Hands on - hands off: on hitting your thumb with a virtual hammer

In a wired world even the most physically embodied craft skills are affected by computer facilitated communication. To consider how different sorts of space – both real and virtual – influence the learning of craft skills this paper presents three types of space – the ‘real’ space of a jewellery workshop, an online ‘wiki’ space for learning how to make a folding knife mediated by face to face interaction and an online discussion group about French Horn making. Some features common to the learning of any craft skill are discussed as well as some current ideas about the influence of networked communication on the way people relate to each other. Conclusions are drawn about the relationships between different types of learner, different types of skill and different types of learning space which demonstrate that while there may be no substitute for face to face contact in learning the most embodied craft skills, even in real-world settings a significant proportion of learning depends on social interaction which may be reproduced online. Keywords: Craft learning; Apprenticeship; Communities of Practice; Online Networks</p

Nonverbal communication interface for collaborative virtual environments

Nonverbal communication is an important aspect of real-life face-to-face interaction and one of the most efficient ways to convey emotions, therefore users should be provided the means to replicate it in the virtual world. Because articulated embodiments are well suited to provide body communication in virtual environments, this paper first reviews some of the advantages and disadvantages of complex embodiments. After a brief introduction to nonverbal communication theories, we present our solution, taking into account the practical limitations of input devices and social science aspects. We introduce our sample of actions and implementation using our VLNET (Virtual Life Network) networked virtual environment and discuss the results of an informal evaluation experimen

Role of three-dimensional virtual environments in the globalisation of science education

In this poster, we illustrate how 3D virtual environments can facilitate science education in distance and blended education contexts, and can support collaboration amongst students and educators in geographically distributed settings and in different institutions. Three-dimensional (3D) virtual environments, also called synthetic worlds, are multimedia, simulated environments, often managed over the web, which users can ‘inhabit’ and interact via their graphical self-representations known as ‘avatars’. In a 3D virtual environment, the users, represented as avatars, experience others as being present in the same environment even though they may be geographically distributed. Users converse in real time through gestures, audio, text-based chat, and instant messaging. Three-dimensional virtual environments support synchronous communication and collaboration more effectively than two-dimensional (2D) web-based environments: by extending the user’s ability to employ traditional communication cues of face-to-face interactions, and having a sense of presence and a sense of place in a way that 2D environments do not. A 3D environment can enable students to carry out a range of authentic and practical scientific enquiries: interacting with 3D models, participating in virtual field trips; learning to control instruments; assembling apparatus and instruments; and creating 3D models. The social aspects of a 3D environment support scientific discourse and dialogues at different levels. For example, in an avatar-based 3D virtual world, the avatar can navigate, encounter other avatars, and communicate with them in real-time through gestures, voice, text, and instant messaging. They can critique experimental designs, compare results, share good practice, and look over each other’s work just as one would do in a real-life laboratory. The sense of working together in a place with other avatars provides an immersive experience that drives sustained engagement and aids visual memory

"Homo communicans" w świecie wirtualnym

The subject of the very considerations is the virtual reality understood in the categories of a communicative means in which man functions as a sender and receiver. What is at issue constitutes, above all, the features of cyberspace which differ from the communication in the real world. We define the nature of the virtual world and describe its basic qualities. We point to the transition from the face-to-face communication to the interface-interface one which causes changes in communication between people. The way people communicate in cyberspace influences the nature of social bonds. The reason for this change is the virtual space, specific language, mutual behaviours, and organization of network hierarchy. The Internet contacts constitute the supplement to real contacts and are not their substitute or alternative option. The article also presented the areas of changes and dangers connected with the development of information society. Man communicating in cyberspace is a consumer. The other danger is an ambiguous understanding of truth — as a virtual and real truth. Thus, the values as well as cultural and social norms change

"Homo communicans" w świecie wirtualnym

The subject of the very considerations is the virtual reality understood in the categories of a communicative means in which man functions as a sender and receiver. What is at issue constitutes, above all, the features of cyberspace which differ from the communication in the real world. We define the nature of the virtual world and describe its basic qualities. We point to the transition from the face-to-face communication to the interface-interface one which causes changes in communication between people. The way people communicate in cyberspace influences the nature of social bonds. The reason for this change is the virtual space, specific language, mutual behaviours, and organization of network hierarchy. The Internet contacts constitute the supplement to real contacts and are not their substitute or alternative option. The article also presented the areas of changes and dangers connected with the development of information society. Man communicating in cyberspace is a consumer. The other danger is an ambiguous understanding of truth — as a virtual and real truth. Thus, the values as well as cultural and social norms change

