9,204 research outputs found
3D video coding and transmission
The capture, transmission, and display of
3D content has gained a lot of attention in the last few
years. 3D multimedia content is no longer con fined to
cinema theatres but is being transmitted using stereoscopic
video over satellite, shared on Blu-RayTMdisks,
or sent over Internet technologies. Stereoscopic displays
are needed at the receiving end and the viewer needs to
wear special glasses to present the two versions of the
video to the human vision system that then generates
the 3D illusion. To be more e ffective and improve the
immersive experience, more views are acquired from a
larger number of cameras and presented on di fferent displays,
such as autostereoscopic and light field displays.
These multiple views, combined with depth data, also
allow enhanced user experiences and new forms of interaction
with the 3D content from virtual viewpoints.
This type of audiovisual information is represented by a
huge amount of data that needs to be compressed and
transmitted over bandwidth-limited channels. Part of
the COST Action IC1105 \3D Content Creation, Coding
and Transmission over Future Media Networks" (3DConTourNet)
focuses on this research challenge.peer-reviewe
Exploring multimedia and interactive technologies
The goal of multimedia design strategies and innovation is to produce meaningful learning environments that relate to and build upon what the learner already knows and what the learner seeks. The multimedia tools used to achieve knowledge transfer should activate recall or prior knowledge and help the learner alter and encode new structures. Traditionally, multimedia has been localized to specific delivery systems and demographics based on the government, industry, or academic concentration. The presenter will explore the introduction of immersive telecommunications technologies, constructivist learning methodologies, and adult learning models to standardize networking and multimedia-based services and products capable of adapting to wired and wireless environments, different devices and conditions on a global scale
Toward future 'mixed reality' learning spaces for STEAM education
Digital technology is becoming more integrated and part of modern society. As this begins to happen, technologies including augmented reality, virtual reality, 3d printing and user supplied mobile devices (collectively referred to as mixed reality) are often being touted as likely to become more a part of the classroom and learning environment. In the discipline areas of STEAM education, experts are expected to be at the forefront of technology and how it might fit into their classroom. This is especially important because increasingly, educators are finding themselves surrounded by new learners that expect to be engaged with participatory, interactive, sensory-rich, experimental activities with greater opportunities for student input and creativity. This paper will explore learner and academic perspectives on mixed reality case studies in 3d spatial design (multimedia and architecture), paramedic science and information technology, through the use of existing data as well as additional one-on-one interviews around the use of mixed reality in the classroom. Results show that mixed reality can provide engagement, critical thinking and problem solving benefits for students in line with this new generation of learners, but also demonstrates that more work needs to be done to refine mixed reality solutions for the classroom
Growing the use of Virtual Worlds in education : an OpenSim perspective
The growth in the range of disciplines that Virtual Worlds support for educational purposes is evidenced by recent applications in the fields of cultural heritage, humanitarian aid, space exploration, virtual laboratories in the physical sciences, archaeology, computer science and coastal geography. This growth is due in part to the flexibility of OpenSim, the open source virtual world platform which by adopting Second Life protocols and norms has created a de facto standard for open virtual worlds that is supported by a growing number of third party open source viewers. Yet while this diversity of use-cases is impressive and Virtual Worlds for open learning are highly popular with lecturers and learners alike immersive education remains an essentially niche activity. This paper identifies functional challenges in terms of Management, Network Infrastructure, the Immersive 3D Web and Programmability that must be addressed to enable the wider adoption of Open Virtual Worlds as a routine learning technology platform. We refer to specific use-cases based on OpenSim and abstract generic requirements which should be met to enable the growth in use of Open Virtual Worlds as a mainstream educational facility. A case study of a deployment to support a formal education curriculum and associated informal learning is used to illustrate key points.Postprin
A framework for realistic 3D tele-immersion
Meeting, socializing and conversing online with a group of people using teleconferencing systems is still quite differ- ent from the experience of meeting face to face. We are abruptly aware that we are online and that the people we are engaging with are not in close proximity. Analogous to how talking on the telephone does not replicate the experi- ence of talking in person. Several causes for these differences have been identified and we propose inspiring and innova- tive solutions to these hurdles in attempt to provide a more realistic, believable and engaging online conversational expe- rience. We present the distributed and scalable framework REVERIE that provides a balanced mix of these solutions. Applications build on top of the REVERIE framework will be able to provide interactive, immersive, photo-realistic ex- periences to a multitude of users that for them will feel much more similar to having face to face meetings than the expe- rience offered by conventional teleconferencing systems
An Immersive Telepresence System using RGB-D Sensors and Head Mounted Display
We present a tele-immersive system that enables people to interact with each
other in a virtual world using body gestures in addition to verbal
communication. Beyond the obvious applications, including general online
conversations and gaming, we hypothesize that our proposed system would be
particularly beneficial to education by offering rich visual contents and
interactivity. One distinct feature is the integration of egocentric pose
recognition that allows participants to use their gestures to demonstrate and
manipulate virtual objects simultaneously. This functionality enables the
instructor to ef- fectively and efficiently explain and illustrate complex
concepts or sophisticated problems in an intuitive manner. The highly
interactive and flexible environment can capture and sustain more student
attention than the traditional classroom setting and, thus, delivers a
compelling experience to the students. Our main focus here is to investigate
possible solutions for the system design and implementation and devise
strategies for fast, efficient computation suitable for visual data processing
and network transmission. We describe the technique and experiments in details
and provide quantitative performance results, demonstrating our system can be
run comfortably and reliably for different application scenarios. Our
preliminary results are promising and demonstrate the potential for more
compelling directions in cyberlearning.Comment: IEEE International Symposium on Multimedia 201
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