14,429 research outputs found
Developing Extended Reality Projects in Support of Design, Fabrication and Procedure
The goal of this internship was to improve and create virtual reality simulations and visualizations for use in parallel with the design, fabrication, and analysis of flight ready hardware for areas like the Environmental Control and Life Support Systems (ECLSS) and also Space Systems. Specifically, my work was done in the XRSpace lab at Marshall Space Flight Center (MSFC) with assistance directly and indirectly from workers at KSC, JSC and LaRC. Led by David Reynolds, the XRSpace lab develops products for various entities at NASA. The work done in the XRSpace lab focuses on Extended Reality (XR) solutions for both simulations and visualization capabilities. The goal of the lab is to support the larger systems of NASA and to help find ways that XR technologies can streamline and optimize the design process. Extended Reality is an umbrella term that encompasses Mixed Reality, Augmented Reality, and Virtual Reality. In this capacity, I was able to complete several elements in the design, building, testing, and deployment for a variety of immersive experiences, including a VR procedure simulation, visualization aids, and a 360-image capture tool
Developing Extended Reality Projects in Support of Design, Fabrication and Procedure
The goal of this internship was to improve and create virtual reality simulations and visualizations for use in parallel with the design, fabrication, and analysis of flight ready hardware for areas like the Environmental Control and Life Support Systems (ECLSS) and also Space Systems. Specifically, my work was done in the XRSpace lab at Marshall Space Flight Center (MSFC) with assistance directly and indirectly from workers at KSC, JSC and LaRC. Led by David Reynolds, the XRSpace lab develops products for various entities at NASA. The work done in the XRSpace lab focuses on Extended Reality (XR) solutions for both simulations and visualization capabilities. The goal of the lab is to support the larger systems of NASA and to help find ways that XR technologies can streamline and optimize the design process. Extended Reality is an umbrella term that encompasses Mixed Reality, Augmented Reality, and Virtual Reality. In this capacity, I was able to complete several elements in the design, building, testing, and deployment for a vari of immersive experiences, including a VR procedure simulation, visualization aids, and a 360-image capture tool
Usability Evaluation in Virtual Environments: Classification and Comparison of Methods
Virtual environments (VEs) are a relatively new type of human-computer interface in which users perceive and act in a three-dimensional world. The designers of such systems cannot rely solely on design guidelines for traditional two-dimensional interfaces, so usability evaluation is crucial for VEs. We present an overview of VE usability evaluation. First, we discuss some of the issues that differentiate VE usability evaluation from evaluation of traditional user interfaces such as GUIs. We also present a review of VE evaluation methods currently in use, and discuss a simple classification space for VE usability evaluation methods. This classification space provides a structured means for comparing evaluation methods according to three key characteristics: involvement of representative users, context of evaluation, and types of results produced. To illustrate these concepts, we compare two existing evaluation approaches: testbed evaluation [Bowman, Johnson, & Hodges, 1999], and sequential evaluation [Gabbard, Hix, & Swan, 1999]. We conclude by presenting novel ways to effectively link these two approaches to VE usability evaluation
Co-design of augmented reality textbook for childrenâs collaborative learning experience in primary schools
Augmented Reality (AR) is a recent technology that allows a seamless composition between virtual objects and the real world. This practice-based research uses the affordances of AR to design an AR textbook for collaborative learning experience. It identifies the key concepts of children s AR textbooks for the designing and evaluation of collaborative learning experiences. These concepts were used to develop a conceptual framework for the AR textbook that considers collaborative experience, learning and usability. Informed by these concepts, the research also has identified the design features which are unique to AR affordances which can be integrated in the school textbooks to develop a collaborative AR textbook for primary school children.
The research follows a participatory design approach to involve the users of the AR textbook in the design process. The researcher has conducted three co-design studies involving primary school children and adults using cooperative inquiry techniques. The first study uses low-tech prototyping to find the overall direction of designing the AR textbook. After the development of the first AR textbook prototype, two formative evaluations have been conducted using cooperative inquiry critiquing, and layered elaboration techniques.
