2,161 research outputs found

    Virtual reality in theatre education and design practice - new developments and applications

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    The global use of Information and Communication Technologies (ICTs) has already established new approaches to theatre education and research, shifting traditional methods of knowledge delivery towards a more visually enhanced experience, which is especially important for teaching scenography. In this paper, I examine the role of multimedia within the field of theatre studies, with particular focus on the theory and practice of theatre design and education. I discuss various IT applications that have transformed the way we experience, learn and co-create our cultural heritage. I explore a suite of rapidly developing communication and computer-visualization techniques that enable reciprocal exchange between students, theatre performances and artefacts. Eventually, I analyse novel technology-mediated teaching techniques that attempt to provide a new media platform for visually enhanced information transfer. My findings indicate that the recent developments in the personalization of knowledge delivery, and also in student-centred study and e-learning, necessitate the transformation of the learners from passive consumers of digital products to active and creative participants in the learning experience

    ENHANCING BRAND EQUITY THROUGH FLOW: COMPARISON OF 2D VERSUS 3D VIRTUAL WORLD

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    This research uses the theory of flow to examine the effect of 2D versus 3D virtual world environments on brand equity and use intention. The results suggest that a 3D virtual world environment has both positive (indirect) and negative (direct) effects on brand equity. The positive, indirect effect of the 3D virtual world environment occurs through feelings of telepresence and enjoyment, both of which contribute positively to brand equity and, in turn, induces a higher behavioral intention. The negative, direct effect can be explained using distraction-conflict theory, where attentional conflict is faced by users of a highly interactive and rich medium. This paper explains the flow experience and its effects on brand equity in 2D versus 3D virtual world environments, and provides insights to practitioners for designing 3D virtual world sites to enhance brand equity and behavioral intention

    A motion control method for a differential drive robot based on human walking for immersive telepresence

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    Abstract. This thesis introduces an interface for controlling Differential Drive Robots (DDRs) for telepresence applications. Our goal is to enhance immersive experience while reducing user discomfort, when using Head Mounted Displays (HMDs) and body trackers. The robot is equipped with a 360° camera that captures the Robot Environment (RE). Users wear an HMD and use body trackers to navigate within a Local Environment (LE). Through a live video stream from the robot-mounted camera, users perceive the RE within a virtual sphere known as the Virtual Environment (VE). A proportional controller was employed to facilitate the control of the robot, enabling to replicate the movements of the user. The proposed method uses chest tracker to control the telepresence robot and focuses on minimizing vection and rotations induced by the robot’s motion by modifying the VE, such as rotating and translating it. Experimental results demonstrate the accuracy of the robot in reaching target positions when controlled through the body-tracker interface. Additionally, it also reveals an optimal VE size that effectively reduces VR sickness and enhances the sense of presence

    Accessibility and Technology: Remote Access to Art through Telepresence Robotics

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    This capstone project details a proposal for a remote tour pilot program and community partnership written for the Art Institute of Chicago, Snow City Arts and the John H Stroger, Jr. Hospital of Cook County. The proposal seeks to provide a model for remote accessibility to art museums for visitors with mobility disabilities. The pilot program utilizes telepresence technology as a tool for providing remote tours and for emulating the social benefits of a museum visit. Within the program, telepresence technology becomes a mechanism for communication and collaboration between the museum and members of the community, allowing individuals previously unable to visit to experience the collection and contribute to the museum’s interpretive narrative. The result is a reciprocal relationship between community and museum and a tangible project archived as digital content

