FR2813691A1 - TRAINING SIMULATOR FOR THE DRIVING AND IMPLEMENTATION OF AGRICULTURAL MACHINERY - Google Patents

Abstract

The invention concerns a simulator system for training operators of agricultural vehicles. Said training covers all the learning techniques and the monitoring of basic knowledge and know-how enabling said operators to control said vehicles in normal use. It also covers the learning techniques and monitoring behavioural aspects of control of agricultural vehicles by the operators in all circumstances and particularly when facing difficult situations during training, and subsequently, during their entire professional life. For the simulators to provide real training, all the effects of the agricultural vehicles should be accurately simulated. The technique enabling to reproduce said effects is called incremental dynamic modification of the database. It enables to simulate in real time, for example, the gradual harvesting of a virtual wheat field with a combine harvester reproduced in its essential functions in the form of a simulator.

Description

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TECHNICAL FIELD OF THE INVENTION The present invention relates to a simulator type system intended for the training of operators of agricultural machines. This training covers learning and the control of basic knowledge and skills that allow these operators to master the machines concerned when they are used normally. It also covers the learning and the control of the behavioral aspects of the mastery of agricultural machinery by the operators - this in all circumstances and particularly when they are confronted with difficult situations during the course of the training, and then, throughout their life professional. This invention makes it possible in particular to have these operators virtually practice, safely and at low cost, the new technologies installed on agricultural machines in order to improve their safety and / or their efficiency.

The agricultural machines are, for the majority of them, of a seasonal use and an implementation very dependent on the climate of the moment. To train their future operators and train them to be efficient in complete safety, it would ideally be necessary to use the machines themselves in real conditions, in the fields and in all types of seasons and possible climates, which is obviously impossible to achieve. any time of the year. Scheduling effective training sessions is therefore very difficult to develop. The use of indoor simulators accessible at all times would be a considerable advantage in terms of quality of training and quantity of training hours available.

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 In addition, the dangers linked to an uncontrolled use of real agricultural machines by learners and their operating and maintenance costs mean that training, when possible on real machines, is limited to what the constraints allow. seasonal and climatic conditions. It cannot, in any case, cover all aspects of this use, because one cannot create a custom season or a real climate given at any time of the year, and one cannot voluntarily put in difficulty - therefore in danger a learner to check if he masters the object object of the training which he follows. In the absence of a simulator, training is therefore necessarily incomplete, costly and very limited in terms of safety and efficiency.

Training simulators in driving and using agricultural machinery are intended to advantageously compensate for all these handicaps. Indeed, they make it possible to reconstitute in the room the functioning of each machine in an ergonomic, kinesthetic, visual and sound environment very close to reality. The training of the learners is then done by the virtual practice of driving and using these devices - and this at any time of the year, and even of the day, in all climatic conditions imaginable because they are virtually reconstructed for this purpose. We can vary at will the driving situations on the roads, implementation in the fields, and even the configuration of these fields themselves so as to create a progression in the difficulties that the learner must overcome during his journey training. Operational incidents or even blocking failures can be artificially created - requiring learners to follow proper repair procedures by following

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 rigorously the safety instructions to succeed in setting out again.

Today, basic training is delivered in a traditional school manner, mainly in the classroom in specialized training centers - often with advanced audiovisual means such as slides, video recorders, CD-ROMs, models ... So that training is pushed to the maximum possible, these means, as efficient as they may be, cannot replace - or even approach the use of agricultural machinery itself. Only training simulators advantageously allow this by immersing the learner in a virtual world very close to reality - virtual world supplemented by teaching content which guides them step by step in the progression of their learning. .

Presentation of the novelty Until now, simulation technologies, dynamic modeling of complex processes and above all realistic rendering of a visual, sound and kinesthetic environment did not allow the creation of costly simulators. acceptable to present a real interest. The agricultural machine itself was preferred with all of the above constraints.

For simulators to be of real interest, all the effects of the agricultural machine in operation in the fields must be simulated exactly, which has never been done until now. The technique which reproduces these effects is called "dynamic incremental modification of the database". It simulates in

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 real time - for example - the progressive harvesting of a virtual wheat field by a combine harvester reconstituted in its essential functions in the form of a simulator. This new technique requires the implementation of specific software that impacts all aspects of the simulation (ergonomic, kinesthetic, visual and sound). STATE OF THE PRIOR ART The state of this technical field shows that no simulator exists in the field of conventional agricultural machines of the combine harvester type (grain harvesting), press (compression of harvest residues to make them transportable and ), forage harvesters (maize harvesting), harvesters, seeders, tractors, plows, sprayers, various harvesters ... etc. cited as examples.

