Courses on the motion and operation of remotely operated vehicles (ROV) tend to feature abstract theoretical concepts, numerous formulas, combinations of mathematical and physical concepts and teaching that is disconnected from practice. As with the development of computer technology, the dynamic connection between the combination of the highly-realistic visual effects of simulation and theoretical classroom teaching has the aesthetic characteristics of a physical science. In this study, a virtual teaching platform for ROVs was developed on the basis of current virtual simulation technologies, as well as the needs of courses focused on ROV motion and operation. Based on detailed analyses of the functional and performance requirements of a virtual teaching platform for ROVs, the system was subdivided into six subsystems: remote-control simulation, dynamic and kinematic mathematical modeling, underwater operation tools simulation, visual scene display, teacher control and network administration, using an object-oriented design method featuring modularization and standardization. The subsystems facilitate modular development, integration and function extension, and support the openness, inheritance and reusability of the system. The platform is used to intuitively acquaint students with ROVs’ kinetic characteristics and operating methods by means of intuitive 3D models, precise motion calculation, and real operating scenes. Based on teaching practice in colleges and universities, a typical work-task-oriented practical teaching system was developed, along with the application of course design and scenario design for the ROV virtual teaching platform. Through interactive operation, students can dynamically and intuitively observe the motion of ROVs during navigation, helping them to learn about hydrodynamic performance. With simulated ROV operation, students learn about the principles of dynamic mechanical tools as well as the relationships between the interaction forces of ROVs. This contributes to disciplinary progress in naval architecture and ocean engineering, as well as the development of students’ practical engineering competence.

1. Introduction
2. Principles for Developing a Virtual Teaching Platform for ROVs
3. Designing a Virtual Teaching Platform for ROVs
    3.1 ROV Remote-Control Simulation Subsystem
    3.2 Dynamic and Kinematic Mathematical Modeling Subsystem
    3.3 Underwater Operation Tools Simulation Subsystem
    3.4 Visual Scene Display Subsystem
    3.5 Teacher Control Subsystem
    3.6 Network Administration Subsystem
4. Course Design
    4.1 Single-Course Training
    4.2 Underwater Operation Training
5. Application Example
6. Conclusion
7. Acknowledgements
References

• Yingfei Zan(College of Shipbuilding Engineering, Harbin Engineering University)
• Haitao Zhu(College of Shipbuilding Engineering, Harbin Engineering University) Corresponding Author
• Lei Song(Naval Architecture & Marine Engineering College, Shandong Jiaotong University)
• Lihao Yuan(College of Shipbuilding Engineering, Harbin Engineering University)