Virtual Classroom

1. INTRODUCTION

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Introduction of V.R. Classroom

 Virtual reality (VR) technology has the potential to transform learning in the classroom. By
immersing students in interactive 3D environments, VR can make lessons more engaging and
improve understanding. Students are able to explore historical events, practice skills, and visit new
places through simulated VR experiences. This technology represents an exciting new way to
enhance education.

 A key benefit of VR is that it can be implemented in classrooms even without headsets. Using
flexible software, the same VR environments can be accessed on desktops, laptops, tablets and
smartphones. This allows schools with limited budgets to still take advantage of VR by using
existing hardware that students already own. The critical component is creating educational VR
content and activities tailored for both headset and non-headset users.

 The goal of this report is to provide a guide for academic institutions interested in building an
inclusive VR classroom. It will cover VR hardware options, critical software capabilities, content
development strategies, use case examples, challenges and best practices. By following the
recommendations in this report, schools can start leveraging immersive VR technology to elevate
learning - regardless of headset availability. The future classroom can become an interactive 3D
environment that boosts engagement across all student groups.

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2. SYSTEM
REQUIREMENT
SPECIFICATION

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Hardware & Software Requirement

Software Specification Hardware Specification

For client side For client side

V.R. classroom - app  Processor: Intel Core i3 or equivalent
Windows Operating System  Memory: 4GB RAM
SteamVr  Graphics: Intel HD Graphics 4000
or equivalent
 Screen: 1024 x 768 resolution
For Android Devices:
 Processor: Qualcomm
Snapdragon 660 or equivalent
 Memory: 3GB RAM
 Screen: HD (720 x 1280) resolution
For VR Headset: (optional)

 Depends on the specific model of the

headset. For example, Oculus Rift
requires a PC with a certain
specification, while some others like
Google Cardboard
can be used with a smartphone.

Software Interface:

Client on Internet: App, Operating System (Windows)

Web Server: SQL Server 2008, Operating System
(Windows) Data Base Server: SQL Server 2008, Operating System
(Windows)

Back End: ASP.NET (code behind C#):

SQL Server 2008, Operating System (Windows)

Web Server
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Communication Interface:

Client on Internet will be using HTTP/HTTPS protocol

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3. SYSTEM ANALYSIS
3.1 Requirement of new system
3.2 Feasibility Study

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3.1 Requirement Analysis: -

The requirements for the VR classroom system can be divided into functional and non-functional
requirements:

3.1.1 Functional Requirements: -

 Virtual learning environment - Ability to create 3D virtual classrooms that students can explore.
This includes features like virtual whiteboards, voice chat, screen sharing, etc.
 Immersive experiences - Use of VR headsets to provide fully immersive educational experiences.
Students should be able to interact with virtual objects, environments, and simulations.
 Collaboration - Tools for students to collaborate on projects and assignments in real-time within
the virtual environment.
 Screen sharing - Option for teachers to share their computer screens with students in the virtual
classroom.
 Recording - Ability to record virtual classroom sessions for later review.

 Interactive assessments - Quizzes, tests, and other assessments that leverage the 3D environment
and interactivity of VR.
 Accessibility - The virtual classroom should be accessible to students with disabilities. This
includes support for assistive technologies.

3.1.2 Non-functional Requirements: -

 Usability - The system should provide an intuitive and easy to use interface for both teachers and
students.
 Cross-platform support - The virtual classroom should be accessible across desktop and mobile
devices, and support major VR headsets.
 Security - Student data and virtual classroom sessions should be protected through encryption and
access controls.

 Scalability - The system should be able to support large numbers of concurrent users and scale up
as needed.
 Reliability - High service uptime and availability is critical. Redundancy should be built-in to
mitigate failures.

 Performance - The virtual environment should provide a smooth, immersive experience by

optimizing for low latency and high frame rates.