The simulators closest to the agricultural machine simulators as described by the present invention are certainly the truck (or automobile) simulators as regards travel on public roads and the tank simulators for this purpose. which concerns the "all terrain" aspect of traveling in the countryside. The common point of these simulators is to reproduce the movement of the simulated vehicle in a virtual infrastructure originating from a database recorded in three dimensions and inserted into a computer memory. This database consists of fixed elements (terrain, roads, trees, houses, poles, etc.) and mobile elements (other simulated vehicles, people, animals, ballistic or guided projectiles ... etc. ). Any collisions between fixed and mobile elements or

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 between the mobile elements of this database are detected and viewed in real time.

For a road vehicle simulator, for example, the objective is precisely to avoid any collision, while for a tank simulator the ultimate objective is to make sure that the shell that projects its gun enters collision with a fixed or moving target. The representation of the impacts is purely figurative. It is superimposed or replaces the target with, sometimes a graphic animation such as, for example, a fugitive explosion followed by a smoke rising gradually in the sky and which is represented in a dynamic way according to the technique used for cartoons . If the impact destroyed the target, it is then shown in a new form which indicates that it is out of order. To this end, this new visual form replaces or is superimposed on the previous one.

Some patent applications concerning road vehicle simulators: Thomson CSF, Gaubert & Co, N 91 06574 - Oerlikon-Contraves, Dueringer & Co, N EP 0831444B1. These simulators do not implement the incremental dynamic modification of the database as described in the present invention.

Military simulators, such as tank simulators, have been known for several decades. They do not give rise to any innovation which corresponds to that of the present invention.

Description of the specific characteristics of the invention The present invention differs from the above-mentioned previous applications in that the "collisions" between the agricultural machine driven by the learner and the "target" which is

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 consisting, for example, of the wheat field that he must harvest is very progressive. In this case, the target is gradually reduced incrementally depending on the quality of the behavior of the machine concerned and also on the relevance and speed of the actions that the learner will trigger in real time. This is what is called "dynamic incremental modification" of the part of the database which is concerned and which is called "target" in this text.

The effects of this dynamic modification generated in real time by the simulator computer are returned to the learner in real time. These are the ergonomic effects on the cabin control organs, kinesthetic effects, visual effects and sound effects. The learner thus in return all the elements that allow him to adjust his behavior and his actions to best achieve his mission - of course virtual.

The realistic restitution in real time of all the technical and sensory parameters of the implementation of the agricultural machine concerned is managed by the software included in the computer of the simulator. This software is composed of the modeling software of the machine - software which includes the incremental dynamic modification of a part of the database and the training software itself (tutorial) whose main functions are described below, in the framework of the example chosen to illustrate the invention.

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 Presentation of the example chosen to illustrate the invention The typical simulator which will be described by way of example in the following will be that of the combine harvester. The mission of this machine consists in cutting the ripe wheat on the stem and extracting the grains from it according to a progressive cutting process which requires a lot of skill and attention from the operator.

In this case the "target" is the wheat field itself and the "treatment" consists in cutting and collecting progressively and efficiently all the wheat ears so that the combine can extract the grains and transmit them in time real to an external container which follows it in its evolutions. The operator must be particularly experienced because he carries out several actions at the same time and he must go as quickly as possible because he is very dependent on the weather during the harvest.

Indeed, the actual harvest lasts, at most, two months per year and it is totally dependent on the climate of the moment. Harvesting can only be done in good dry weather, as the wheat on the stalk must be dry when cut and processed by the harvester. The operators are therefore under constant pressure and work day and night when the required conditions are met. There is no longer any question of training the operator students: they must train themselves, on the job, with the precariousness that we imagine, which leads to many accidents.

This situation highlights the interest of a training simulator with which it is possible to train all year round and more especially just before the harvest so that

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 the operator is at his optimum efficiency when the harvest is ready to be carried out.

In addition to this primary interest of the simulator, we can decompose in at least 5 points the advantages that such a combine harvester training simulator brings: 1- Increased operator safety: by complete training possible at any time of the year which allows operators to practice virtually all situations of use of the machine, either when it travels on public roads, or when they harvest in wheat fields. Better control of the machine results in better operator safety.

