Fast and deep deformation approximations

Character rigs are procedural systems that compute the shape of an animated character for a given pose. They can be highly complex and must account for bulges, wrinkles, and other aspects of a character's appearance. When comparing film-quality character rigs with those designed for real-time applications, there is typically a substantial and readily apparent difference in the quality of the mesh deformations. Real-time rigs are limited by a computational budget and often trade realism for performance. Rigs for film do not have this same limitation, and character riggers can make the rig as complicated as necessary to achieve realistic deformations. However, increasing the rig complexity slows rig evaluation, and the animators working with it can become less efficient and may experience frustration. In this paper, we present a method to reduce the time required to compute mesh deformations for film-quality rigs, allowing better interactivity during animation authoring and use in real-time games and applications. Our approach learns the deformations from an existing rig by splitting the mesh deformation into linear and nonlinear portions. The linear deformations are computed directly from the transformations of the rig's underlying skeleton. We use deep learning methods to approximate the remaining nonlinear portion. In the examples we show from production rigs used to animate lead characters, our approach reduces the computational time spent on evaluating deformations by a factor of 5×-10×. This significant savings allows us to run the complex, film-quality rigs in real-time even when using a CPU-only implementation on a mobile device

Animating complex concepts

Techniques in computer-aided learning offer significant benefits for explaining difficult concepts in a way that is both stimulating and efficient. In the context of the STORM system, we have employed computer-based animation as a means of elucidating complex concepts in the educational domain of Internet and communications technology. Our experience reveals two important lessons for the application of computer animated instruction. Firstly, there is an essential requirement in the design process to ensure that the ontology and manner of presentation accurately conveys the intended message, whilst avoiding ambiguity and false or 'hidden' information. This focuses upon concise and disambiguated animations. Secondly, this requirement is best achieved through an iterative group-based development cycle of specification, testing and implementation

The Digital Anatomist Information System and Its Use in the Generation and Delivery of Web-Based Anatomy Atlases

Advances in network and imaging technology, coupled with the availability of 3-D datasets such as the Visible Human, provide a unique opportunity for developing information systems in anatomy that can deliver relevant knowledge directly to the clinician, researcher or educator. A software framework is described for developing such a system within a distributed architecture that includes spatial and symbolic anatomy information resources, Web and custom servers, and authoring and end-user client programs. The authoring tools have been used to create 3-D atlases of the brain, knee and thorax that are used both locally and throughout the world. For the one and a half year period from June 1995–January 1997, the on-line atlases were accessed by over 33,000 sites from 94 countries, with an average of over 4000 ‘‘hits’’ per day, and 25,000 hits per day during peak exam periods. The atlases have been linked to by over 500 sites, and have received at least six unsolicited awards by outside rating institutions. The flexibility of the software framework has allowed the information system to evolve with advances in technology and representation methods. Possible new features include knowledge-based image retrieval and tutoring, dynamic generation of 3-D scenes, and eventually, real-time virtual reality navigation through the body. Such features, when coupled with other on-line biomedical information resources, should lead to interesting new ways for managing and accessing structural information in medicine

Exploring the Affective Loop

Research in psychology and neurology shows that both body and mind are involved when experiencing emotions (Damasio 1994, Davidson et al. 2003). People are also very physical when they try to communicate their emotions. Somewhere in between beings consciously and unconsciously aware of it ourselves, we produce both verbal and physical signs to make other people understand how we feel. Simultaneously, this production of signs involves us in a stronger personal experience of the emotions we express. Emotions are also communicated in the digital world, but there is little focus on users' personal as well as physical experience of emotions in the available digital media. In order to explore whether and how we can expand existing media, we have designed, implemented and evaluated /eMoto/, a mobile service for sending affective messages to others. With eMoto, we explicitly aim to address both cognitive and physical experiences of human emotions. Through combining affective gestures for input with affective expressions that make use of colors, shapes and animations for the background of messages, the interaction "pulls" the user into an /affective loop/. In this thesis we define what we mean by affective loop and present a user-centered design approach expressed through four design principles inspired by previous work within Human Computer Interaction (HCI) but adjusted to our purposes; /embodiment/ (Dourish 2001) as a means to address how people communicate emotions in real life, /flow/ (Csikszentmihalyi 1990) to reach a state of involvement that goes further than the current context, /ambiguity/ of the designed expressions (Gaver et al. 2003) to allow for open-ended interpretation by the end-users instead of simplistic, one-emotion one-expression pairs and /natural but designed expressions/ to address people's natural couplings between cognitively and physically experienced emotions. We also present results from an end-user study of eMoto that indicates that subjects got both physically and emotionally involved in the interaction and that the designed "openness" and ambiguity of the expressions, was appreciated and understood by our subjects. Through the user study, we identified four potential design problems that have to be tackled in order to achieve an affective loop effect; the extent to which users' /feel in control/ of the interaction, /harmony and coherence/ between cognitive and physical expressions/,/ /timing/ of expressions and feedback in a communicational setting, and effects of users' /personality/ on their emotional expressions and experiences of the interaction

Web based learning on KBSM chemical formulae incorporating selected multiple intelligences

Vision 2020 aspires our nation to establish a progressive and resourceful society that is able to contribute to the scientific and technological civilisation of the future. One of the strategies to achieve this aspiration would be through the system of education whereby web based learning would be a good platform to begin with. The aim of this project is to develop a website for KBSM Chemistry Form Four for the subtopic Chemical Formulae, which is under the topic Chemical Formulae and Equations, Chapter 3. The aim of this website is to provide a web based learning platform for students to learn Chemical Formulae. The theory of Multiple Intelligences has been incorporated in the development of this website. However, only four multiple intelligences are selected in delivering the learning contents. The four intelligences selected are Verbal Linguistics, Logical Mathematical, Visual Spatial and Interpersonal. The Hannafin & Peck Model was adapted throughout the development process, which includes Needs Assessment, Design and Development/ Implementation Phase. Evaluation was carried out simultaneously during all three phases of development. The primary software used in developing this website is Microsoft Office Frontpage. Integration of multimedia elements such as graphics, video and animation are used to enhance the process of learning. It is hoped that this website would benefit students with the selected four intelligences at an optimum level in learning Chemical Formulae