Beyond the Screen: Reshaping the Workplace with Virtual and Augmented Reality

Although extended reality technologies have enjoyed an explosion in popularity in recent years, few applications are effectively used outside the entertainment or academic contexts. This work consists of a literature review regarding the effective integration of such technologies in the workplace. It aims to provide an updated view of how they are being used in that context. First, we examine existing research concerning virtual, augmented, and mixed-reality applications. We also analyze which have made their way to the workflows of companies and institutions. Furthermore, we circumscribe the aspects of extended reality technologies that determined this applicability

From corporeality to virtual reality: theorizing literacy, bodies, and technology in the emerging media of virtual, augmented, and mixed realities

This dissertation explores the relationships between literacy, technology, and bodies in the emerging media of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). In response to the recent, rapid emergence of new media forms, questions arise as to how and why we should prepare to compose in new digital media. To interrogate the newness accorded to new media composing, I historicize the literacy practices demanded by new media by examining digital texts, such as video games and software applications, alongside analogous “antiquated” media, such as dioramas and museum exhibits. Comparative textual analysis of analogous digital and non-digital VR, AR, and MR texts reveals new media and “antiquated” media utilize common characteristics of dimensionality, layering, and absence/presence, respectively. The establishment of shared traits demonstrates how media operate on a continuum of mutually held textual practices; despite their distinctive forms, new media texts do not represent either a hierarchical or linear progression of maturing development. Such an understanding aids composing in new VR, AR, and MR media by enabling composers to make fuller use of prior knowledge in a rapidly evolving new media environment, a finding significant both for educators and communicators. As these technologies mature, we will continue to compose both traditional and new forms of texts. As such, we need literacy theory that attends to both the traditional and the new and also is comprehensive enough to encompass future acts of composing in media yet to emerge

Context-aware gestural interaction in the smart environments of the ubiquitous computing era

A thesis submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of Doctor of PhilosophyTechnology is becoming pervasive and the current interfaces are not adequate for the interaction with the smart environments of the ubiquitous computing era. Recently, researchers have started to address this issue introducing the concept of natural user interface, which is mainly based on gestural interactions. Many issues are still open in this emerging domain and, in particular, there is a lack of common guidelines for coherent implementation of gestural interfaces. This research investigates gestural interactions between humans and smart environments. It proposes a novel framework for the high-level organization of the context information. The framework is conceived to provide the support for a novel approach using functional gestures to reduce the gesture ambiguity and the number of gestures in taxonomies and improve the usability. In order to validate this framework, a proof-of-concept has been developed. A prototype has been developed by implementing a novel method for the view-invariant recognition of deictic and dynamic gestures. Tests have been conducted to assess the gesture recognition accuracy and the usability of the interfaces developed following the proposed framework. The results show that the method provides optimal gesture recognition from very different view-points whilst the usability tests have yielded high scores. Further investigation on the context information has been performed tackling the problem of user status. It is intended as human activity and a technique based on an innovative application of electromyography is proposed. The tests show that the proposed technique has achieved good activity recognition accuracy. The context is treated also as system status. In ubiquitous computing, the system can adopt different paradigms: wearable, environmental and pervasive. A novel paradigm, called synergistic paradigm, is presented combining the advantages of the wearable and environmental paradigms. Moreover, it augments the interaction possibilities of the user and ensures better gesture recognition accuracy than with the other paradigms

A Person-Centric Design Framework for At-Home Motor Learning in Serious Games

abstract: In motor learning, real-time multi-modal feedback is a critical element in guided training. Serious games have been introduced as a platform for at-home motor training due to their highly interactive and multi-modal nature. This dissertation explores the design of a multimodal environment for at-home training in which an autonomous system observes and guides the user in the place of a live trainer, providing real-time assessment, feedback and difficulty adaptation as the subject masters a motor skill. After an in-depth review of the latest solutions in this field, this dissertation proposes a person-centric approach to the design of this environment, in contrast to the standard techniques implemented in related work, to address many of the limitations of these approaches. The unique advantages and restrictions of this approach are presented in the form of a case study in which a system entitled the "Autonomous Training Assistant" consisting of both hardware and software for guided at-home motor learning is designed and adapted for a specific individual and trainer. In this work, the design of an autonomous motor learning environment is approached from three areas: motor assessment, multimodal feedback, and serious game design. For motor assessment, a 3-dimensional assessment framework is proposed which comprises of 2 spatial (posture, progression) and 1 temporal (pacing) domains of real-time motor assessment. For multimodal feedback, a rod-shaped device called the "Intelligent Stick" is combined with an audio-visual interface to provide feedback to the subject in three domains (audio, visual, haptic). Feedback domains are mapped to modalities and feedback is provided whenever the user's performance deviates from the ideal performance level by an adaptive threshold. Approaches for multi-modal integration and feedback fading are discussed. Finally, a novel approach for stealth adaptation in serious game design is presented. This approach allows serious games to incorporate motor tasks in a more natural way, facilitating self-assessment by the subject. An evaluation of three different stealth adaptation approaches are presented and evaluated using the flow-state ratio metric. The dissertation concludes with directions for future work in the integration of stealth adaptation techniques across the field of exergames.Dissertation/ThesisDoctoral Dissertation Computer Science 201

Interfaces for human-centered production and use of computer graphics assets

L'abstract è presente nell'allegato / the abstract is in the attachmen

Supporting Collaborative Learning in Computer-Enhanced Environments

As computers have expanded into almost every aspect of our lives, the ever-present graphical user interface (GUI) has begun facing its limitations. Demanding its own share of attention, GUIs move some of the users\u27 focus away from the task, particularly when the task is 3D in nature or requires collaboration. Researchers are therefore exploring other means of human-computer interaction. Individually, some of these new techniques show promise, but it is the combination of multiple approaches into larger systems that will allow us to more fully replicate our natural behavior within a computing environment. As computers become more capable of understanding our varied natural behavior (speech, gesture, etc.), the less we need to adjust our behavior to conform to computers\u27 requirements. Such capabilities are particularly useful where children are involved, and make using computers in education all the more appealing. Herein are described two approaches and implementations of educational computer systems that work not by user manipulation of virtual objects, but rather, by user manipulation of physical objects within their environment. These systems demonstrate how new technologies can promote collaborative learning among students, thereby enhancing both the students\u27 knowledge and their ability to work together to achieve even greater learning. With these systems, the horizon of computer-facilitated collaborative learning has been expanded. Included among this expansion is identification of issues for general and special education students, and applications in a variety of domains, which have been suggested

AI in Learning: Designing the Future

AI (Artificial Intelligence) is predicted to radically change teaching and learning in both schools and industry causing radical disruption of work. AI can support well-being initiatives and lifelong learning but educational institutions and companies need to take the changing technology into account. Moving towards AI supported by digital tools requires a dramatic shift in the concept of learning, expertise and the businesses built off of it. Based on the latest research on AI and how it is changing learning and education, this book will focus on the enormous opportunities to expand educational settings with AI for learning in and beyond the traditional classroom. This open access book also introduces ethical challenges related to learning and education, while connecting human learning and machine learning. This book will be of use to a variety of readers, including researchers, AI users, companies and policy makers