2- Better efficiency in the use of machines: Better training leads to better work performance for operators while reducing their fatigue and stress.

3- A lower cost for the community and fewer misfortunes in families, because the number of accidents naturally decreases with an increase in the quality of training.

4- The manufacturers of these complex machines can prepare operators for the implementation of the technical innovations they are proposing in order to improve the safety and efficiency of their machines.

5- Saving potential and fuel Since training is virtual, a substantial saving of resources is achieved naturally.

Of all these advantages, the SECURITY aspect is, because of the seriousness of its consequences, the most

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 important. Most of the risks associated with the use of the combine harvester can be treated, either directly by driving and virtual implementation of the simulated machine, or indirectly by creating incidents to be detected or faults to be resolved by the learner.

A specific tutorial is made available to learners. It operates under the supervision of an instructor during the initial training phase or in self-service during the development phases. It integrates the usual components of such a type of software, that is to say the interactive course which makes it possible to give to the learner all the necessary explanations on the techniques of driving and implementation of the combine. It also includes classic educational tools such as the "replay" of previous exercises and the possibility of creation of specific exercises by an instructor. This tutorial teaches - among other things - the control of the following risks - Control of the size and slow movement on public roads.

- Traveling on slopes - precarious stability and risk of crushing the operator in the event of the machine overturning or tilting forward.

- Cutting off the cutter bar, the worm screw and the conveyor.

- Intervention under the cutting table.

- Adjustments and control of variators, chains and belts.

- Positioning of the drain screw.

- Intervention at the hopper, the screws being in motion.

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 - Access to the driving position, risk of slipping and falling.

To perform these functions, the learner installs himself in the cabin of a fictional combine, all the characteristics of which are simulated so that his behavior is identical to that which he would have in the cabin of a real combine harvester. moving on the highway or harvesting in the wheat fields. To do this, the simulator reproduces all the ergonomic, kinesthetic, visual and sound characteristics of the learner's environment. This environment changes in real time according to its action on the controls it has in the simulator cabin.

Presentation of the figures Figures 1 to 4 illustrate, by way of example, an embodiment of the combine harvester simulator.

Figure 1 shows the harvest of a wheat field and the positioning precision that the machine must respect.

FIG. 2 schematically represents a typical embodiment of the combine harvester simulation device.

FIG. 3 illustrates the progressive way in which the cutting of wheat is simulated by incremental dynamic modification of the database which represents the field of wheat to be harvested.

Figure 4 shows the flowchart for progressive processing of the wheat field by the combine.

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 FIG. 5 illustrates a variant of the embodiment chosen: It is the same principle of incremental dynamic modification of the database used for another agricultural machine, the plow in this case.

FIG. 6 represents several learning stations linked to the same instructor station in order to optimize the simulation means for several agricultural machines.

Description of the embodiment chosen FIG. 1 represents a simplified aerial view of the harvest of a wheat field (1). It shows the importance of the positioning of the combine harvester (2) in relation to the volume of wheat to be harvested and therefore the importance of fine modeling of this "tablecloth" which must be gradually reduced to nothing during the passage of the gear. A precision of a few centimeters is required to avoid losing ears if the harvester is too far to the right of the ideal path. On the other hand, if it is too far to the left of the ideal path, all the ears will be well cut, but it will have to make additional passages because it will not use all its width of cut, which will waste time, fuel and will cause premature wear of its mechanical parts. Good training on a simulator must gradually lead the learner to optimize all the parameters at his disposal to be as efficient as possible and therefore, in particular, to choose the ideal route at the right speed taking all the necessary precautions.

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 The combine simulator shown schematically in Figure 2 is broken down into two complementary parts 1. The learning station (3) essentially consists of a cabin (5) in all points similar to an actual cabin in terms of its shape, ergonomics, its access from the outside (11) and the controls made available to the learner (not shown). The efforts it provides to these controls to activate them are identical to those it would provide in a real cabin. Likewise, the various dials and displays available to it are identical and function as in reality.

The visual reproduction of the environment of the combine is made by projection (7) on a screen (6) which largely covers the useful visual field of the learner. The mirrors (8), (9) - and others, if necessary - are simulated by inlay in the projected image. This visual restitution is carried out by a generator of three-dimensional synthesis images in real time located at the level of the instructor station and whose quality closely approaches that of cinema films. The images are recalculated at a rate of at least 30 hertz to avoid jerks of images detrimental to the visual comfort of the learner.