DAYA TARIK FACEBOOK SEBAGAI MEDIA KOMUNIKASI ALTERNATIF

Communication is a necessity that can not be avoided by human being, since communication is also a primary needs for every social creatures. Nowadays, we find on each social status; regardless of social status, education level and occupation then communication takes place on the virtual world, with social media facilities that are very diverse, therefore the communications made by each person more easily and quickly. They will find new friends there, old friends who had not seen a long time, and others. Observing every detail of the text that used by social media user when interacting with friends on "virtual world", will be seen how much their kindness and sincerity in social interactions through the virtual world. This study was conducted by using interview techniques to  10 users of facebook. This is a qualitative study that used a theory of interpersonal communication. The finding in this study was that communication which  done directly face to face is on going replaced by communication  through the social media, especially  Facebook. The social media users are more happy and fun to greet each other virtually, even when they were sitting together, they more enjoy with interaction on virtual world with others. In this study, it can also be found some factors that cause the shifting of face to face communication pattern  into communication via Facebook. There are some factors namely: the distance between them, their own duty then it is impossible to meet, more relaxed and can be done in any case, the language can be set in such a way and low cost. Nevertheless, personal communication by face to face is a manifestation of the real communication, while the communication which  done by social media is an alternative way of communicating with no disturbing and more savin

Aphasia VR

Aphasia Intervention using Virtual Reality Technology Kristina Mahagamage, MFA Graduate Candidate, Media Arts, University of Montana Co-Authors/Editors : Michael Musick Media Arts University of Montana Jenna Griffin Speech, Language, Hearing and Occupational Sciences University of Montana Introduction Virtual Reality technology can help healthcare clinicians work with persons with Aphasia in therapeutic exercises that simulate real-world experiences. “Aphasia is an impairment of language, affecting the production or comprehension of speech and the ability to read or write (“Aphasia Definitions - National Aphasia Association”). Virtual Reality (VR) is a groundbreaking technology that allows people to interact with computer-generated (CG) simulations in real-time. In the study, Virtual Reality For Stroke Rehabilitation, Kate Laver compares the results and methodology of using VR to improve upper limb activity in post-stroke patients (Laver). By examining similar VR methods, the intention is to design and develop an immersive experience that simulates real-world challenges that persons with Aphasia may face with a speech therapist or Clinician\u27s guidance. Purpose Using current therapeutic methods for Aphasia intervention and applying them to a simulated immersive experience, users/patients can practice and improve their communication deficiencies in a simulated environment. VR provides a safe space for users/patients to practice real-world communication skills. Methods The development of this experience is both a technical and a design challenge. It requires an understanding of who the user base is and how to cater to that user. Interactivity is key. Developing an interactive therapy experience in Unreal Engine 4 (UE4), a game engine, allows for the design of experience functionality while also creating stunning, high-resolution environments. Multi-user functionality is also enabled so that clinicians may be present in the simulation. In this project, users/patients will experience a coffee shop environment. The user/patient is seated at a table with a menu in front of them. The menu is simple, with a single word. A Computer-Generated (CG) character or Clinician then interacts with the user/patient. When the word is said correctly, the patient receives what they asked. These exercises will then be followed up with different words to further the experience. The goal is for the user/patient to feel confident through the interaction and improve their communication skills. Originality Virtual technologies are currently used in Aphasia therapy for stroke-related communication disabilities. The most prominent example is EVA Park, designed and developed at the University of London. EVA Park is a compelling experience for persons with Aphasia. It has an astoundingly positive effect on people, with a high-rating of enjoyment (“EVA – Evaluating the Effects of a Virtual Communication Environment for People with Aphasia”). While EVA Park uses virtual worlds accessed through standard computer interfaces (i.e. a screen, keyboard, and mouse), this experience\u27s originality will focus on practice and training using a head mount display (HMD), Oculus or Vive, for a completely immersive experience. The objective is to help users/patients build confidence in speaking and reading. Significance The practical application of Virtual Reality technologies is currently being used in medical intervention and rehabilitation. The potential of this technology could lead to medical breakthroughs. In this experience, VR presents a simulated real-world situation for users/patients by building on the current methods of virtual therapies used today. Creating a virtual reality simulation for intervention can improve confidence and communication skills for users/patients with Aphasia. The Aphasia VR project can supply different methods of intervention by providing a practical option for isolated people. It can increase confidence and improve quality of life. Clinicians also have the opportunity to observe and understand the conflicts and challenges they may face in a real-world environment and allow for adjustment in one\u27s therapy if needed. Works Cited “Aphasia Definitions - National Aphasia Association.” National Aphasia Association, http://www.facebook.com/NatlAphasiaAssoc, https://www.aphasia.org/aphasia-definitions/. Accessed 21 Jan. 2021. Laver, Kate, et al. “Virtual Reality for Stroke Rehabilitation.” Stroke, 15 Dec. 2011, www.ahajournals.org/doi/full/10.1161/STROKEAHA.111.642439. “EVA – Evaluating the Effects of a Virtual Communication Environment for People with Aphasia.” EVA, https://evapark.city.ac.uk/. Accessed 21 Jan. 2021

