7,371 research outputs found
Spatial Presence in Real and Remote Immersive Environments
International audienceThis paper presents an experiment assessing the feeling of spatial presence in both real and remote environments (respectively the so-called "natural presence" and "telepresence"). Twenty-eight (28) participants performed a 3D-pointing task while being located in a real office and the same office remotely rendered over HMD. The spatial presence was evaluated by means of the ITC-SOPI questionnaire and users' behaviour analysis (trajectories of head during the task). The analysis also included the effect of different levels of immersion of the system-visual-only versus visual and audio-rendering in such environments. The results show a higher sense of spatial presence for the remote condition, regardless of the degree of immersion, and for the "visual and audio" condition regardless of the environment. Additionally, trajectory analysis of users' heads reveals that participants behaved similarly in both environments
Reflections on the use of Project Wonderland as a mixed-reality environment for teaching and learning
This paper reflects on the lessons learnt from MiRTLE?a collaborative research project to create a ?mixed reality teaching and learning environment? that enables teachers and students participating in real-time mixed and online classes to interact with avatar representations of each other. The key hypothesis of the project is that avatar representations of teachers and students can help create a sense of shared presence, engendering a greater sense of community and improving student engagement in online lessons. This paper explores the technology that underpins such environments by presenting work on the use of a massively multi-user game server, based on Sun?s Project Darkstar and Project Wonderland tools, to create a shared teaching environment, illustrating the process by describing the creation of a virtual classroom. It is planned that the MiRTLE platform will be used in several trial applications ? which are described in the paper. These example applications are then used to explore some of the research issues arising from the use of virtual environments within an education environment. The research discussion initially focuses on the plans to assess this within the MiRTLE project. This includes some of the issues of designing virtual environments for teaching and learning, and how supporting pedagogical and social theories can inform this process
Space time pixels
This paper reports the design of a networked system, the aim of
which is to provide an intermediate virtual space that will
establish a connection and support interaction between multiple
participants in two distant physical spaces.
The intention of the project is to explore the potential of the
digital space to generate original social relationships between
people that their current (spatial or social) position can
difficultly allow the establishment of innovative connections.
Furthermore, to explore if digital space can sustain, in time,
low-level connections like these, by balancing between the two
contradicting needs of communication and anonymity.
The generated intermediate digital space is a dynamic reactive
environment where time and space information of two physical
places is superimposed to create a complex common ground where
interaction can take place. It is a system that provides
awareness of activity in a distant space through an abstract
mutable virtual environment, which can be perceived in several
different ways â varying from a simple dynamic background image
to a common public space in the junction of two private spaces or
to a fully opened window to the other space â according to the
participants will.
The thesis is that the creation of an intermediary environment
that operates as an activity abstraction filter between several
users, and selectively communicates information, could give
significance to the ambient data that people unconsciously
transmit to others when co-existing. It can therefore generate a new layer of connections and original interactivity patterns; in contrary to a straight-forward direct real video and sound
system, that although it is functionally more feasible, it
preserves the existing social constraints that limit interaction
into predefined patterns
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