3.2 Feasibility Study: -

 A feasibility study should be conducted to determine if developing the VR classroom system is

viable from a technical, economic and operational standpoint.
 Technical Feasibility

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 Assess if the required VR hardware, 3D modeling software, game engines, and networking
infrastructure can be acquired and integrated successfully.
 Evaluate if the development team has the necessary expertise in areas like VR content creation,
real- time 3D graphics, and multiplayer networking.
 Prototype early versions of the virtual classroom to test overall technical feasibility.

3.2.1 Economic Feasibility

 Estimate costs for hardware, software, development, and ongoing hosting/operations.

 Weigh projected costs against expected educational and engagement improvements.
 Consider phased rollout options if full-scale deployment is not economically feasible initially.

3.2.3 Operational Feasibility:

 Evaluate if the VR system can fit within existing teaching workflows and technology ecosystems.
 Assess teacher and student readiness to adopt an immersive virtual classroom via surveys and focus
groups.
 Develop training programs to aid the transition to the new system.
 Devise a change management strategy for smooth organizational integration.

3.3 Problem and Weakness of Current System:-

 Requires technical knowledge to operate devices like projectors, interactive whiteboards, etc. Lack
of tech skills prevents full utilization.
 Dependent on stable internet connectivity. Low bandwidth or outages disrupt lessons and impact
collaboration.
 Limitations in integrating emerging technologies like AR/VR, 3D printing, AI, etc. due to
infrastructure and budget constraints.
 Reliability issues and downtime from power outages, equipment failures, or technical problems
hamper learning.

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4. PLATFORM DETAIL
4.1 Unreal Engine
4.2 About C++
4.3 Microsoft Visual Studio 2022
4.4 Unity
4.5 Blender

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4.1 Unreal Engine - A Powerful Tool for Interactive Media Development

 Unreal Engine, developed by Epic Games, is a cutting-edge and versatile game engine that has
transcended its origins in the gaming industry to become a leading platform for creating interactive
media across various domains. This project report aims to provide an in-depth description of
Unreal Engine, its history, key features, and its significance in the world of interactive media
development.

 Unreal Engine has a rich history dating back to 1998 when it was first introduced as the engine
behind the game “Unreal.” Over the years, it has evolved through multiple iterations, with each
version pushing the boundaries of what is possible in interactive media. Today, Unreal Engine
stands as a pinnacle of technological achievement in the field.

 Unreal Engine stands as a formidable game engine with a broad range of applications in diverse
industries. Its constant evolution, feature-rich environment, and commitment to real-time graphics
make it a go-to choice for developers and creators looking to craft visually stunning and
immersive experiences. Understanding Unreal Engine’s capabilities and its role in the ever-
expanding world of technology is essential for anyone interested in the field of game development,
simulation, or visualization.

4.2 About C++

4.2.1. History:
 C++ was developed by Bjarne Stroustrup in the early 1980s at Bell Labs.
 It was originally conceived as "C with Classes" and later evolved into C++.
 The name "C++" reflects the idea of an incremental change, as "++" is the increment
operator in C.

4.2.2. Object-Oriented Programming (OOP):

 C++ is a multi-paradigm language, but it is particularly known for its strong support of OOP.
 OOP allows developers to structure code using objects, which bundle data (attributes) and
functions (methods) that operate on that data.
 Inheritance, polymorphism, encapsulation, and abstraction are fundamental
OOP concepts in C++.

4.2.3. Syntax and Features:

 C++ inherits much of its syntax from the C language. It includes features like:
 Classes: The foundation of object-oriented programming in C++. Classes define data
structures and methods that operate on them.
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 Templates: C++ supports generic programming through templates, allowing for code that
can work with different data types.
 Function Overloading: C++ permits multiple functions with the same name but different
parameter lists.
 Operator Overloading: Custom operators can be defined for user-defined types.
 RAII (Resource Acquisition Is Initialization): A C++ idiom for managing resources (e.g.,
memory, file handles) automatically through constructors and destructors.
 Smart Pointers: C++11 introduced smart pointers

4.2.4. Performance and Control:

 C++ offers a high level of control over system resources, such as memory allocation and
deallocation, making it suitable for systems programming and performance-critical
applications.
 It allows direct manipulation of memory through pointers, which can be powerful but also
pose risks if not used carefully.

