92,645 research outputs found
A comparison of immersive realities and interaction methods: cultural learning in virtual heritage
In recent years, Augmented Reality (AR), Virtual Reality (VR), Augmented Virtuality
(AV), and Mixed Reality (MxR) have become popular immersive reality technologies
for cultural knowledge dissemination in Virtual Heritage (VH). These technologies have
been utilized for enriching museums with a personalized visiting experience and digital
content tailored to the historical and cultural context of the museums and heritage
sites. Various interaction methods, such as sensor-based, device-based, tangible,
collaborative, multimodal, and hybrid interaction methods, have also been employed by
these immersive reality technologies to enable interaction with the virtual environments.
However, the utilization of these technologies and interaction methods isn’t often
supported by a guideline that can assist Cultural Heritage Professionals (CHP) to
predetermine their relevance to attain the intended objectives of the VH applications.
In this regard, our paper attempts to compare the existing immersive reality technologies
and interaction methods against their potential to enhance cultural learning in VH
applications. To objectify the comparison, three factors have been borrowed from
existing scholarly arguments in the Cultural Heritage (CH) domain. These factors are the
technology’s or the interaction method’s potential and/or demonstrated capability to: (1)
establish a contextual relationship between users, virtual content, and cultural context, (2)
allow collaboration between users, and (3) enable engagement with the cultural context
in the virtual environments and the virtual environment itself. Following the comparison,
we have also proposed a specific integration of collaborative and multimodal interaction
methods into a Mixed Reality (MxR) scenario that can be applied to VH applications that
aim at enhancing cultural learning in situ
Collaboration in Immersive Environments: Challenges and Solutions
Virtual Reality (VR) and Augmented Reality (AR) tools have been applied in
all engineering fields in order to avoid the use of physical prototypes, to
train in high-risk situations, and to interpret real or simulated results. In
order to complete a shared task or assign tasks to the agents in such immersive
environments, collaboration or Shared Cooperative Activities are a necessity.
Collaboration in immersive environments is an emerging field of research that
aims to study and enhance the ways in which people interact and work together
in Virtual and Augmented Reality settings. Collaboration in immersive
environments is a complex process that involves different factors such as
communication, coordination, and social presence. This paper provides an
overview of the current state of research on collaboration in immersive
environments. It discusses the different types of immersive environments,
including VR and AR, and the different forms of collaboration that can occur in
these environments. The paper also highlights the challenges and limitations of
collaboration in immersive environments, such as the lack of physical cues,
cost and usability and the need for further research in this area. Overall,
collaboration in immersive environments is a promising field with a wide range
of potential applications, from education to industry, and it can benefit both
individuals and groups by enhancing their ability to work together effectively
Serious Games in Cultural Heritage
Although the widespread use of gaming for leisure purposes has been well documented, the use of games to support cultural heritage purposes, such as historical teaching and learning, or for enhancing museum visits, has been less well considered. The state-of-the-art in serious game technology is identical to that of the state-of-the-art in entertainment games technology. As a result the field of serious heritage games concerns itself with recent advances in computer games, real-time computer graphics, virtual and augmented reality and artificial intelligence. On the other hand, the main strengths of serious gaming applications may be generalised as being in the areas of communication, visual expression of information, collaboration mechanisms, interactivity and entertainment. In this report, we will focus on the state-of-the-art with respect to the theories, methods and technologies used in serious heritage games. We provide an overview of existing literature of relevance to the domain, discuss the strengths and weaknesses of the described methods and point out unsolved problems and challenges. In addition, several case studies illustrating the application of methods and technologies used in cultural heritage are presented
Developing serious games for cultural heritage: a state-of-the-art review
Although the widespread use of gaming for leisure purposes has been well documented, the use of games to support cultural heritage purposes, such as historical teaching and learning, or for enhancing museum visits, has been less well considered. The state-of-the-art in serious game technology is identical to that of the state-of-the-art in entertainment games technology. As a result, the field of serious heritage games concerns itself with recent advances in computer games, real-time computer graphics, virtual and augmented reality and artificial intelligence. On the other hand, the main strengths of serious gaming applications may be generalised as being in the areas of communication, visual expression of information, collaboration mechanisms, interactivity and entertainment. In this report, we will focus on the state-of-the-art with respect to the theories, methods and technologies used in serious heritage games. We provide an overview of existing literature of relevance to the domain, discuss the strengths and weaknesses of the described methods and point out unsolved problems and challenges. In addition, several case studies illustrating the application of methods and technologies used in cultural heritage are presented
Using Augmented Reality as a Medium to Assist Teaching in Higher Education
In this paper we describe the use of a high-level augmented reality
(AR) interface for the construction of collaborative educational applications
that can be used in practice to enhance current teaching
methods. A combination of multimedia information including spatial
three-dimensional models, images, textual information, video,
animations and sound, can be superimposed in a student-friendly
manner into the learning environment. In several case studies different
learning scenarios have been carefully designed based on
human-computer interaction principles so that meaningful virtual
information is presented in an interactive and compelling way. Collaboration
between the participants is achieved through use of a
tangible AR interface that uses marker cards as well as an immersive
AR environment which is based on software user interfaces
(UIs) and hardware devices. The interactive AR interface has been
piloted in the classroom at two UK universities in departments of
Informatics and Information Science
The use of Virtual Reality in Enhancing Interdisciplinary Research and Education
Virtual Reality (VR) is increasingly being recognized for its educational
potential and as an effective way to convey new knowledge to people, it
supports interactive and collaborative activities. Affordable VR powered by
mobile technologies is opening a new world of opportunities that can transform
the ways in which we learn and engage with others. This paper reports our study
regarding the application of VR in stimulating interdisciplinary communication.
It investigates the promises of VR in interdisciplinary education and research.
The main contributions of this study are (i) literature review of theories of
learning underlying the justification of the use of VR systems in education,
(ii) taxonomy of the various types and implementations of VR systems and their
application in supporting education and research (iii) evaluation of
educational applications of VR from a broad range of disciplines, (iv)
investigation of how the learning process and learning outcomes are affected by
VR systems, and (v) comparative analysis of VR and traditional methods of
teaching in terms of quality of learning. This study seeks to inspire and
inform interdisciplinary researchers and learners about the ways in which VR
might support them and also VR software developers to push the limits of their
craft.Comment: 6 Page
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