Architecture for Collaborative Learning Activities in Hybrid Learning Environments

3D virtual worlds are recognized as collaborative learning environments. However, the underlying technology is not sufficiently mature and the virtual worlds look cartoonish, unlinked to reality. Thus, it is important to enrich them with elements from the real world to enhance student engagement in learning activities. Our approach is to build learning environments where participants can either be in the real world or in its mirror world while sharing the same hybrid space in a collaborative learning experience. This paper focuses on the system architecture and a usability study of a proof-of-concept for these hybrid learning environments. The architecture allows the integration of the real world and its 3D virtual mirror; the exchange and geolocalization of multimodal information, and also the orchestration of learning activities. The results of the usability evaluation show positive engagement effects on participants in the mirror world and, to a lesser extent, on those in the real world.This research has been partially supported by the following projects: “España Virtual” within the Ingenio 2010 program, subcontracted by Elecnor Deimos, "EEE" (TIN2011-28308-C03-01) funded by the Spanish National Plan of Research, Development and Innovation, and "eMadrid", S2009/TIC-1650 “Investigación y Desarrollo de tecnologías para el e-learning en la Comunidad de Madrid” funded by the Region of Madrid.Publicad

Extended-XRI Body Interfaces for Hyper-Connected Metaverse Environments

Hybrid mixed-reality (XR) internet-of-things (IoT) research, here called XRI, aims at a strong integration between physical and virtual objects, environments, and agents wherein IoT-enabled edge devices are deployed for sensing, context understanding, networked communication and control of device actuators. Likewise, as augmented reality systems provide an immersive overlay on the environments, and virtual reality provides fully immersive environments, the merger of these domains leads to immersive smart spaces that are hyper-connected, adaptive and dynamic components that anchor the metaverse to real-world constructs. Enabling the human-in-the-loop to remain engaged and connected across these virtual-physical hybrid environments requires advances in user interaction that are multi-dimensional. This work investigates the potential to transition the user interface to the human body as an extended-reality avatar with hybrid extended-body interfaces that can interact both with the physical and virtual sides of the metaverse. It contributes: i) an overview of metaverses, XRI, and avatarization concepts, ii) a taxonomy landscape for extended XRI body interfaces, iii) an architecture and potential interactions for XRI body designs, iv) a prototype XRI body implementation based on the architecture, v) a design-science evaluation, toward enabling future design research directions

Cross-Reality for Extending the Metaverse: Designing Hyper-Connected Immersive Environments with XRI

The Metaverse comprises technologies to enable virtual twins of the real world, via mixed reality, internet of things, and others. As it matures unique challenges arise such as a lack of strong connections between virtual and physical worlds. This work presents design frameworks for cross-reality hybrid spaces. Contributions include: i) clarifying the metaverse "disconnect", ii) extended metaverse design frameworks, iii) prototypes, and iv) discussions toward new metaverse smart environments

Virtual Guidance as a Mid-level Representation for Navigation

In the context of autonomous navigation, effectively conveying abstract navigational cues to agents in dynamic environments poses challenges, particularly when the navigation information is multimodal. To address this issue, the paper introduces a novel technique termed "Virtual Guidance," which is designed to visually represent non-visual instructional signals. These visual cues, rendered as colored paths or spheres, are overlaid onto the agent's camera view, serving as easily comprehensible navigational instructions. We evaluate our proposed method through experiments in both simulated and real-world settings. In the simulated environments, our virtual guidance outperforms baseline hybrid approaches in several metrics, including adherence to planned routes and obstacle avoidance. Furthermore, we extend the concept of virtual guidance to transform text-prompt-based instructions into a visually intuitive format for real-world experiments. Our results validate the adaptability of virtual guidance and its efficacy in enabling policy transfer from simulated scenarios to real-world ones.Comment: Tsung-Chih Chiang, Ting-Ru Liu, Chun-Wei Huang, and Jou-Min Liu contributed equally to this work; This work has been submitted to the IEEE for possible publication. Copyright may be transferred without notice, after which this version may no longer be accessibl

Guerre à la Carte: Cyber, Information, Cognitive Warfare and the Metaverse

Hybrid warfare is among the most trending topics. Hybrid threats arise in digital, cybernetic, and virtual environments and materialize in the real world. Although vague, hybrid activities include cyberwarfare, information warfare, and the emerging and evolving concept of cognitive warfare which appears from their intersection. These wordings gained popular attention in the context of the Russo-Ukrainian conflict and now are among the hot topics. While there is a lot of attention, there is also a lot of confusion about what exactly these locutions mean and what the implications are in branding them as “warfare”. Indeed, all such concepts are fluid, nebulous, and lack an undisputed legal definition. This work aims to clarify the legal meaning and to shed light on the characteristics – differences, similarities and overlaps – of these terms in the context of hybrid warfare and show the faulty reasoning upon which misunderstandings are based. The paper ends-up with a glimpse into the future, closing with a reflection on multi-domain operations facilitated by advancing virtual and augmented reality and a fully integrated human-computer interaction in the metaverse

Design Considerations for the "New Normal" Work Environment Using Thematic Analysis