The cutting table is shown in operation on the screen (6) so as to show its precise position to the learner so that he can master the path of the combine, and also so as to visually simulate incidents of operation or breakdowns.

The sound reproduction of the noises of the combine harvester and its environment is carried out using loudspeakers and headphones (not shown).

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 The typical noises of faulty operation are reproduced in addition to the normal noises of the machine to train the learner to detect them and react accordingly.

A kinesthetic restitution of the movements of the cabin (10) can be present on high-end simulator models. It typically, but not exclusively, reproduces three axes of movement: Roll and dive to simulate the declination of the terrain and vertical acceleration to dynamically simulate the roughness of roads or terrain.

2. The instructor station (4) brings together all of the computer resources of the simulator. These means make it possible to offer the learner a virtual world in the midst of which he must evolve to carry out his mission (modeling software). They also consist of a set of software educational tools (tutorial) which allow the instructor to manage the teaching content, to make and propose exercises to the learner, to replay them and to follow his work. in real time. The main functions performed by this tutorial are described in the previous chapter.

These computer means include the computer (12), the software of which models all the aspects of the simulation (efforts on the driving commands, display of the control displays, kinesthetic, visual and sound restitution of the cabin).

Most of the electronic and electromechanical interfaces (13) for controlling the organs of the learning station are located in this instructor station.

The instructor has viewing monitors (14), keyboards (15), headsets, mice and in general

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 of all conventional computer systems to control the simulator, to dialogue with the learner and supervise his work.

A connection to the Internet network (39) (or to another network) opens up multiple possibilities for dialogue and exchange with other simulators or with remote control stations.

Figure 3 shows a combine (16) sinking blindly into a wheat field (17). The purpose of this figure is to illustrate the incremental way in which the progressive cutting of wheat is simulated when the machine progresses and not to indicate the right way to go about harvesting ... which, in occurrence, is not that shown.

The WW wheat cutting line progresses through the field depending on the speed of the machine. On the proposed figure, this cutting line will soon be at the level shown W'W 'which illustrates the increment of volume of wheat which will reduce the field of wheat when the combine reaches this location. This increment is formed by the n volumes XYZ which are located along the section line W'W ', volumes between (18) to (19). The complete database which defines the wheat field is therefore modeled by a set of micro-volumes of wheat on stem XYZ (20) which will be "cut" virtually very gradually, and visualized as such, when they come into contact with the WW cutting line of the combine.

Typically X and Y have values of a few centimeters and Z a few tens of centimeters. The base unit for these values is of the order of a centimeter.

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 The wheat field therefore consists of a "sheet" of thickness Z consisting of all of these volumes of elementary wheat. The height of the tablecloth Z can vary from one end to the other of the field simulating a variable growth of wheat from one place to another of this field. Each element XYZ is assigned an elementary value of yield (r) of the harvest which will be used to determine, at the time of the passage of the machine, the yield of the precise place where the cut was made. These values then make it possible to draw up a map of harvest yields for each field.

The tablecloth constituting the wheat field adheres to the ground on which it is established. It therefore follows the variable slopes thereof. Its representation on the screens is realistic. It is carried out by photo textures plated on the visible faces of the wheat field. The "wave" effect that the wind causes on the wheat field, or the fact that portions of wheat were laid by a storm are represented by a dynamic variation of these photo textures and / or by a momentary variation of the height Z of the elementary volumes XYZ of wheat concerned by these particularities.

The flowchart in Figure 4 illustrates the incremental progression of the combine in a wheat field.

When the combine starts operating in a wheat field (21), a comparison is made between the cutting line WW and the position of the residual target on the ground. (This line can cut only part of the target, this part only will then be taken into account for the calculation of the consequences of the cut). Cutting begins only when the machine is operated to harvest and the line of

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 cut enters the area occupied by the wheat slick. We then exit from (21) to enter (22). In (22) the groups of elementary increments XYZ which are along the line WW are virtually cut and represented as such at the rate of the advance of the combine in the field. The instant yields (r) are extracted from the database defining the wheat field and are stored in a file on the computer (12) to form the yield table for the field concerned.

