Visualisation of a three-dimensional (3D) object’s optimal reality in a 3D map on a mobile device

Prior research on the subject of visualisation of three-dimensional (3D) objects by coordinate systems has proved that all objects are translated so that the eye is at the origin (eye space). The multiplication of a point in eye space leads to perspective space, and dividing perspective space leads to screen space. This paper utilised these findings and investigated the key factor(s) in the visualisation of 3D objects within 3D maps on mobile devices. The motivation of the study comes from the fact that there is a disparity between 3D objects within a 3D map on a mobile device and those on other devices; this difference might undermine the capabilities of a 3D map view on a mobile device. This concern arises while interacting with a 3D map view on a mobile device. It is unclear whether an increasing number of users will be able to identify the real world as the 3D map view on a mobile device becomes more realistic. We used regression analysis intended to rigorously explain the participants’ responses and the Decision Making Trial and Evaluation Laboratory method (DEMATEL) to select the key factor(s) that caused or were affected by 3D object views. The results of regression analyses revealed that eye space, perspective space and screen space were associated with 3D viewing of 3D objects in 3D maps on mobile devices and that eye space had the strongest impact. The results of DEMATEL using its original and revised version steps showed that the prolonged viewing of 3D objects in a 3D map on mobile devices was the most important factor for eye space and a long viewing distance was the most significant factor for perspective space, while large screen size was the most important factor for screen space. In conclusion, a 3D map view on a mobile device allows for the visualisation of a more realistic environment

PENGARUH SPATIAL ABILITY PADA MATA PELAJARAN GEOGRAFI TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK DI KELAS XI SMA NEGERI KOTA BANDUNG

Spatial ability dan kemampuan berpikir kritis sangat penting untuk dapat memecahkan masalah kehidupan, namun kenyataannya pembelajaran geografi masih lebih kepada aspek pengetahuan. Spatial ability dan kemampuan berpikir kritis dalam mata pelajaran geografi belum banyak dilakukan kajian. Penelitian ini bertujuan untuk : (1) mengetahui spatial ability peserta didik pada mata pelajaran geografi, (2) mengetahui kemampuan berpikir kritis peserta didik pada mata pelajaran geografi (3) memperoleh informasi pengaruh spatial ability terhadap kemampuan berpikir kritis peserta didik. Penelitian ini merupakan penelitian survai dengan menggunakan instrumen tes soal pilihan ganda. Sampel penelitian berjumlah 100 peserta didik, yang tersebar di empat sekolah. Hasil penelitian menunjukan bahwa: (1) spatial ability peserta didik dalam penelitian ini menunjukan rata-rata nilai sebesar 76,00% yang termasuk kategori cukup. (2) kemampuan berpikir kritis peserta didik dalam penelitian ini menunjukan rata-rata nilai sebesar 70,61% yang termasuk kategori cukup. (3) Spatial ability berpengaruh secara signifikan terhadap kemampuan berpikir kritis peserta didik. Indikator prediksi terjadinya proses sosial dalam spatial ability merupakan indikator terendah pencapaiannya, dan indikator yang paling tinggi adalah pandang ruang. Indikator yang paling tinggi pencapaiannya dari kemampuan berpikir kritis adalah pengambilan keputusan, dan yang paling rendah adalah memahami penalaran. Peningkatan kemampuan berpikir kritis pada peserta didik dalam pembelajaran geografi diperlukan kemampuan spasial yang baik. Kata Kunci : Spatial Ability, Kemampuan Berpikir Kritis dan Peserta Didik INFLUENCE OF SPATIAL ABILITY IN GEOGRAPHIC LESSONS ON CRITICAL THINKING ABILITY OF STUDENTS IN CLASS XI OF SMA NEGERI KOTA BANDUNG CITY Spatial abilities and critical thinking skills are very important to be able to solve life's problems, but in reality, geography learning is still more the aspect of knowledge. Spatial abilities and critical thinking skills in geography have not been studied much. This study aims to: (1) determine students' spatial abilities in geography subjects, (2) determine students' critical thinking skills in geography subjects (3) obtain information on the effect of spatial abilities on students' critical thinking abilities. This research is a survey study using a multiple choice question test instrument. The research sample of 100 students, spread over four schools. The results showed that: (1) students' spatial abilities in this study showed an average value of 76.00% which was included in the sufficient category. (2) students' critical thinking skills in this study showed an average value of 70.61% which was included in the sufficient category. (3) Spatial ability significantly influences students' critical thinking skills. Indicators predicting the occurrence of social processes in spatial abilities are the lowest indicators of achievement, and the highest indicator is space view. The highest indicator of achieving critical thinking skills is decision making, and the lowest is understanding reasoning. Increasing critical thinking skills in students in learning geography requires good spatial ability. Keywords: Spatial Ability, Critical Thinking Ability, and Student

Spatial Visualization Ability and Impact of Drafting Models: A Quasi Experimental Study

A quasi experimental study was done to determine significant positive effects among three different types of visual models and to identify whether any individual type or combination contributed towards a positive increase of spatial visualization ability for students in engineering technology courses. In particular, the study compared the use of different visual models - a 3D printed solid object, a 3D computer generated drawing and a 2D drawing

Mobile Three-Dimensional Maps for Wayfinding in Large and Complex Buildings: Empirical Comparison of First-Person Versus Third-Person Perspective