The coronavirus pandemic that first began sweeping the globe in 2020—and more commonly referred to as COVID-19—caused the world to shut down with little notice. Every organization had the capacity to do so rapidly switched over to a virtual environment, but this transition was unfortunately far from seamless. That is, individuals who had never interacted with technology for purposes other than recreation—such as reading the news, watching shows or playing video games—were forced to quickly learn how to adapt to using technology that support working virtual, in order to complete tasks that were required of them while at work or school. In this work, we discuss the findings of a study that was conducted for the purpose of collecting information about people’s experiences in different work environments (i.e., in-person, virtual, hybrid), in order to learn more about whether age, profession, distance to work, and several other factors make a difference in how people were affected by the transition to virtual environments due to the coronavirus pandemic. By analyzing the survey results of 104 individuals and the interview data of 12 of those individuals using both qualitative and quantitative approaches, we identified some of the key issues that people were facing. Despite discovering a variety of issues that were brought up in the survey results and interview data, we also discovered several common themes that were present that also often appeared to irritate users the most. Through a deep comparison of individuals’ experiences in in-person, online, and hybrid spaces, we describe how issues that were previously faced by people when attending work, school, events, or other activities in-person were reduced or eliminated by the shift to virtual. However, we also observed that some new issues surfaced and that existing issues were aggravated. In conclusion, we propose best practices for enabling individuals to be better informed and to more seamlessly transition to virtual environments

Free the sheep: Improvised song and performance in and around a minecraft community

Recent work around the use of virtual world video games in educational contexts has conceptualised literacies as communal processes, whilst considering complex notions of collaboration through participants' multiplicity of presence in hybrid virtual / physical locations. However, further research is necessary in order to help us understand how the complex interactions afforded by such spaces influence - and are influenced by - children's social relationships. This article draws upon data from a year-long ethnographic study, investigating a group of ten and eleven year old children's engagement with the video game 'Minecraft' as they collaborate to build a 'virtual community'. With a particular focus on the children's improvised singing and use of song during the club, I examine how their creative practices - drawing on a wide range of self-selected resources, played out both in and out of the virtual world - help to fundamentally shape the nature of the space around them. Furthermore, through examination of one particular performance, I demonstrate the importance of ensuring that such details are not written out of accounts of children interactions around technology, if we are to understand the true potential of such environments

Developing and testing of control software framework for autonomous ground vehicle

Automation in ground vehicles has been gaining momentum in recent years highlighted by the significant number of public demonstrations in the last two decades. This momentum has created an urgency within research organizations, vehicle manufacturers and academia to solve existing problems with autonomous vehicle technology to make it usable in the real world. As autonomous ground vehicles operate in close proximity to one another, the margin of error for navigation is smaller than in other domains such as aerospace and marine application. The real-world driving scenarios for the autonomous ground vehicle can sometimes be predictable and unpredictable at other times, demanding different behaviours from the autonomous vehicle for successful navigation. To satisfy such as requirement, the autonomous vehicle should exhibit the capability to adapt to through deliberative planning in predictable environments and reactive planning in unpredictable environments. In this paper, we describe a hybrid control software framework designed to incorporate behaviour planning algorithms that are capable of both deliberative and reactive planning. The paper describes the development of this novel adaptive autonomous control software framework and validates it through both virtual testing and real world testing environments

3D (embodied) projection mapping and sensing bodies : a study in interactive dance performance

This dissertation identifies the synergies between physical and virtual environments when designing for immersive experiences in interactive dance performances. The integration of virtual information in physical space is transforming our interactions and experiences with the world. By using the body and creative expression as the interface between real and virtual worlds, dance performance creates a privileged framework to research and design interactive mixed reality environments and immersive augmented architectures. The research is primarily situated in the fields of visual art and interaction design. It combines performance with transdisciplinary fields and intertwines practice with theory. The theoretical and conceptual implications involved in designing and experiencing immersive hybrid environments are analyzed using the reality–virtuality continuum. These theories helped frame the ways augmented reality architectures are achieved through the integration of dance performance with digital software and reception displays. They also helped identify the main artistic affordances and restrictions in the design of augmented reality and augmented virtuality environments for live performance. These pervasive media architectures were materialized in three field experiments, the live dance performances. Each performance was created in three different stages of conception, design and production. The first stage was to “digitize” the performer’s movement and brain activity to the virtual environment and our system. This was accomplished through the use of depth sensor cameras, 3D motion capture, and brain computer interfaces. The second stage was the creation of the computational architecture and software that aggregates the connections and mapping between the physical body and the spatial dynamics of the virtual environment. This process created real-time interactions between the performer’s behavior and motion and the real-time generative computer 3D graphics. Finally, the third stage consisted of the output modality: 3D projector based augmentation techniques were adopted in order to overlay the virtual environment onto physical space. This thesis proposes and lays out theoretical, technical, and artistic frameworks between 3D digital environments and moving bodies in dance performance. By sensing the body and the brain with the 3D virtual environments, new layers of augmentation and interactions are established, and ultimately this generates mixed reality environments for embodied improvisational self-expression.Radio-Television-Fil

Increasing student engagement through virtual interactions: how?

Our ongoing research is focusing on identifying and taxonomising the elements and the factors that affect learner engagement with virtual worlds when hybrid virtual learning models are used. Our main hypothesis links learner engagement with interactions, both in the virtual world and in the physical classroom. In order to examine this subject, there is an elaboration on and consideration of aspects such as the learners’ prior experiences in the use of virtual worlds, their preconceptions about using them as a learning tool and the impact that the instructional designers’ choices have on enhancing the opportunities for interactions. In this paper, we examine the impact that the orientation process has on university students who study computer science and have almost no experience in the use of virtual worlds. Our findings suggest that the orientation process contributed positively to students’ smooth induction and that resulted in having meaningful and engaging interactions. Furthermore, students’ simultaneous coexistence in both environments eliminated the drawbacks of each educational approach and broadened the network of interactions