Nonverbal communication interface for collaborative virtual environments

Nonverbal communication is an important aspect of real-life face-to-face interaction and one of the most efficient ways to convey emotions, therefore users should be provided the means to replicate it in the virtual world. Because articulated embodiments are well suited to provide body communication in virtual environments, this paper first reviews some of the advantages and disadvantages of complex embodiments. After a brief introduction to nonverbal communication theories, we present our solution, taking into account the practical limitations of input devices and social science aspects. We introduce our sample of actions and implementation using our VLNET (Virtual Life Network) networked virtual environment and discuss the results of an informal evaluation experimen

Talk to the Virtual Hands: Self-Animated Avatars Improve Communication in Head-Mounted Display Virtual Environments

Background When we talk to one another face-to-face, body gestures accompany our speech. Motion tracking technology enables us to include body gestures in avatar-mediated communication, by mapping one's movements onto one's own 3D avatar in real time, so the avatar is self-animated. We conducted two experiments to investigate (a) whether head-mounted display virtual reality is useful for researching the influence of body gestures in communication; and (b) whether body gestures are used to help in communicating the meaning of a word. Participants worked in pairs and played a communication game, where one person had to describe the meanings of words to the other. Principal Findings In experiment 1, participants used significantly more hand gestures and successfully described significantly more words when nonverbal communication was available to both participants (i.e. both describing and guessing avatars were self-animated, compared with both avatars in a static neutral pose). Participants ‘passed’ (gave up describing) significantly more words when they were talking to a static avatar (no nonverbal feedback available). In experiment 2, participants' performance was significantly worse when they were talking to an avatar with a prerecorded listening animation, compared with an avatar animated by their partners' real movements. In both experiments participants used significantly more hand gestures when they played the game in the real world. Conclusions Taken together, the studies show how (a) virtual reality can be used to systematically study the influence of body gestures; (b) it is important that nonverbal communication is bidirectional (real nonverbal feedback in addition to nonverbal communication from the describing participant); and (c) there are differences in the amount of body gestures that participants use with and without the head-mounted display, and we discuss possible explanations for this and ideas for future investigation

Perancangan Aplikasi Sistem Seminar Online Berbasis Internet

AbstractOnline seminar system is a real time communication application service used to organizes scientific conference in Internet. The online seminar system application can support text communication, face-to-face communication, dialogue-based communication, and sharing seminar material presentation. The design of the online seminar system application program consists of three parts, which are a server application program, a moderator application program and a client application program.The importance of the real time communication in organizing online seminar system is its capality to create virtual environment (Internet) as a replication of real world communication, because it supports text communication, file presentation, face-to-face communication anddirect dialogue between participants. The face-to-face communication and direct dialogue can create a dynamic interaction environment, because participants can interact face-to-face, directly talk to each other, obtain feedback, present physical reaction of other participants, and chatting using text communication. It become a solution to the problem of distance and time for meeting activities of two or more individuals using internet.The result of the research is a class diagram design that contains group functions and rules/processes necessary in communication. The classes formed in the class diagram design are directly used as object classes at implementation level in the form of online seminar application program code.Keywords: Online seminar system, Real time communication, video conference application design