This process is repeated as long as the harvester is in action and progresses in the field - typically as long as the "target" is not reduced. This Iteration is controlled by (23).

When the target is reduced, one leaves the loop in (24) and the harvester enters a function of displacement in the field or on the public highway.

The progress of the reduction of the wheat field by dynamic incremental modification being managed by the computer (12), all the consequences of this are restored in real time, namely the consequences on the ergonomic aspects (the control organs of cabin (5)), kinesthetics (vibrations and movements restored by (10)), Visuals (5) (6) (7) (8) (9), sound (speakers and headphones not shown) and on various elements such as the instant return mentioned above.

To fulfill its essential function, which is to harvest and thresh wheat, the combine must first move from field to field as quickly as possible using public roads. It then behaves like an extremely bulky and slow machine which poses safety problems at all times because

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 of its very large size. It is one of the main functions of the simulator to train and train the learner to master this difficult road driving by checking compliance with safety rules for the benefit of all road users. To do this, a database virtually returns a typical country road network connecting the fields to be harvested. Various stakeholders with realistic behavior circulate on these roads (cars, cycles, pedestrians ...). The objective is, of course, to avoid any collision with these stakeholders and with the infrastructure and not to put any person or vehicle encountered on the route in difficulty.

Description of a variant of the chosen embodiment Figure 5 shows the diagram of a typical variant of the incremental dynamic modification process described in detail for the harvest in Figure 3. In this case, it is the plowing of a field by a tractor (32) equipped with a plow with 3 plowshares (26) symbolized by the 3 arrows directed downwards. Only the ends V V of 3 plowshares of the plow are represented, representing the points of attack of the earth during plowing at depth Z in the soil. The "tablecloth" which represented the wheat above the surface of the ground on figure 3 is replaced by the "tablecloth of soil" (27) which is exposed to the ground and which has the depth Z of the plowing on all the surface of the field which is being plowed.

The elementary volumes of worked soil XYZ (25) or (28) - for those which are illustrated to illustrate the principle are treated in a similar way to the elementary volumes of wheat of the case of figure 3. When the plow advances in the field, the n elementary volumes plowed (28) to (29) by

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 the coulters V V correspond to those that will be plowed in the moment and will therefore be visualized as such, in real time, behind the plow. The groove during plowing (30) is visible in the rear view mirrors of the tractor. Depending on the skill of the tractor driver, this groove can be perfectly contiguous to the previous one (31), or overlap it, or be separated from it by a space. These features are displayed with the precision of the X and Y increments, which have a typical value of a few centimeters.

Description of a local simulator network Figure 6 shows an important feature of the simulator: It is the possibility of connecting several learning stations (34) (35) (36) (37) - 4 stations on the chosen example , but it can be a different number - at the same instructor station (33) in order to reduce the acquisition and operating costs of the simulator. A connection to the internet network (38) (or to another type of network) opens up multiple possibilities for dialogue and exchange with other simulators or with remote control stations.

Indeed, the same field undergoes very different operations throughout the year: plowing, spreading, sowing, spraying, harvesting ... with agricultural machinery which is also different from each other. Each learning station can advantageously reproduce the driving position of one of these machines (for example: (34) a tractor with plow, (35) a sprayer, (36) a sower, (37) a combine harvester). The instructor station is then alternately connected to one or other of these stations, thus making it possible to successively train a

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 learning each type of operation allowed on each station.

The computer equipment of the instructor station is common to all the learning stations, except the interfaces of each cabin which are specific to this one. The terrain and road network database is the same for all simulated vehicles. Only the "skins" of the grounds are different according to the type of operations which can be carried out on a given learning station. The representation of the visual environment of the simulated fields also varies according to the season concerned by these operations (plowing in winter - harvest in summer ...). The modeling software and the tutorials are also different because they are adapted to each simulated machine. A significant saving is thus achieved, since the computer and hardware resources which are thus pooled constitute the most expensive components of the simulator.

A variant of this type of embodiment consists in using only image projection equipment. This one is moved from one learning station to another according to the training of the moment.

Another variant: the projection equipment is fixed. We bring the cabin of the chosen simulator (it is movable on wheels in this case) in position in front of the screen and we connect it electrically to the instructor station before the training session. The instructor then selects the modeling software and the tutorial corresponding to the simulated machine in question.