4.2.5. Portability:
 C++ is portable across different platforms and architectures, which is vital for cross-
platform development.
 This portability is achieved through compiler and standard library support.

4.3 Microsoft Visual Studio 2022

 Microsoft Visual Studio 2022 is a comprehensive integrated development environment (IDE)

designed to support software development for a wide range of platforms and technologies. It builds
on the legacy of Visual Studio and offers numerous enhancements and features to streamline the
development process. Below is a detailed overview of Microsoft Visual Studio 2022:

 Visual Studio includes a code editor supporting IntelliSense (the code completion component) as
well as code refactoring. The integrated debugger works as both a source-level debugger and as a
machine-level debugger. Other built-in tools include a code profiler, designer for building GUI
applications, web designer, class designer, and database schema designer. It accepts plug-ins that
expand the functionality at almost every level—including adding support for source control
systems (like Subversion and Git) and adding new toolsets like editors and visual designers for
domain- specific languages or toolsets for other aspects of the software development lifecycle (like
the Azure DevOps client: Team Explorer).

 Visual Studio supports 36 different programming languages and allows the code editor and
debugger to support (to varying degrees) nearly any programming language, provided a language-
specific service exists. Built-in languages include C, C++, C++/CLI, Visual Basic .NET, C#, F#,

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JavaScript, TypeScript, XML, XSLT, HTML, and CSS. Support for other languages such as
Python, Ruby, Node.js, and M among others is available via plug-ins. Java (and J#) were
supported in the past.

4.4 Unity
 Unity is a popular and powerful game development engine that allows developers to create
2D, 3D, augmented reality (AR), and virtual reality (VR) applications for various platforms.

4.5 Blender
 Blender is a versatile and powerful open-source 3D computer graphics software. It's renowned for
its robust capabilities in modeling, animation, rendering, and more. One of its standout features is
its extensive set of tools for 3D modeling, allowing users to create intricate 3D objects with
precision.

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5. DESIGN SPECIFICATION DIAGRAM

5.1 Activity diagram
5.2 ER diagram
5.3 Use case diagram
5.4 Data flow diagrams
5.5 Data Dictionary

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5.1 Activity Diagram

Host

Figure 5.1.1 Host Activity Diagram

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Admin

Figure 5.1.2 Admin Activity Diagram

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Client

Figure 5.1.3 Client Activity Diagram

5.2 E.R. Diagram

 In software engineering, an entity-relationship model (ER model for short) is an abstract and
conceptual
representation of data. Entity-relationship modeling is a database modeling method, used to
produce a type of conceptual schema or semantic data model of a system, often a relational
database, and its requirements in a top-down fashion. Diagrams created by this process are called
entity-relationship diagrams or ER diagrams.
 E-R Diagram mainly consists of:
 Entity
 Attributes
 Relationships

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 An entity may be defined as a thing which is recognized as being capable of an independent

existence and which can be uniquely identified. An entity is an abstraction from the complexities
of some domain. When we speak of an entity we normally speak of some aspect of the real world
which can be distinguished from other aspects of the real world.

 An entity may be a physical object such as a house or a car, an event such as a house sale or a car
service, or a concept such as a customer transaction or order. Although the term entity is the one
most commonly used, following Chen we should really distinguish between an entity and an
entity- type. An entity-type is a category. An entity, strictly speaking, is an instance of a given
entity-type. There are usually many instances of an entity-type. Because the term entity-type is
somewhat cumbersome, most people tend to use the term entity as a synonym for this term.

 A relationship captures how entities are related to one another. Relationships can be thought of
as verbs, linking two or more nouns.

