Immersive GeoDesign: Exploring the Built Environment through the Coupling of GeoDesign, 3D Modeling, and Immersive Geography

GeoDesign is a relatively new field that serves as a repurposing of many different disciplines concerned with design decisions about the built environment. More specifically, GeoDesign represents a coupling of urban planning concepts with the analytical capabilities of GIS. While GIS has been used in planning mostly in the two-dimensional realm, the built environment is three-dimensional and challenges GIS in the handling of the vertical dimension, notably in floor-by-floor uses in mixed-use developments, basement-level parking, light capture, and intervisibility between structures. This research advances GeoDesign by addressing these three-dimensional issues through the utilization of highly-detailed 3D models using Trimble SketchUp, the mass-model generation power of ERSI\u27s CityEngine, and the immersive Geo-Virtual CAVE at West Virginia University to explore these issues through an Immersive GeoDesign case study of the city of Morgantown, WV

Workflow tools for biological applications

When identifying best practices for multistep processes involving data analysis, it is fre- quently the case that the data scientist is asked to wear many hats simultaneouly: developer, programmer, statistician, graphic designer, writer, administrator. Although many scientists address these roles with great success, it is often at the expense of reproducibility, scalability, and organizational knowledge. The process of formalizing each step of the process creates op- portunity to apply lessons learned and proven tools from multiple disciplines to optimize each step of the transformation from raw data to usable output. This modular approach allows organizations to mix off the shelf technical solutions with custom, swap out components for flexibility and minimize rework. The primary focus of this dissertation is to extend the conceptualization of pipeline to include methods drawn from human computer interaction, exploratory data analysis, interactive graphics, and reproducible research. We describe application to three distinct user groups: (1) a general audience of readers (2) biologists involved in metabolomics analysis (3) analysts working in a public sector regulatory environment. The resulting technical tools are implemented in the R packages ggparallel, chromatoplotsGUI, dataFormats, and CVBreports. Our analysis shows that these tools facilitate a positive transformative effect on the quality of communication between stakeholders. Specifically we see that the common angles plot pre- sented in ggparallel reduces the lie factor, chromatoplotsGUI enables display of metabolomic data rapidly and with a level of detail that facilitates development of the underlying analysis en- gine and the methods of dataFormats and CVBreports enable significantly reduced turnaround times for preliminary data assesment

THE EFFECT OF HAPTIC INTERACTION AND LEARNER CONTROL ON STUDENT PERFORMANCE IN AN ONLINE DISTANCE EDUCATION COURSE

Today’s learners are taking advantage of a whole new world of multimedia and hypermedia experiences to gain understanding and construct knowledge. While at the same time, teachers and instructional designers are producing these experiences at rapid paces. Many angles of interactivity with digital content continue to be researched, as is the case with this study. The purpose of this study is to determine whether there is a significant difference in the performance of distance education students who exercise learner control interactivity effectively through a traditional input device versus students who exercise learner control interactivity through haptic input methods. This study asks three main questions about the relationship and potential impact touch input had on the interactivity sequence a learner chooses while participating in an online distance education course. Effects were measured by using criterion from logged assessments within one module of a distance education course. This study concludes that learner control sequence choices did have significant effects on learner outcomes. However, input method did not. The sequence that learners chose had positive effects on scores, the number of attempts it took to pass assessments, and the overall range of scores per assessment attempts. Touch input learners performed as well as traditional input learners, and summative first sequence learners outperformed all other learners. These findings support the beliefs that new input methods are not detrimental and that learner-controlled options while participating in digital online courses are valuable for learners, under certain conditions

Using Sound to Represent Uncertainty in Spatial Data

There is a limit to the amount of spatial data that can be shown visually in an effective manner, particularly when the data sets are extensive or complex. Using sound to represent some of these data (sonification) is a way of avoiding visual overload. This thesis creates a conceptual model showing how sonification can be used to represent spatial data and evaluates a number of elements within the conceptual model. These are examined in three different case studies to assess the effectiveness of the sonifications. Current methods of using sonification to represent spatial data have been restricted by the technology available and have had very limited user testing. While existing research shows that sonification can be done, it does not show whether it is an effective and useful method of representing spatial data to the end user. A number of prototypes show how spatial data can be sonified, but only a small handful of these have performed any user testing beyond the authors’ immediate colleagues (where n > 4). This thesis creates and evaluates sonification prototypes, which represent uncertainty using three different case studies of spatial data. Each case study is evaluated by a significant user group (between 45 and 71 individuals) who completed a task based evaluation with the sonification tool, as well as reporting qualitatively their views on the effectiveness and usefulness of the sonification method. For all three case studies, using sound to reinforce information shown visually results in more effective performance from the majority of the participants than traditional visual methods. Participants who were familiar with the dataset were much more effective at using the sonification than those who were not and an interactive sonification which requires significant involvement from the user was much more effective than a static sonification, which did not provide significant user engagement. Using sounds with a clear and easily understood scale (such as piano notes) was important to achieve an effective sonification. These findings are used to improve the conceptual model developed earlier in this thesis and highlight areas for future research