio feedback. Video, audio, animation and images also make possible the production of highly memorable, illustrative explanations of concepts [10], and break the barriers of verbal communication. The use of artificial intelligence techniques for the production of intelligent multimedia software further enhances interaction and makes applications more intriguing and appealing to the user. All of the above lead to better knowledge retention on the part of the user. The World Wide Web also presented educators with a new educational medium of immense potential, yet unknown to its full extent. Remote access to educational