 Generally E-R Diagram requires the use of the following symbols:

Attribute
Attribute

Decision
Decision

Entity Set
Entity

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Connection

Figure 5.2 Symbol of Entity Relationship Diagram

5.2.1 ER-Diagram:

Figure 5.2.1 Entity Relationship Diagram

5.3 Usecase Diagram

 A use case diagram in the Unified Modeling Language (UML) is a type of behavioral diagram
defined by and created from a Use-case analysis. Its purpose is to present a graphical overview of

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the functionality provided by a system in terms of actors, their goals (represented as use cases), and
any dependencies between those use cases.
 The main purpose of a use case diagram is to show what system functions are performed for which
actor. Roles of the actors in the system can be depicted.
 Interaction among actors is not shown on the use case diagram. If this interaction is essential to a
coherent description of the desired behavior, perhaps the system or use case boundaries should be
re-examined. Alternatively, interaction among actors can be part of the assumptions used in the use
case.
 Use cases
A use case describes a sequence of actions that provide something of measurable value to an actor
and is drawn as a horizontal ellipse.
 Actors
An actor is a person, organization, or external system that plays a role in one or more interactions
with the system.
 System boundary boxes (optional)
A rectangle is drawn around the use cases, called the system boundary box, to indicate the scope of
system. Anything within the box represents functionality that is in scope and anything outside the
box is not.

 SYMBOLS USED IN USE CASE DIAGRAMS:

Actor

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Activity

Figure 5.3 Symbols Of Use Case Diagram

5.3.1 Use Case Diagram:

Client

Figure 5.3.1 Use case Diagram Client LEVEL

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Host

Figure 5.3.2 Use case Diagram Host LEVEL

5.4 Data Flow Diagram

 Data flow diagram is a graphical tool used to describe and analysis the movement of data through a
system-manual or automated including the Processes stores the data, and delays in the system.
 Data flow diagrams are the central tool and basis from which other components are developed.
 The transformations of the data from input to output through the Processes May be described logically
and independently of the physical components Associated with the system. They are termed logical
data flow diagrams.
 In contrast, physical data flow diagrams show the actual Implementation and the movement of data
between people departments and workstations.

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 The simple notations are easily understood by users and business Persons who are part of the process
being studied. Therefore analysts can work With Users and actually involve them in the study of data
flow diagrams.
 Users can make suggestions for modifications of the diagrams to More Accurately Described the
business activity. They can also examine the charts and spot Problems quickly so that they can be
corrected before other design work begins. If problems are not found early in the development process
they will be very difficult to correct when they are noticed. Avoiding mistakes early May even prevent
system failure.
 Data flow analysis permits analysts to isolate areas of interest in the institution and study them by
examining the data that enter the process and seeing how they are changed when they are changed
when they leave the process. As analyst gather acts and details their increased understanding of the
process leads them to ask questions about specifications of the process which leads to still additional
investigation as the area of investigation is broken into successively lower level details until all the
essential components and their interrelations can be understood
 A comprehensive system investigation produces sets of many data flow diagrams some providing
overviews of major processes and others going into great details to show data elements, data stores,
and processing steps for specific components of a larger system. If analysts want to review the overall
system later, they use the higher-level overview diagrams. However if they are interested in studying
one particular they use the data flow diagram for that lower process.
 The levels of data flow diagrams can be compared to highway and street Maps that you might use
when traveling in an unfamiliar area you first use a national map, showing major highways and cities.
As you near the city you are visiting you need a more detailed map showing the major parts of the city
and the access roads. After you reach the area of the city you want, a detailed street map that shows
even important landmarks, such as bridges and buildings, is especially helpful. This much detail is.
Essential when you are first starting on the trip and attempting to understand the lay of the land.
 Data flow analysis permits analysts to isolate areas of interest in the Institution and study them by
examining the data that enter the process and seeing how they are changed when they are changed
when they leave the process. As analyst gather acts and details their increased understanding of the
process leads them to ask questions about specifications of the process which leads to still additional
investigation as the area of investigation is broken into successively lower level details until all the
essential components and their interrelations can be understood.
 A comprehensive system investigation produces sets of many data flow diagrams some providing
overviews of major processes and others going into great details to show data elements, data stores,
and processing steps for specific components of a larger system. If analysts want to review the overall
system later, they use the higher-level overview diagrams. However if they are interested in studying
one particular they use the data flow diagram for that lower process.
 The levels of data flow diagrams can be compared to highway and street Maps that you might use
when traveling in an unfamiliar area. You Fust use a national map, showing major highways and
cities. As you near the city you are visiting you need a more detailed map showing the major parts of
the city and the access roads. After you reach the area of the city you want, a detailed street map that
shows even
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important landmarks, such as bridges and buildings, is especially helpful This much detail is essential
when you are Fust starting on the trip and attempting to understand the lay of the land..