3noThe computational capabilities of today’s smartphones make it possible to take advantage of mobile threedimensional (3-D) maps to support navigation in the physical world. In particular, 3-D maps might be useful to facilitate indoor wayfinding in large and complex buildings, where the typical orientation cues (e.g., street names) and location tracking technologies that can be used outdoors are unavailable. The use of mobile 3-D maps for indoor wayfinding is still largely unexplored and research on how to best design such tools has been scarce to date. One overlooked but important design decision for 3-D maps concerns the perspective from which the map content should be displayed, with first-person and third-person perspectives being the two major options. This paper presents a user study involving wayfinding tasks in a large and complex building, comparing amobile 3-Dmap with first-person perspective, a mobile 3-D map with third-person perspective, and a traditional mobile 2-D map. The first-person perspective shows the mobile 3-D map of the building from a floorlevel egocentric point of view, whereas the third-person perspective shows the surroundings of the user from a fixed distance behind and above her position. Results of the study reveal that the mobile 3-Dmap with third-person perspective leads to shorter orientation time before walking, better clarity ratings, lower workload, mental demand and effort scores, and higher preference score compared to the mobile 3-D map with first-person perspective. Moreover, it leads to shorter orientation time before walking, better pleasantness ratings, lower mental demand scores, and higher preference score compared to the mobile 2-D map.partially_openopenBurigat, Stefano; Chittaro, Luca; Sioni, RiccardoBurigat, Stefano; Chittaro, Luca; Sioni, Riccard

Enhanced user performance in an image gallery application with a mobile autostereoscopic touch display

In this study, we explored how stereoscopic depth affects performance and user experience in a mobile device with an autostereoscopic touch display. Participants conducted a visual search task with an image gallery application on three layouts with different depth ranges. The task completion times were recorded, and the participants were asked to rate their experiences. The results revealed that the image search times were facilitated by a mild depth effect and that too great a depth slowed search times and decreased user-experience ratings. © 2014 Elsevier B.V. All rights reserved

EXPLORING THE IMPACT OF VISUAL COMPLEXITY LEVELS IN 3D CITY MODELS ON THE ACCURACY OF INDIVIDUALS’ ORIENTATION AND COGNITIVE MAPS

In this paper we report results from a qualitative user experiment (n=107) designed to contribute to understanding the impact of various levels of complexity (mainly based on levels of detail, i.e., LoD) in 3D city models, specifically on the participants’ orientation and cognitive (mental) maps. The experiment consisted of a number of tasks motivated by spatial cognition theory where participants (among other things) were given orientation tasks, and in one case also produced sketches of a path they ‘travelled’ in a virtual environment. The experiments were conducted in groups, where individuals provided responses on an answer sheet. The preliminary results based on descriptive statistics and qualitative sketch analyses suggest that very little information (i.e., a low LoD model of a smaller area) might have a negative impact on the accuracy of cognitive maps constructed based on a virtual experience. Building an accurate cognitive map is an inherently desired effect of the visualizations in planning tasks, thus the findings are important for understanding how to develop better-suited 3D visualizations such as 3D city models. In this study, we specifically discuss the suitability of different levels of visual complexity for development planning (urban planning), one of the domains where 3D city models are most relevant

Knowledge-based Practices for Managing the Outsourced Project

The management of outsourced information systems development (ISD) projects is both complex and problematic due to the type of outsourcing arrangement, the nature of the work that is outsourced, and the relationship between the vendor and client. Moreover, outsourced projects are conducted in an unstructured environment with divergent organizational expectations. Existing project management techniques and methodologies may not be sufficient to resolve such complexity, and project management needs to encompass knowledge-based aspects of management. Knowledge-based practices (KBPs) are directed to exploring, understanding and making sense of complex situations, sharing that understanding and using that understanding to inform actions to resolve that complexity. These KBPs need to be explicitly included in an expanded repertoire of project management techniques. In this paper we explore how KBPs facilitate the conduct execution of an outsourced ISD projects through a case study in a large Australian federal government department. Our study shows how KBPs operationalize and formalise a knowledge-based approach to project management for the successful delivery and management of outsourced projects. Significantly our study shows that KBPs are not only used within the project boundary but are also applied outside of the project boundaries boundary to address project complexity at a broader, strategic organisational level

One view is not enough: review of and encouragement for multiple and alternative representations in 3D and immersive visualisation

The opportunities for 3D visualisations are huge. People can be immersed inside their data, interface with it in natural ways, and see it in ways that are not possible on a traditional desktop screen. Indeed, 3D visualisations, especially those that are immersed inside head-mounted displays are becoming popular. Much of this growth is driven by the availability, popularity and falling cost of head-mounted displays and other immersive technologies. However, there are also challenges. For example, data visualisation objects can be obscured, important facets missed (perhaps behind the viewer), and the interfaces may be unfamiliar. Some of these challenges are not unique to 3D immersive technologies. Indeed, developers of traditional 2D exploratory visualisation tools would use alternative views, across a multiple coordinated view (MCV) system. Coordinated view interfaces help users explore the richness of the data. For instance, an alphabetical list of people in one view shows everyone in the database, while a map view depicts where they live. Each view provides a different task or purpose. While it is possible to translate some desktop interface techniques into the 3D immersive world, it is not always clear what equivalences would be. In this paper, using several case studies, we discuss the challenges and opportunities for using multiple views in immersive visualisation. Our aim is to provide a set of concepts that will enable developers to perform critical thinking, creative thinking and push the boundaries of what is possible with 3D and immersive visualisation. In summary developers should consider how to integrate many views, techniques and presentation styles, and one view is not enough when using 3D and immersive visualisations