70,101 research outputs found

    5G Visualization: The METIS-II Project Approach

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    [EN] One of the main objectives of the METIS-II project was to enable 5G concepts to reach and convince a wide audience from technology experts to decision makers from non-ICT industries. To achieve this objective, it was necessary to provide easy-to-understand and insightful visualization of 5G. This paper presents the visualization platform developed in the METIS-II project as a joint work of researchers and artists, which is a 3D visualization tool that allows viewers to interact with 5G-enabled scenarios, while permitting simulation driven data to be intuitively evaluated. The platform is a game-based customizable tool that allows a rapid integration of new concepts, allows real-time interaction with remote 5G simulators, and provides a virtual reality-based immersive user experience. As a result, the METIS-II visualization platform has successfully contributed to the dissemination of 5G in different fora and its use will be continued after METIS-II.This work has been performed in the framework of the H2020/5G-PPP project METIS-II cofunded by the EU. The authors wish to thank the rest of METIS-II colleagues who contributed to the development of the METIS-II visualization platform.Martín-Sacristán, D.; Herranz Claveras, C.; Monserrat Del Río, JF.; Szczygiel, A.; Kuruvatti, NP.; Garcia-Roger, D.; Prado-Alvarez, D.... (2018). 5G Visualization: The METIS-II Project Approach. Mobile Information Systems. 1-8. https://doi.org/10.1155/2018/2084950S18Zyda, M. (2005). From visual simulation to virtual reality to games. Computer, 38(9), 25-32. doi:10.1109/mc.2005.297Johnson, C. (2004). Top scientific visualization research problems. IEEE Computer Graphics and Applications, 24(4), 13-17. doi:10.1109/mcg.2004.20Tullberg, H., Popovski, P., Li, Z., Uusitalo, M. A., Hoglund, A., Bulakci, O., … Monserrat, J. F. (2016). The METIS 5G System Concept: Meeting the 5G Requirements. IEEE Communications Magazine, 54(12), 132-139. doi:10.1109/mcom.2016.1500799cmLee, B., Riche, N. H., Isenberg, P., & Carpendale, S. (2015). More Than Telling a Story: Transforming Data into Visually Shared Stories. IEEE Computer Graphics and Applications, 35(5), 84-90. doi:10.1109/mcg.2015.99Yi, J. S., Kang, Y. ah, & Stasko, J. (2007). Toward a Deeper Understanding of the Role of Interaction in Information Visualization. IEEE Transactions on Visualization and Computer Graphics, 13(6), 1224-1231. doi:10.1109/tvcg.2007.70515Campbell, B. D. (2016). Immersive Visualization to Support Scientific Insight. IEEE Computer Graphics and Applications, 36(3), 17-21. doi:10.1109/mcg.2016.6

    Embodiment, sound and visualization : a multimodal perspective in music education

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    Recently, many studies have emphasized the role of body movements in processing, sharing and giving meaning to music. At the same time, neuroscience studies, suggest that different parts of the brain are integrated and activated by the same stimuli: sounds, for example, can be perceived by touch and can evoke imagery, energy, fluency and periodicity. This interaction of auditory, visual and motor senses can be found in the verbal descriptions of music and among children during their spontaneous games. The question to be asked is, if a more multisensory and embodied approach could redefine some of our assumptions regarding musical education. Recent research on embodiment and multimodal perception in instrumental teaching could suggest new directions in musical education. Can we consider the integration between the activities of body movement, listening, metaphor visualization, and singing, as more effective than a disembodied and fragmented approach for the process of musical understanding

