Design and creation of a virtual world of Petra, Jordan

Includes bibliographical references.This thesis presents the design and creation of a 3D virtual world of Petra, Jordan, based on the digital spatial documentation of this UNESCO World Heritage Site by the Zamani project. Creating digital records of the spatial domain of heritage sites is a well-established practice that employs the technologies of laser scanning, GPS and traditional surveys, aerial and close range photogrammetry, and 360-degree panorama photography to capture spatial data of a site. Processing this data to produce textured 3D models, sections elevations, GISs, and panorama tours to has led to the establishment of the field of virtual heritage. Applications to view this spatial data are considered too specialised to be used by the general public with only trained heritage practitioners being able to use the data. Additionally, data viewing platforms have not been designed to allow for the viewing of combinations of 3D data in an intuitive and engaging manner as currently each spatial data type must be viewed by independent software. Therefore a fully integrated software platform is needed which would allow any interested person, without prior training, easy access to a combination of spatial data, from anywhere in the world. This study seeks to provide a solution to the above requirement by using a game engine to assimilate spatial data of heritage sites in a 3D virtual environment where a virtual visitor is able to interactively engage with combinations of spatial data. The study first begins with an analysis of what virtual heritage applications, in the form of virtual environments, have been created, and the elements that were used in their creation. These elements are then applied to the design and creation of the virtual world of Petra

Experimental archeology and serious games: challenges of inhabiting virtual heritage

Experimental archaeology has long yielded valuable insights into the tools and techniques that featured in past peoples’ relationship with the material world around them. However, experimental archaeology has, hitherto, confined itself to rigid, empirical and quantitative questions. This paper applies principles of experimental archaeology and serious gaming tools in the reconstructions of a British Iron Age Roundhouse. The paper explains a number of experiments conducted to look for quantitative differences in movement in virtual vs material environments using both “virtual” studio reconstruction as well as material reconstruction. The data from these experiments was then analysed to look for differences in movement which could be attributed to artefacts and/or environments. The paper explains the structure of the experiments, how the data was generated, what theories may make sense of the data, what conclusions have been drawn and how serious gaming tools can support the creation of new experimental heritage environments

PRACTICA. A Virtual Reality Platform for Specialized Training Oriented to Improve the Productivity

With the proliferation of Virtual reality headset that are emerging into a consumer-oriented market for video games, it will open new possibilities for exploiting the virtual reality (VR). Therefore, the PRACTICA project is defined as a new service aimed to offering a system for creating courses based on a VR simulator for specialized training companies that allows offering to the students an experience close to reality. The general problem of creating these virtual courses derives from the need to have programmers that can generate them. Therefore, the PRACTICA project allows the creation of courses without the need to program source code. In addition, elements of virtual interaction have been incorporated that cannot be used in a real environment due to risks for the staff, such as the introduction of fictional characters or obstacles that interact with the environment. So to do this, artificial intelligence techniques have been incorporated so these elements can interact with the user, as it may be, the movement of these fictional characters on stage with a certain behavior. This feature offers the opportunity to create situations and scenarios that are even more complex and realistic.This project aims to create a service to bring virtual reality technologies closer and artificial intelligence for non-technological companies, so that they can generate (or acquire) their own content and give it the desired shape for their purposes

Development of an environmental narrative in a video game made in Unreal Engine

Treball final de Grau en Disseny i Desenvolupament de Videojocs. Codi: VJ1241. Curs acadèmic: 2021/2022This document represents the memory of Eva María Garzón Hernández’s Final Degree Project in Video Game Design and Development. This work consists of a video game that shows a story that takes place in a house. During the video game, the player will be able to explore the house, investigate and collect objects that will lead to unlocking new areas, which will change as time goes by. With simple graphic adventure mechanics, which any video game enthusiast or not is familiar with and can handle, the video game focuses on a journey where the environmental narrative is the key point. The story can have different interpretations, depending on the person and the amount of exploration and details to be taken into account. The development has been carried out in Unreal Engine and has been handled as well as possible within the initial unfamiliarity with the engine and the continuous learning from the beginning of the project to the end

Prepare to Pivot: Shifting from the projection surface to the Zoom screen necessitated by global pandemic

Design for theatre is an endeavor in which the physical, the corporeal, the defined, is applied to an ephemeral artform, one meant to happen only in the moment and then fade away. As such, building the world of the theatrical space, whether physical or digital, is similar to shooting at a moving target. While one angle of approach may be perfect for a moment, being ready and flexible enough to pivot, whether to reimagine due to limitation or to adjust an entire project due to calamity, like the shift from in person to online streaming. This paper investigates the joy of research, the growing pains of development, and then the labor of reshaping and rebuilding a projection design when the Covid-19 pandemic forced a rethinking of live performance. Chapter 1 explores the excitement that comes from diving into the exploration of first concepts of design, with the beginner’s mind engaged. Chapter 2 is a discussion of virtual filmmaking and how the game building software Unreal Engine is being utilized in the film world, as well as how these relate to theatre. Chapter 3 takes us on the ride of The Pivot as a pandemic forces changes in scripts and platforms. Chapter 4 deals with the balance of choices in design elements as they relate to projection in a live space versus the Zoom live stream, specifically, motion/stillness and geography building in a 2D platform. Finally, by maintaining a level of flexibility in design and approach, the pivot allows for new outcomes and unexpected discoveries

