67,300 research outputs found
Are tiled display walls needed for astronomy?
Clustering commodity displays into a Tiled Display Wall (TDW) provides a
cost-effective way to create an extremely high resolution display, capable of
approaching the image sizes now gen- erated by modern astronomical instruments.
Astronomers face the challenge of inspecting single large images, many similar
images simultaneously, and heterogeneous but related content. Many research
institutions have constructed TDWs on the basis that they will improve the
scientific outcomes of astronomical imagery. We test this concept by presenting
sample images to astronomers and non- astronomers using a standard desktop
display (SDD) and a TDW. These samples include standard English words, wide
field galaxy surveys and nebulae mosaics from the Hubble telescope. These
experiments show that TDWs provide a better environment for searching for small
targets in large images than SDDs. It also shows that astronomers tend to be
better at searching images for targets than non-astronomers, both groups are
generally better when employing physical navigation as opposed to virtual
navigation, and that the combination of two non-astronomers using a TDW rivals
the experience of a single astronomer. However, there is also a large
distribution in aptitude amongst the participants and the nature of the content
also plays a significant role is success.Comment: 19 pages, 15 figures, accepted for publication in PASA (Publications
of the Astronomical Society of Australia
Emotional Qualities of VR Space
The emotional response a person has to a living space is predominantly
affected by light, color and texture as space-making elements. In order to
verify whether this phenomenon could be replicated in a simulated environment,
we conducted a user study in a six-sided projected immersive display that
utilized equivalent design attributes of brightness, color and texture in order
to assess to which extent the emotional response in a simulated environment is
affected by the same parameters affecting real environments. Since emotional
response depends upon the context, we evaluated the emotional responses of two
groups of users: inactive (passive) and active (performing a typical daily
activity). The results from the perceptual study generated data from which
design principles for a virtual living space are articulated. Such a space, as
an alternative to expensive built dwellings, could potentially support new,
minimalist lifestyles of occupants, defined as the neo-nomads, aligned with
their work experience in the digital domain through the generation of emotional
experiences of spaces. Data from the experiments confirmed the hypothesis that
perceivable emotional aspects of real-world spaces could be successfully
generated through simulation of design attributes in the virtual space. The
subjective response to the virtual space was consistent with corresponding
responses from real-world color and brightness emotional perception. Our data
could serve the virtual reality (VR) community in its attempt to conceive of
further applications of virtual spaces for well-defined activities.Comment: 12 figure
Teaching Cultural Heritage using Mobile Augmented Reality
open2noThe relationship between augmented reality, mobile learning, gamification and non-formal education methods provide a great potential. The AR-CIMUVE Augmented Reality for the Walled Cities of the Veneto is an original project in collaboration with Italia Nostra and other associations which deal with transmitting our cultural heritage and which teach primary and middle school children the cultural and historical importance of the Venetoâs and the surrounding territoriesâ walled cities. In this learning experience students will explore how our environment has developed across the ages using the mobile devices with the technical back-up of the AR App. This will allow them to see maps, examine data, 3D models and will enable them to judge and improve their skills. From a pedagogical and educational point of view the emphasis is on a constructivist social-cultural approach which helps students to become active citizens more aware of their historical identity.openPetrucco, Corrado; Agostini, DanielePetrucco, Corrado; Agostini, Daniel
Development Of Information Visualization Methods For Use In Multimedia Applications
The aim of the article is development of a technique for visualizing information for use in multimedia applications. In this study, to visualize information, it is proposed first to compile a list of key terms of the subject area and create data tables. Based on the structuring of fragments of the subject area, a visual display of key terms in the form of pictograms, a visual display of key terms in the form of images, and a visual display of data tables are performed. The types of visual structures that should be used to visualize information for further use in multimedia applications are considered. The analysis of existing visual structures in desktop publishing systems and word processors is performed.To build a mechanism for visualizing information about the task as a presentation, a multimedia application is developed using Microsoft Visual Studio software, the C# programming language by using the Windows Forms application programming interface. An algorithm is proposed for separating pieces of information text that have key terms. Tabular data was visualized using the âparametric rulerâ metaphorical visualization method, based on the metaphor of a slide rule.The use of the parametric ruler method on the example of data visualization for the font design of children's publications is proposed. Interaction of using the method is ensured due to the fact that the user will enter the size of the size that interests for it and will see the ratio of the values of other parameters. The practical result of the work is the creation of a multimedia application âVisualization of Publishing Standardsâ for the visualization of information for the font design of publications for children. The result of the software implementation is the finished multimedia applications, which, according to the standardization visualization technique in terms of prepress preparation of publications, is the final product of the third stage of the presentation of the visual for
The virtual playground: an educational virtual reality environment for evaluating interactivity and conceptual learning
The research presented in this paper aims at investigating user interaction in immersive virtual learning environments (VLEs), focusing on the role and the effect of interactivity on conceptual learning. The goal has been to examine if the learning of young users improves through interacting in (i.e. exploring, reacting to, and acting upon) an immersive virtual environment (VE) compared to non interactive or non-immersive environments. Empirical work was carried out with more than 55 primary school students between the ages of 8 and 12, in different between-group experiments: an exploratory study, a pilot study, and a large-scale experiment. The latter was conducted in a virtual environment designed to simulate a playground. In this âVirtual Playgroundâ, each participant was asked to complete a set of tasks designed to address arithmetical âfractionsâ problems. Three different conditions, two experimental virtual reality (VR) conditions and a non-VR condition, that varied the levels of activity and interactivity, were designed to evaluate how children accomplish the various tasks. Pre-tests, post-tests, interviews, video, audio, and log files were collected for each participant, and analyzed both quantitatively and qualitatively. This paper presents a selection of case studies extracted from the qualitative analysis, which illustrate the variety of approaches taken by children in the VEs in response to visual cues and system feedback. Results suggest that the fully interactive VE aided children in problem solving but did not provide as strong evidence of conceptual change as expected; rather, it was the passive VR environment, where activity was guided by a virtual robot, that seemed to support student reflection and recall, leading to indications of conceptual change
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