Simplifying collaboration in co-located virtual environments using the active-passive approach

The design and implementation of co-located immersive virtual environments with equal interaction possibilities for all participants is a complex topic. The main problem, on a fundamental technical level, is the difficulty of providing perspective-correct images for each participant. There is consensus that the lack of a correct perspective view will negatively affect interaction fidelity and therefore also collaboration. Several research approaches focus on providing a correct perspective view to all participants to enable co-located work. However, these approaches are usually either based on custom hardware solutions that limit the number of users with a correct perspective view or software solutions striving to eliminate or mitigate restrictions with custom image-generation approaches. In this paper we investigate an often overlooked approach to enable collaboration for multiple users in an immersive virtual environment designed for a single user. The approach provides one (active) user with a perspective-correct view while other (passive) users receive visual cues that are not perspective-correct. We used this active-passive approach to investigate the limitations posed by assigning the viewpoint to only one user. The findings of our study, though inconclusive, revealed two curiosities. First, our results suggest that the location of target geometry is an important factor to consider for designing interaction, expanding on prior work that has studied only the relation between user positions. Secondly, there seems to be only a low cost involved in accepting the limitation of providing perspective-correct images to a single user, when comparing with a baseline, during a coordinated work approach. These findings advance our understanding of collaboration in co-located virtual environments and suggest an approach to simplify co-located collaboration

Exploring the Use of Virtual Worlds as a Scientific Research Platform: The Meta-Institute for Computational Astrophysics (MICA)

We describe the Meta-Institute for Computational Astrophysics (MICA), the first professional scientific organization based exclusively in virtual worlds (VWs). The goals of MICA are to explore the utility of the emerging VR and VWs technologies for scientific and scholarly work in general, and to facilitate and accelerate their adoption by the scientific research community. MICA itself is an experiment in academic and scientific practices enabled by the immersive VR technologies. We describe the current and planned activities and research directions of MICA, and offer some thoughts as to what the future developments in this arena may be.Comment: 15 pages, to appear in the refereed proceedings of "Facets of Virtual Environments" (FaVE 2009), eds. F. Lehmann-Grube, J. Sablating, et al., ICST Lecture Notes Ser., Berlin: Springer Verlag (2009); version with full resolution color figures is available at http://www.mica-vw.org/wiki/index.php/Publication

Community building and virtual teamwork in an online learning environment

In the world of OTIS, an online Internet School for occupational therapists, students from four European countries were encouraged to work collaboratively through problem based learning by interacting with each other in a virtual semi-immersive environment. This paper aims to explore the issues that there was little interaction between students from different tutorial groups and virtual teamwork developed in each of the cross cultural tutorial groups. Synchronous data from European students was captured during tutorial sessions and peer booked meetings and evidence suggests that communities of interest were established. It is possible to conclude that collaborative systems can be designed, which encourage students to build trust and teamwork in a cross cultural online learning environment. </p

Collaboration and teamwork: immersion and presence in an online learning environment

In the world of OTIS, an online Internet School for occupational therapists, students from four European countries were encouraged to work collaboratively through problem-based learning by interacting with each other in a virtual semi-immersive environment. This paper describes, often in their own words, the experience of European occupational therapy students working together across national and cultural boundaries. Collaboration and teamwork were facilitated exclusively through an online environment, since the students never met each other physically during the OTIS pilot course. The aim of the paper is to explore the observations that here was little interaction between students from different tutorial groups and virtual teamwork developed in each of the cross-cultural tutorial groups. Synchronous data from the students was captured during tutorial sessions and peer-booked meetings and analysed using the qualitative constructs of ‘immersion’, ‘presence’ and ‘reflection in learning’. The findings indicate that ‘immersion’ was experienced only to a certain extent. However, both ‘presence’ and shared presence were found by the students, within their tutorial groups, to help collaboration and teamwork. Other evidence suggests that communities of interest were established. Further study is proposed to support group work in an online learning environment. It is possible to conclude that collaborative systems can be designed, which encourage students to build trust and teamwork in a cross cultural online learning environment.</p

The use of virtual environments as an extended classroom – A case study with adult learners in tertiary education

This study was conducted in immersive 3D virtual environment Second Life®, with the support of web 2.0 tools as a complement to physical classroom - extended classroom. It was assumed that socialization is a key factor for collaborative learning and knowledge construction. The study aims to identify the variables that may influence knowledge sharing in learning contexts using virtual environments; with the aim of contributing to the improvement of learning situations using the online tools. This research is exploratory in nature and falls within the field of phenomenological studies. The study was implemented in a tertiary education institution involving regular and adult learners. We conclude that in virtual environments learners tend to feel more confident, open, participatory, creative, understanding and seem to participate in training sessions because they are indeed interested in learning. On the other hand, the possibility of providing online tutorial session allows reaching a larger number of learners. These online sessions can be established in a time and place (virtual) free of constraints and can be tailored, allowing a more effective participation from learners.info:eu-repo/semantics/publishedVersio

A study of event traffic during the shared manipulation of objects within a collaborative virtual environment

Event management must balance consistency and responsiveness above the requirements of shared object interaction within a Collaborative Virtual Environment (CVE) system. An understanding of the event traffic during collaborative tasks helps in the design of all aspects of a CVE system. The application, user activity, the display interface, and the network resources, all play a part in determining the characteristics of event management. Linked cubic displays lend themselves well to supporting natural social human communication between remote users. To allow users to communicate naturally and subconsciously, continuous and detailed tracking is necessary. This, however, is hard to balance with the real-time consistency constraints of general shared object interaction. This paper aims to explain these issues through a detailed examination of event traffic produced by a typical CVE, using both immersive and desktop displays, while supporting a variety of collaborative activities. We analyze event traffic during a highly collaborative task requiring various forms of shared object manipulation, including the concurrent manipulation of a shared object. Event sources are categorized and the influence of the form of object sharing as well as the display device interface are detailed. With the presented findings the paper wishes to aid the design of future systems

Constructing a gazebo: supporting teamwork in a tightly coupled, distributed task in virtual reality

Many tasks require teamwork. Team members may work concurrently, but there must be some occasions of coming together. Collaborative virtual environments (CVEs) allow distributed teams to come together across distance to share a task. Studies of CVE systems have tended to focus on the sense of presence or copresence with other people. They have avoided studying close interaction between us-ers, such as the shared manipulation of objects, because CVEs suffer from inherent network delays and often have cumbersome user interfaces. Little is known about the ef-fectiveness of collaboration in tasks requiring various forms of object sharing and, in particular, the concurrent manipu-lation of objects. This paper investigates the effectiveness of supporting teamwork among a geographically distributed group in a task that requires the shared manipulation of objects. To complete the task, users must share objects through con-current manipulation of both the same and distinct at-tributes. The effectiveness of teamwork is measured in terms of time taken to achieve each step, as well as the impression of users. The effect of interface is examined by comparing various combinations of walk-in cubic immersive projection technology (IPT) displays and desktop devices