Visual analytics methods for shape analysis of biomedical images exemplified on rodent skull morphology

In morphometrics and its application fields like medicine and biology experts are interested in causal relations of variation in organismic shape to phylogenetic, ecological, geographical, epidemiological or disease factors - or put more succinctly by Fred L. Bookstein, morphometrics is "the study of covariances of biological form". In order to reveal causes for shape variability, targeted statistical analysis correlating shape features against external and internal factors is necessary but due to the complexity of the problem often not feasible in an automated way. Therefore, a visual analytics approach is proposed in this thesis that couples interactive visualizations with automated statistical analyses in order to stimulate generation and qualitative assessment of hypotheses on relevant shape features and their potentially affecting factors. To this end long established morphometric techniques are combined with recent shape modeling approaches from geometry processing and medical imaging, leading to novel visual analytics methods for shape analysis. When used in concert these methods facilitate targeted analysis of characteristic shape differences between groups, co-variation between different structures on the same anatomy and correlation of shape to extrinsic attributes. Here a special focus is put on accurate modeling and interactive rendering of image deformations at high spatial resolution, because that allows for faithful representation and communication of diminutive shape features, large shape differences and volumetric structures. The utility of the presented methods is demonstrated in case studies conducted together with a collaborating morphometrics expert. As exemplary model structure serves the rodent skull and its mandible that are assessed via computed tomography scans

The utilisation of games technology for environmental design education

In recent years, the architectural design process has witnessed a mounting demand for qualified practitioners who can resolve the highly complex social, cultural, technological, and economical issues associated with ‘Sustainability’. Designers are thus faced with wider pallet of challenges, developing conceptual designs that are sustainably effective. Pressure is mounting on educational institutions to prepare architects that are well accustomed to the environmental design concepts and parameters, aiming to reduce the impact on the environment and preserve valuable natural resources to bring the building’s interior to comfortable living conditions. However, architectural education has been notably slow to respond effectively to the requirements introduced by sustainability. Evidently there are a number of pedagogical challenges that clearly impede the consistent endorsement of sustainability in the design curricula and thus hinder any potential values and opportunities that can result from its effective integration. This research project examines these challenges and investigates more into their nature and attributes. Accordingly, it proposes a method that endeavours to overcome the noted challenge and attempts to improve the design students' motivation and acceptance to incorporate sustainability. In essence, this method aims to mould the technical nature of Building Performance Simulation applications into the cognitive design process. In order to achieve this, the proposed method utilizes 3D games technology, incorporating Multi-Agent System and Data Mining techniques, to assist design students in achieving higher levels of motivation, engagement, and comprehension of the environmental design concepts. The research discusses the rationale for electing the employed technologies and discusses the methodology for developing the proposed tool. Following its development, the tool is presented to number of stakeholders for evaluating the pedagogical and conceptual basis. The recorded results and the provided feedback from these sessions are presented to assess the potential effectiveness of this method for improving students' understanding of various concepts surrounding sustainable design

The utilisation of games technology for environmental design education

In recent years, the architectural design process has witnessed a mounting demand for qualified practitioners who can resolve the highly complex social, cultural, technological, and economical issues associated with ‘Sustainability’. Designers are thus faced with wider pallet of challenges, developing conceptual designs that are sustainably effective. Pressure is mounting on educational institutions to prepare architects that are well accustomed to the environmental design concepts and parameters, aiming to reduce the impact on the environment and preserve valuable natural resources to bring the building’s interior to comfortable living conditions. However, architectural education has been notably slow to respond effectively to the requirements introduced by sustainability. Evidently there are a number of pedagogical challenges that clearly impede the consistent endorsement of sustainability in the design curricula and thus hinder any potential values and opportunities that can result from its effective integration. This research project examines these challenges and investigates more into their nature and attributes. Accordingly, it proposes a method that endeavours to overcome the noted challenge and attempts to improve the design students' motivation and acceptance to incorporate sustainability. In essence, this method aims to mould the technical nature of Building Performance Simulation applications into the cognitive design process. In order to achieve this, the proposed method utilizes 3D games technology, incorporating Multi-Agent System and Data Mining techniques, to assist design students in achieving higher levels of motivation, engagement, and comprehension of the environmental design concepts. The research discusses the rationale for electing the employed technologies and discusses the methodology for developing the proposed tool. Following its development, the tool is presented to number of stakeholders for evaluating the pedagogical and conceptual basis. The recorded results and the provided feedback from these sessions are presented to assess the potential effectiveness of this method for improving students' understanding of various concepts surrounding sustainable design