An Evaluation of Virtual Lenses for Object Selection in Augmented Reality

This paper reports the results of an experiment to compare three different selection techniques in a tabletop tangible augmented reality interface. Object selection is an important task in all direct manipulation interfaces because it precedes most other manipulation and navigation actions. Previous work on tangible virtual lenses for visualisation has prompted the exploration of how selection techniques can be incorporated into these tools. In this paper a selection technique based on virtual lenses is compared with the traditional approaches of virtual hand and virtual pointer methods. The Lens technique is found to be faster, require less physical effort to use, and is preferred by participants over the other techniques. These results can be useful in guiding the development of future augmented reality interfaces

H Space: Interactive Augmented Reality Art

open accessThis artwork exploits recent research into augmented reality systems, such as the HoloLens, for building creative interaction in augmented reality. The work is being conducted in the context of interactive art experiences. The first version of the audience experience of the artwork, “H Space”, was informally tested in the SIGGRAPH 2018 Art Gallery context. Experiences with a later, improved, version was evaluated at Tsinghua University. The latest distributed version will be shown in Sydney. The paper describes the concept, the background in both the art and the technological domain and points to some of the key computer human interaction art research issues that the work highlights

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

Breaking the Screen: Interaction Across Touchscreen Boundaries in Virtual Reality for Mobile Knowledge Workers.

Virtual Reality (VR) has the potential to transform knowledge work. One advantage of VR knowledge work is that it allows extending 2D displays into the third dimension, enabling new operations, such as selecting overlapping objects or displaying additional layers of information. On the other hand, mobile knowledge workers often work on established mobile devices, such as tablets, limiting interaction with those devices to a small input space. This challenge of a constrained input space is intensified in situations when VR knowledge work is situated in cramped environments, such as airplanes and touchdown spaces. In this paper, we investigate the feasibility of interacting jointly between an immersive VR head-mounted display and a tablet within the context of knowledge work. Specifically, we 1) design, implement and study how to interact with information that reaches beyond a single physical touchscreen in VR; 2) design and evaluate a set of interaction concepts; and 3) build example applications and gather user feedback on those applications.Comment: 10 pages, 8 figures, ISMAR 202

Utilization of photogrammetry during establishment of virtual rock collection at Aalto University

In recent years, we can observe increasing popularity of the term industry 4.0 which is defined as a new level of organization and control over the entire value chain of the life cycle of products. Experts distinguished nine different technologies, which are essential for the development of industry 4.0. One of them is virtual reality, which is used during processes of data visualisation and digitization. These processes can also include geological collections. Due to limited access to different geological spots, the popularity of destructive techniques during rock testing and high complexity of the process of learning geosciences, geologists are looking for new methods of digitization of different samples of rocks and minerals. The aim of this master thesis was to create a virtual collection of selected rocks and minerals using photogrammetry and virtual reality (VR) technology and develop new tool and interactive learning platform for study mineralogy and petrography. To accomplish these aims and create 3D models of specimens, the author built professional photo studio and used photogrammetric techniques to digitize the samples. The main output of this research is a virtual 3D collection of rocks and minerals that consisting of 107 samples, and which is available via two different channels: Sketchfab portal online model repository and VR environment built in Unity game engine. The virtual collection will be utilised to teach students how to identify rocks and minerals at Aalto University