    Information visualization for DNA microarray data analysis: A critical review

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    Graphical representation may provide effective means of making sense of the complexity and sheer volume of data produced by DNA microarray experiments that monitor the expression patterns of thousands of genes simultaneously. The ability to use ldquoabstractrdquo graphical representation to draw attention to areas of interest, and more in-depth visualizations to answer focused questions, would enable biologists to move from a large amount of data to particular records they are interested in, and therefore, gain deeper insights in understanding the microarray experiment results. This paper starts by providing some background knowledge of microarray experiments, and then, explains how graphical representation can be applied in general to this problem domain, followed by exploring the role of visualization in gene expression data analysis. Having set the problem scene, the paper then examines various multivariate data visualization techniques that have been applied to microarray data analysis. These techniques are critically reviewed so that the strengths and weaknesses of each technique can be tabulated. Finally, several key problem areas as well as possible solutions to them are discussed as being a source for future work

    Exploratory topic modeling with distributional semantics

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    As we continue to collect and store textual data in a multitude of domains, we are regularly confronted with material whose largely unknown thematic structure we want to uncover. With unsupervised, exploratory analysis, no prior knowledge about the content is required and highly open-ended tasks can be supported. In the past few years, probabilistic topic modeling has emerged as a popular approach to this problem. Nevertheless, the representation of the latent topics as aggregations of semi-coherent terms limits their interpretability and level of detail. This paper presents an alternative approach to topic modeling that maps topics as a network for exploration, based on distributional semantics using learned word vectors. From the granular level of terms and their semantic similarity relations global topic structures emerge as clustered regions and gradients of concepts. Moreover, the paper discusses the visual interactive representation of the topic map, which plays an important role in supporting its exploration.Comment: Conference: The Fourteenth International Symposium on Intelligent Data Analysis (IDA 2015

    Human computer interaction and data visualization

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    In 2013, SINTEF cited that 90% of the world’s data had been created over the past two years.1 With the onset of Big Data, the ability to analyze data at a rate directly proportional to its collection becomes quite near impossible, albeit nonetheless important. In “Play With Data – An Exploration of Play Analytics and Its Effect on Player Experiences,” Ben Medler explains its pertinence: “Data can be given a different context through relating it to other data. A relation informs someone of how data can be correlated or combined with other data.

    Mediating between AI and highly specialized users

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    We report part of the design experience gained in X-Media, a system for knowledge management and sharing. Consolidated techniques of interaction design (scenario-based design) had to be revisited to capture the richness and complexity of intelligent interactive systems. We show that the design of intelligent systems requires methodologies (faceted scenarios) that support the investigation of intelligent features and usability factors simultaneously. Interaction designers become mediators between intelligent technology and users, and have to facilitate reciprocal understanding

    Teaching programming at a distance: the Internet software visualization laboratory

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    This paper describes recent developments in our approach to teaching computer programming in the context of a part-time Masters course taught at a distance. Within our course, students are sent a pack which contains integrated text, software and video course material, using a uniform graphical representation to tell a consistent story of how the programming language works. The students communicate with their tutors over the phone and through surface mail. Through our empirical studies and experience teaching the course we have identified four current problems: (i) students' difficulty mapping between the graphical representations used in the course and the programs to which they relate, (ii) the lack of a conversational context for tutor help provided over the telephone, (iii) helping students who due to their other commitments tend to study at 'unsociable' hours, and (iv) providing software for the constantly changing and expanding range of platforms and operating systems used by students. We hope to alleviate these problems through our Internet Software Visualization Laboratory (ISVL), which supports individual exploration, and both synchronous and asynchronous communication. As a single user, students are aided by the extra mappings provided between the graphical representations used in the course and their computer programs, overcoming the problems of the original notation. ISVL can also be used as a synchronous communication medium whereby one of the users (generally the tutor) can provide an annotated demonstration of a program and its execution, a far richer alternative to technical discussions over the telephone. Finally, ISVL can be used to support asynchronous communication, helping students who work at unsociable hours by allowing the tutor to prepare short educational movies for them to view when convenient. The ISVL environment runs on a conventional web browser and is therefore platform independent, has modest hardware and bandwidth requirements, and is easy to distribute and maintain. Our planned experiments with ISVL will allow us to investigate ways in which new technology can be most appropriately applied in the service of distance education
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