Contributions to virtual reality

153 p.The thesis contributes in three Virtual Reality areas: ¿ Visual perception: a calibration algorithm is proposed to estimate stereo projection parameters in head-mounted displays, so that correct shapes and distances can be perceived, and calibration and control procedures are proposed to obtain desired accommodation stimuli at different virtual distances.¿ Immersive scenarios: the thesis analyzes several use cases demanding varying degrees of immersion and special, innovative visualization solutions are proposed to fulfil their requirements. Contributions focus on machinery simulators, weather radar volumetric visualization and manual arc welding simulation.¿ Ubiquitous visualization: contributions are presented to scenarios where users access interactive 3D applications remotely. The thesis follows the evolution of Web3D standards and technologies to propose original visualization solutions for volume rendering of weather radar data, e-learning on energy efficiency, virtual e-commerce and visual product configurators

Assessment of VR Technology and its Applications to Engineering Problems

Virtual reality applications are making valuable contributions to the field of product realization. This paper presents an assessment of the hardware and software capabilities of VR technology needed to support a meaningful integration of VR applications in the product life cycle analysis. Several examples of VR applications for the various stages of the product life cycle engineering are presented as case studies. These case studies describe research results, fielded systems, technical issues, and implementation issues in the areas of virtual design, virtual manufacturing, virtual assembly, engineering analysis, visualization of analysis results, and collaborative virtual environments. Current issues and problems related to the creation, use, and implementation of virtual environments for engineering design, analysis, and manufacturing are also discussed

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 ‘Virtual Playground’, each participant was asked to complete a set of tasks designed to address arithmetical ‘fractions’ 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