Classroom VR: un juego en RV para mejorar las capacidades comunicativas de profesores de secundaria

Trabajo de fin de grado del Grado en Ingeniería Informática, Facultad de Informática UCM, Departamento de Ingeniería del Software e Inteligencia Artificial, Curso 2019/2020Según los informes de prácticas de capacitación de los futuros maestros de educación secundaria, existen importantes deficiencias en las aptitudes de comunicación, necesarias para dirigir adecuadamente una clase. A pesar de la existencia de módulos relacionados con la comunicación en los maestros de enseñanza, no hay un aprendizaje real en esta área, y los estudiantes (los futuros profesores) expresan su temor cuando se trata de manejar una clase. Actualmente, la realidad virtual está presente en diferentes campos, como la medicina, la ingeniería, las humanidades, etc. Sus características (en particular la relativa a la creación de un entorno seguro, su ubicuidad y su alta capacidad de inmersión) la convierten en una tecnología ideal para la formación de habilidades de comunicación. Paralelamente, en los últimos diez años, los videojuegos han demostrado su eficacia como herramientas de aprendizaje, solos o combinados con otras estrategias pedagógicas. Por estas razones, consideramos la siguiente hipótesis: La realidad virtual en combinación con los videojuegos es, por un lado, un entorno eficaz para simular situaciones realistas relacionadas con la enseñanza secundaria y, por otro, un entorno ideal para practicar y aprender habilidades de comunicación para el aula. Teniendo esto en cuenta, hemos creado un entorno virtual que sirve como herramienta de formación para los futuros profesores de secundaria, para mejorar sus habilidades de comunicación y acostumbrarse a una clase real. Simula una clase de secundaria con estudiantes y funciona como un videojuego. Los estudiantes virtuales simulan el comportamiento de los estudiantes reales en el aula. Los futuros profesores empiezan el juego delante de la clase, como en la mayoría de las escuelas secundarias. La herramienta establece el fondo del juego, ofreciendo un contexto completo, acciones o comportamientos previos (por ejemplo, dos estudiantes han estado peleando toda la semana anterior). Después, el usuario tiene que reaccionar como en una situación real, manejando situaciones complicadas. Nuestro videojuego analiza en tiempo real el comportamiento del usuario (tono de voz, distancia entre el usuario y el o los estudiantes problemáticos y detección de vocabulario asertivo o negativo) y reacciona a través de los propios estudiantes, es decir, ofreciendo un comportamiento realista a las acciones del usuario. Somos optimistas sobre las posibilidades de nuestra herramienta en la formación de los profesores, ya que evita las costosas y complicadas prácticas logísticas en entornos reales. Los expertos consultados coinciden en el valor añadido que esta herramienta puede ofrecer a las prácticas en escuelas reales. El videojuego ofrece el entorno perfecto para aprender y comprender cómo manejar situaciones estresantes a través de una comunicación efectiva antes de enfrentarse a estudiantes reales.According to the reports of training practices from future secondaryschool teachers, there are significant shortcomings in the communication skills required to properly manage a class. Despite the existence of modules related to communication in the educational masters of teaching staff, there is no real learning in this area, and students (the future teachers) express their fear when it comes to dealing with a class. Currently, virtual reality is present in different fields, such as medicine, engineering, humanities, etc. Its characteristics (in particular the one concerning the creation of a safe environment, its ubiquity, and its high immersion capacity) turn it into an ideal technology for training communication skills. In parallel, in the last ten years, video games have proven their effectiveness as learning tools, alone or combined with other pedagogical strategies. For these reasons, we consider the following hypothesis: Virtual reality in combination with video games is, on the one hand, an effective environment for simulating realistic situations related to secondary education, and, on the other, an ideal environment to practice and learn communication skills for the classroom. Taking this into account, we have created a virtual environment that serves as a training tool for future secondary-school teachers, to improve their communication skills and get used to a real class. It simulates a secondary-school class with students and works as a video game. The virtual students work by simulating behaviors of real students in the classroom. Future teachers start the game in front of the class as in most secondary schools. The tool sets the game background, offering the complete context, actions, or previous behaviors (i.e., two students have been fighting all over the previous week). After, the user has to react as in a real situation, managing complicated situations. Our video game analyses in real-time the user’s behavior (voice tone, the distance between the user and the problematic student or students and detection of assertive or negative vocabulary) and reacts through the students themselves, i.e., offering realistic behavior to the user’s actions. We are optimistic about the possibilities of our tool on the teachers’training since it avoids the expensive and logistical complicated real environments practices. The experts consulted agree on the added value that this tool can offer to practices in real schools. The video game offers the perfect environment to learn and understand how to manage stressful situations through effective communication before facing real students.Depto. de Ingeniería de Software e Inteligencia Artificial (ISIA)Fac. de InformáticaTRUEunpu

Virtual Reality Methods

ePDF and ePUB available Open Access under CC-BY-NC-ND licence. Since the mid-2010s, virtual reality (VR) technology has advanced rapidly. This book explores the many opportunities that VR can offer for humanities and social sciences researchers. The book provides a user-friendly, non-technical methods guide to using ready-made VR content and 360° video as well as creating custom materials. It examines the advantages and disadvantages of different approaches to using VR, providing helpful, real-world examples of how researchers have used the technology