    Leaning-based control of an immersive telepresence robot

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    Abstract. This thesis presents an implementation of a leaning-based control method which allows using the body to drive a telepresence robot. The implementation consisted of a control mapping to drive a differential drive telepresence robot using a Nintendo Wii Balance Board (Wiiboard). The motivation for using a balance board as a control device was to reduce Virtual Reality (VR) sickness by using small movements of your own body matching the motions seen on the screen; matching the body movement to the motion seen on the screen could mitigate sensory conflict between visual and vestibular organs which is generally held as one of the main causes for VR sickness. A user study (N=32) was conducted to compare the balance board to joysticks, in which the participants drove a simulated telepresence robot in a Virtual Environment (VE) along a marked path using both control methods. The results showed that the joystick did not cause any more VR sickness on the participants than the balance board, and the board proved to be statistically significantly more difficult to use, both subjectively and objectively. The balance board was unfamiliar to the participants and it was reported as hard to control. Analyzing the open-ended questions revealed a potential relationship between perceived difficulty and VR sickness, meaning that difficulty possibly affects sickness. The balance board’s potential to reduce VR sickness was held back by the difficulty to use it, thus making the board easier to use is the key to enabling its potential. A few suggestions were presented to achieve this goal.Immersiivisen etäläsnäolorobotin nojaamiseen perustuva ohjaus. Tiivistelmä. Tämä diplomityö esittelee nojautumiseen perustuvan ohjausmenetelmän toteutuksen, joka mahdollistaa etäläsnäolorobotin ohjaamisen käyttämällä kehoa. toteutus koostui ohjauskartoituksesta tasauspyörästö vetoisen etäläsnäolorobotin ohjaamiseksi Nintendo Wii Balance Board -tasapainolaudan avulla. Motivaatio tasapainolaudan käyttämiseen ohjauslaitteena oli vähentää virtuaalitodellisuus pahoinvointia käyttämällä pieniä oman kehon liikkeitä, jotka vastaavat näytöllä näkyviä liikkeitä; kehon liikkeen sovittaminen yhteen näytöllä nähtyyn liikkeeseen voi lieventää näkö- ja tasapainoelinten välistä aistiristiriitaa, jota pidetään yleisesti yhtenä pääsyistä virtuaalitodellisuus pahoinvointiin. Tasapainolautaa verrattiin ohjaussauvoihin käyttäjätutkimus (N=32), jossa osallistuja ajoivat simuloitua etäläsnäolorobottia virtuaaliympäristössä merkittyä reittiä pitkin käyttämällä molemmilla ohjausmenetelmiä. Tulokset osoittivat, että ohjaussauvat ei aiheuttanut osallistujille enempää virtuaalitodellisuus pahoinvointia kuin tasapainolauta, ja lauta osoittautui tilastollisesti merkitsevästi vaikeammaksi käyttää sekä subjektiivisesti että objektiivisesti. Tasapainolauta oli osallistujille tuntematon, ja sen ilmoitettiin olevan vaikeasti hallittava. Avointen kysymysten analysointi paljasti mahdollisen yhteyden koetun vaikeuden ja virtuaalitodellisuus pahoinvoinnin välillä, mikä tarkoittaa, että vaikeus voi mahdollisesti vaikuttaa pahoinvointiin. Tasapainolaudan vaikeus rajoitti sen potentiaalia vähentää virtuaalitodellisuus pahoinvointia, mikä tarkoittaa, että laudan käytön helpottaminen on avain sen potentiaalin saavuttamiseen. Muutamia ehdotuksia esitettiin tämän tavoitteen saavuttamiseksi

    Evaluating the Effects of Immersive Embodied Interaction on Cognition in Virtual Reality

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    Virtual reality is on its advent of becoming mainstream household technology, as technologies such as head-mounted displays, trackers, and interaction devices are becoming affordable and easily available. Virtual reality (VR) has immense potential in enhancing the fields of education and training, and its power can be used to spark interest and enthusiasm among learners. It is, therefore, imperative to evaluate the risks and benefits that immersive virtual reality poses to the field of education. Research suggests that learning is an embodied process. Learning depends on grounded aspects of the body including action, perception, and interactions with the environment. This research aims to study if immersive embodiment through the means of virtual reality facilitates embodied cognition. A pedagogical VR solution which takes advantage of embodied cognition can lead to enhanced learning benefits. Towards achieving this goal, this research presents a linear continuum for immersive embodied interaction within virtual reality. This research evaluates the effects of three levels of immersive embodied interactions on cognitive thinking, presence, usability, and satisfaction among users in the fields of science, technology, engineering, and mathematics (STEM) education. Results from the presented experiments show that immersive virtual reality is greatly effective in knowledge acquisition and retention, and highly enhances user satisfaction, interest and enthusiasm. Users experience high levels of presence and are profoundly engaged in the learning activities within the immersive virtual environments. The studies presented in this research evaluate pedagogical VR software to train and motivate students in STEM education, and provide an empirical analysis comparing desktop VR (DVR), immersive VR (IVR), and immersive embodied VR (IEVR) conditions for learning. This research also proposes a fully immersive embodied interaction metaphor (IEIVR) for learning of computational concepts as a future direction, and presents the challenges faced in implementing the IEIVR metaphor due to extended periods of immersion. Results from the conducted studies help in formulating guidelines for virtual reality and education researchers working in STEM education and training, and for educators and curriculum developers seeking to improve student engagement in the STEM fields
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