Simulation and Visualization of Thermal Metaphor in a Virtual Environment for Thermal Building Assessment

La référence est présente sur HAL mais est incomplète (il manque les co-auteurs et le fichier pdf).The current application of the design process through energy efficiency in virtual reality (VR) systems is limited mostly to building performance predictions, as the issue of the data formats and the workflow used for 3D modeling, thermal calculation and VR visualization. The importance of energy efficiency and integration of advances in building design and VR technology have lead this research to focus on thermal simulation results visualized in a virtual environment to optimize building design, particularly concerning heritage buildings. The emphasis is on the representation of thermal data of a room simulated in a virtual environment (VE) in order to improve the ways in which thermal analysis data are presented to the building stakeholder, with the aim of increasing accuracy and efficiency. The approach is to present more immersive thermal simulation and to project the calculation results in projective displays particularly in Immersion room (CAVE-like). The main idea concerning the experiment is to provide an instrument of visualization and interaction concerning the thermal conditions in a virtual building. Thus the user can immerge, interact, and perceive the impact of the modifications generated by the system, regarding the thermal simulation results. The research has demonstrated it is possible to improve the representation and interpretation of building performance data, particularly for thermal results using visualization techniques.Direktorat Riset dan Pengabdian Masyarakat (DRPM) Universitas Indonesia Research Grant No. 2191/H2.R12/HKP.05.00/201

Examination of Eco-Behavioral Assessments Designed for Understanding Complex Behaviors and Environments.

Second-generation intervention research requires methods for overcoming challenges to understanding complex learning ecologies and interactions of students. Eco-behavioral assessments (EBAs) are one solution to past intervention research challenges. EBAs record the effects of ecological variables in students’ behavior and daily interactions. The utility of EBAs in second-generation research has increased substantially. Numerous EBAs now exist for use with all ages of learners and provide a valid, reliable, and cost effective method for intervention research. This paper examines 18 EBAs as well as software systems designed to support and enhance the use of EBAs. The examination serves as a comprehensive resource to better understand how EBAs can be used in answering complex questions about students’ learning and for advancing second-generation research

Situating emotional experience

Psychological construction approaches to emotion suggest that emotional experience is situated and dynamic. Fear, for example, is typically studied in a physical danger context (e.g., threatening snake), but in the real world, it often occurs in social contexts, especially those involving social evaluation (e.g., public speaking). Understanding situated emotional experience is critical because adaptive responding is guided by situational context (e.g., inferring the intention of another in a social evaluation situation vs. monitoring the environment in a physical danger situation). In an fMRI study, we assessed situated emotional experience using a newly developed paradigm in which participants vividly imagine different scenarios from a first-person perspective, in this case scenarios involving either social evaluation or physical danger. We hypothesized that distributed neural patterns would underlie immersion in social evaluation and physical danger situations, with shared activity patterns across both situations in multiple sensory modalities and in circuitry involved in integrating salient sensory information, and with unique activity patterns for each situation type in coordinated large-scale networks that reflect situated responding. More specifically, we predicted that networks underlying the social inference and mentalizing involved in responding to a social threat (in regions that make up the “default mode” network) would be reliably more active during social evaluation situations. In contrast, networks underlying the visuospatial attention and action planning involved in responding to a physical threat would be reliably more active during physical danger situations. The results supported these hypotheses. In line with emerging psychological construction approaches, the findings suggest that coordinated brain networks offer a systematic way to interpret the distributed patterns that underlie the diverse situational contexts characterizing emotional life

Real Virtuality: A Code of Ethical Conduct. Recommendations for Good Scientific Practice and the Consumers of VR-Technology

The goal of this article is to present a first list of ethical concerns that may arise from research and personal use of virtual reality (VR) and related technology, and to offer concrete recommendations for minimizing those risks. Many of the recommendations call for focused research initiatives. In the first part of the article, we discuss the relevant evidence from psychology that motivates our concerns. In Section “Plasticity in the Human Mind,” we cover some of the main results suggesting that one’s environment can influence one’s psychological states, as well as recent work on inducing illusions of embodiment. Then, in Section “Illusions of Embodiment and Their Lasting Effect,” we go on to discuss recent evidence indicating that immersion in VR can have psychological effects that last after leaving the virtual environment. In the second part of the article, we turn to the risks and recommendations. We begin, in Section “The Research Ethics of VR,” with the research ethics of VR, covering six main topics: the limits of experimental environments, informed consent, clinical risks, dual-use, online research, and a general point about the limitations of a code of conduct for research. Then, in Section “Risks for Individuals and Society,” we turn to the risks of VR for the general public, covering four main topics: long-term immersion, neglect of the social and physical environment, risky content, and privacy. We offer concrete recommendations for each of these 10 topics, summarized in Table 1

Aerospace medicine and biology: A continuing bibliography with indexes (supplement 297)

This bibliography lists 89 reports, articles and other documents introduced into the NASA scientific and technical information system in April, 1987

Primary interoceptive cortex activity during simulated experiences of the body

Studies of the classic exteroceptive sensory systems (e.g., vision, touch) consistently demonstrate that vividly imagining a sensory experience of the world – simulating it – is associated with increased activity in the corresponding primary sensory cortex. We hypothesized, analogously, that simulating internal bodily sensations would be associated with increased neural activity in primary interoceptive cortex. An immersive, language-based mental imagery paradigm was used to test this hypothesis (e.g., imagine your heart pounding during a roller coaster ride, your face drenched in sweat during a workout). During two neuroimaging experiments, participants listened to vividly described situations and imagined “being there” in each scenario. In Study 1, we observed significantly heightened activity in primary interoceptive cortex (of dorsal posterior insula) during imagined experiences involving vivid internal sensations. This effect was specific to interoceptive simulation: it was not observed during a separate affect focus condition in Study 1, nor during an independent Study 2 that did not involve detailed simulation of internal sensations (instead involving simulation of other sensory experiences). These findings underscore the large-scale predictive architecture of the brain and reveal that words can be powerful drivers of bodily experiences

Aerospace Medicine and Biology: A continuing bibliography with indexes (supplement 141)

This special bibliography lists 267 reports, articles, and other documents introduced into the NASA scientific and technical information system in April 1975

Aerospace Medicine and Biology: A continuing bibliography (supplement 221)

This bibliography lists 127 reports, articles, and other documents introduced into the NASA scientific and technical information system in July 1981