A second type of embodiment of "multi-user learning version", also corresponding to FIG. 6, is also possible. It is for a single instructor (33) to control in

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 at the same time several driving cabins of the same type of machine (34) (35) (36) (37) - for example, several combine harvesters. In this case, each learning station must have its own independent IT resources located in the instructor station or in each learning station. The saving of material means is less than in the previous case. However, all the cabins being able to operate at the same time under the control of a single person, several learners can train together, which makes it possible to simulate the possible synchronism of the interventions of 4 combine harvesters. Training then concerns the strategy of using several combine harvesters on the same field or on neighboring fields - a strategy which is important because the harvesting must be carried out efficiently in the shortest possible time. Furthermore, the fact that a single instructor can supervise several learners at the same time makes it possible to achieve a substantial saving in the teaching staff available at a given time.

The foregoing descriptions are provided only as illustrative illustrative examples. They are in no way limiting and modifications or variations can be made without departing from the scope of the present invention.

Hardware and software production The hardware and software sub-assemblies and components used to make this type of simulator, whether mechanical, computer, electronic, electrical or audiovisual, are widely used in the industry today, as well

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 than the hardware and software tools which make it possible to adapt them to the original specificities of the present invention.

The computer means, in their hardware and software aspects, being the main and dimensioning key in terms of cost for this type of system, it is possible to realize this simulator with a computer (12) in PC (Personal Computer) technology thus allowing '' reach a selling price that is entirely acceptable for the target market. This computer, consisting of one or more PCs, must be equipped with an interface with one or more powerful real-time 3D synthetic image generators.

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Claims (11)

1. Simulation system intended for the training of operators of various agricultural machines, such as, for example, the combine harvester, the forage harvester, the press, the plow, and all other machines which are complex to drive and implement for which the knowledge, know-how and behavior of operators are decisive in terms of safety and efficiency. This system is characterized in that it includes a learning station (3) which restores the ergonomic (5), kinesthetic (10), visual (6) (7) (8) (9) and audible operator environment and an instructor station (4) including a computer (12) which controls all of the functions of the simulator, said computer comprising computer means capable of simulating incrementally (18) (19) or (28) (29) dynamic in real time of the part of the database which is the target of the agricultural operation that the machine in question is responsible for carrying out virtually. 2. Simulation system according to claim 1 characterized in that the progression of the incremental dynamic modification impacts the virtual ergonomic environment of the learning operator by means of the command and control members of the cabin (5). 3. Simulation system according to claim 1 characterized in that the progression of this incremental dynamic modification impacts the kinesthetic aspect of the virtual environment of the operator learning through movement (10). 4. Simulation system according to claim 1 characterized in that the progression of this incremental dynamic modification impacts the visual aspect of <Desc / Clms Page number 23>  the virtual environment of the operator learning through visualization organs (6) (7) (8) (9). 5. Simulation system according to claim 1 characterized in that the progression of this incremental dynamic modification impacts the sound aspect of the virtual environment of the operator learning through loudspeakers or headsets. 6. Simulation system according to claims 1 to 5 characterized in that the computer includes modeling software which virtually restores the operation of the agricultural machine concerned by taking into account in real time the position of the control members actuated by the operator learning in the cabin (5) and training software (tutorial) which makes it possible to deliver the training itself via the components of visual (6) (7) (8) (9) and sound ( not shown) and to check its correct acquisition by the instructor on his post (4). 7. Simulation system according to claims 1 to 6 characterized by the connection to a single instructor station (33) of several learning stations (34) (35) (36) (37) dedicated to identical types of simulated agricultural machines or varied and in that these stations can operate independently of each other. 8. Simulation system according to claims 1 to 7 characterized in that the computer (12) of the instructor station (4) is connected to a communication network (38) or (39). 9. Device for implementing the system according to at least one of claims 1 to 8, characterized in that it comprises a learning station (3) consisting at least of a cabin (5) restoring ergonomics and the controls of an actual cabin, an access staircase (11), a <Desc / Clms Page number 24>  movement (10), a projector (7), a screen (6) and a speaker or headset. 10. Device according to claim 9, characterized in that it comprises an instructor station (4) consisting at least of a computer (12), electronic and electromechanical interfaces (13), display monitors, keyboards ( 15) and a connection to a communication network (38). 11. Devices according to claims 9 and 10, characterized in that it comprises several learning stations (34) (35) (36) (37) connected to an instructor station (33) which is itself connected to a network of communication (39).