 Symbols used in DFDs:

Process: Here flow of data is

transformed. E.g. Registering Student,
etc.

External Entity: A source or destination

of data which is external to the system.
E.g. Principal Etc.

A data flow: It is packet of data. It

may be in the form of document,
letter etc.

Data store: Any store data but with

no reference to the physical method
of storing.

Figure 5.4. SYMBOLS IN DFD

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LEVEL 0

Figure 5.4.1 DFD Zero Level Diagram

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Client Level

Figure 5.4.2 DFD Employee Level Diagram

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Host Side

Figure 5.4.3 DFD Host Level Diagram

5.5 Data Dictionary:

5.5.1 Host Information: -

Data Element Name Description Data Type Format

Host_ID Unique Host Identifier Numeric Integer
Host_Name Name of the Host Text Textual
Contact_Email Host's contact email Text Email Format
Registration_Date Date of host registration Date YYYY-MM-DD

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5.5.2 Client Information: -

Data Element Name Description Data Type Format Source

Client registration
Client_ID Unique Client Identifier Numeric Integer DB
Client registration
Client_Name Name of the Client Text Textual DB
Client registration
Contact_Email Client's contact email Text Email Format DB
Date of Client YYYY-MM- Client registration
Registration_Date registration Date DD DB

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6. USER MANUAL
6.1 Company Registration Page
6.2 Office
6.3 Classroom

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6.1 Company Registration Page

6.1.1 Registration Form:-

6.1.2 Login Form:-

.
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6.2 Office

Figure 6.2 Office

Figure 6.3 Classroom

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7. FUTURE SCOPE
7.1 Limitation
7.2 Future Enhancement

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7.1 Limitation

 Limited Access to Technology .The virtual classroom project may face limitations due to unequal
access to technology among students, potentially excluding those with limited internet
connectivity or devices, hindering their participation and learning experience.

7.2Future Enhancement

 Improved Collaboration: Enhance real-time group work.

 VR Learning: Implement immersive VR experiences.
 Multilingual Support: Cater to diverse languages.
 Data-Driven Insights: Utilize data for better teaching.
 Mobile-Friendly: Optimize for mobile devices.
 Gamification: Boost engagement with games.
 Enhanced Security: Strengthen data protection
 Diverse Resources: Expand content variety
 Feedback Tools: Support continuous improvement
 LMS Integration: Streamline with Learning Management Systems.
 Global Partnerships: Foster international collaborations.

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8. CONCLUSION & REFRENCE SITES

8.1 CONCLUSION
8.2 REFRENCES

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8.1 CONCLUSION

 In conclusion, the virtual classroom project represents a transformative approach to education,

offering flexibility, accessibility, and innovative learning experiences. As technology continues
to advance, its potential for shaping the future of education remains promising, bridging gaps
in learning and empowering students and educators worldwide.

8.2 REFERENCES

 Following websites are used to develop this system.

 www.youtube.com
 www.chatgpt.com
 www.google.com

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