Throughout these studies, a conceptual framework has been developed namely, Experience, Learn and Use (ELU) for the designing and evaluation of children s AR textbooks for collaborative learning experience. This framework is based on the adaption of Janet Read s Play, Learn, Use (PLU) model that defines children s relationships with the interactive technologies. The research proposes the ELU framework as a useful classification framework in the evaluation process, which informs the design features of the AR textbook which are related to the concepts of collaborative experience, learning and usability.
The practical component of the thesis proposes a sample of an AR textbook that is integrated in the regular school curriculum. It demonstrates the design features which can be implemented in other textbooks to support collaborative learning experiences for primary school children. The documentation of the co-design process provides a practical framework for co-designing
an AR textbook with children, as well as an evidence of using the ELU framework in practice. 4
This research also contributes in bridging the gap between AR and Child-Computer Interaction (CCI) communities, through the use of common CCI methods in the AR development. This research has resulted in key design principles which contribute original knowledge to the literature of the AR for children s education considering the CCI perspective. These important principles are informed by the collaborative experiences, learning and usability aspects that establish a framework for the design and evaluation of collaborative AR textbook for children. The eight identified principles by this research are, Joint Textbooks, Personalised AR Experience, Interactive AR Book, Communication-Based Learning, Rewarding AR feedback, Audio AR Textbook, Intuitive AR Markers, and Mutual AR Display. The research introduces the definition for each of the concepts and a demonstration of the related design features in the outcome of the AR textbook prototype
Exploring Physicality in the Design Process
The design process used in the development of many products we use daily and the nature of the products themselves are becoming increasingly digital. Although our whole world is turning ever more digital, our bodies and minds are naturally conceived to interact with the physical. Very often, in the design of user-targeted information appliances, the physical and digital processes are formulated separately and usually, due to cost factors, they are only brought together for user testing at the end of the development process. This not only makes major design changes more difficult but it can also significantly affect the usersâ level of acceptance of the product and their experience of use. It is therefore imperative that designers explore the relationship between the physical and the digital form early on in the development process, when one can rapidly work through different sets of ideas. The key to gaining crucial design information from products lies in the construction of meaningful prototypes. This paper specifically examines how physical materials are used during the early design stage and seeks to explore whether the inherent physical properties of these artefacts and the way that designers interpret and manipulate them have a significant impact on the design process. We present the findings of a case study based on information gathered during a design exercise. Detailed analysis of the recordings reveals far more subtle patterns of behaviour than expected. These include the ways in which groups move between abstract and concrete discussions, the way groups comply with or resist the materials they are given, and the complex interactions between the physicality of materials and the group dynamics. This understanding is contributing to ongoing research in the context of our wider agenda of explicating the fundamental role of physicality in the design of hybrid physical and digital artefacts.
Keywords:
Physicality; Digitality; Product Design; Design Process; Prototyping; Materials</p
Past Precedent Reconciling Established Multimedia Principles in 3D Virtual Learning Environments
This design case documents the inception, development, and installation of a virtual exhibit on ethical use of learning analytics (LA) for the Museum of Instructional Design (MID), hosted in Mozilla Hubs. Tension emerged as the design team attempted to negotiate established principles of multimedia design theory (see Mayer, 2014; Mayer & Fiorella, 2021; Richardson, 2014) within an emerging learning environment. A rapid prototyping model, combined with elements of critical museology and dialectics, allowed for ongoing formative evaluation of design fidelity. Exhibit artifacts consisted of scenarios illustrating the ethical ambiguities of LA; a data justice timeline pairing recent peer-reviewed articles on LA with significant contemporaneous milestones in data privacy; audio zones highlighting the dialectical dialogue between those who support LA use and those who advise caution; and a response wall for museum visitors to extend the discussion. Beyond application of multimedia design principles to artifacts, 3D spaces also demand consideration of space and movement flow. Lacking precedent, this exhibit design was guided by the Smithsonianâs (2018) recommendations for in-person exhibits. It is the intention of the design team that this design case highlights the need for a reconsideration of established multimedia theory when designing for emerging learning environments
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