Enhanced device-based 3D object manipulation technique for handheld mobile augmented reality

3D object manipulation is one of the most important tasks for handheld mobile Augmented Reality (AR) towards its practical potential, especially for realworld assembly support. In this context, techniques used to manipulate 3D object is an important research area. Therefore, this study developed an improved device based interaction technique within handheld mobile AR interfaces to solve the large range 3D object rotation problem as well as issues related to 3D object position and orientation deviations in manipulating 3D object. The research firstly enhanced the existing device-based 3D object rotation technique with an innovative control structure that utilizes the handheld mobile device tilting and skewing amplitudes to determine the rotation axes and directions of the 3D object. Whenever the device is tilted or skewed exceeding the threshold values of the amplitudes, the 3D object rotation will start continuously with a pre-defined angular speed per second to prevent over-rotation of the handheld mobile device. This over-rotation is a common occurrence when using the existing technique to perform large-range 3D object rotations. The problem of over-rotation of the handheld mobile device needs to be solved since it causes a 3D object registration error and a 3D object display issue where the 3D object does not appear consistent within the user’s range of view. Secondly, restructuring the existing device-based 3D object manipulation technique was done by separating the degrees of freedom (DOF) of the 3D object translation and rotation to prevent the 3D object position and orientation deviations caused by the DOF integration that utilizes the same control structure for both tasks. Next, an improved device-based interaction technique, with better performance on task completion time for 3D object rotation unilaterally and 3D object manipulation comprehensively within handheld mobile AR interfaces was developed. A pilot test was carried out before other main tests to determine several pre-defined values designed in the control structure of the proposed 3D object rotation technique. A series of 3D object rotation and manipulation tasks was designed and developed as separate experimental tasks to benchmark both the proposed 3D object rotation and manipulation techniques with existing ones on task completion time (s). Two different groups of participants aged 19-24 years old were selected for both experiments, with each group consisting sixteen participants. Each participant had to complete twelve trials, which came to a total 192 trials per experiment for all the participants. Repeated measure analysis was used to analyze the data. The results obtained have statistically proven that the developed 3D object rotation technique markedly outpaced existing technique with significant shorter task completion times of 2.04s shorter on easy tasks and 3.09s shorter on hard tasks after comparing the mean times upon all successful trials. On the other hand, for the failed trials, the 3D object rotation technique was 4.99% more accurate on easy tasks and 1.78% more accurate on hard tasks in comparison to the existing technique. Similar results were also extended to 3D object manipulation tasks with an overall 9.529s significant shorter task completion time of the proposed manipulation technique as compared to the existing technique. Based on the findings, an improved device-based interaction technique has been successfully developed to address the insufficient functionalities of the current technique

Virtualization in Information Technology Science and Its Integration to Develop Future Architectural Design Tools (Comparative descriptive research case study of BMW showroom building)

The increasing availability and utilization of information are the defining characteristics of the information age. While the industrial revolution focused on material production, the information revolution focuses on the production of ideas. Countries with more information are the most dominant in the world, and over the past thirty years, we have witnessed the tremendous development of the information and communication sector, leading to various changes in the modern world, including the replacement of some jobs with new technologies. This has had a profound impact on society, concepts, and beliefs, and the field of architectural engineering has been significantly affected by the advancements in information technology, resulting in changes in the way architects think, analyze, and design buildings. The digital revolution has also had a significant impact on various disciplines, giving rise to new ideas and trends in each of them. One of the most important outcomes of this revolution is virtual representation, which allows multiple applications to run on a single device. This has led to several ways of understanding and interpreting the concept in different fields. (1) The architectural product is directly influenced by digital technology in all areas, as architectural design increasingly moves into the realm of virtual reality, which is expected to become more logical and realistic. (2) Simulating virtual reality is one of the evident effects of the technological revolution on architectural design and can be referred to as "digitalizing architectural design. (3) This study presents a model for integrating the new elements resulting from the technological revolution into visions and approaches for dealing with future architecture, through the reciprocal relationship between architecture and technology

Leveraging eXtented Reality & Human-Computer Interaction for User Experi- ence in 360◦ Video

EXtended Reality systems have resurged as a medium for work and entertainment. While 360o video has been characterized as less immersive than computer-generated VR, its realism, ease of use and affordability mean it is in widespread commercial use. Based on the prevalence and potential of the 360o video format, this research is focused on improving and augmenting the user experience of watching 360o video. By leveraging knowledge from Extented Reality (XR) systems and Human-Computer Interaction (HCI), this research addresses two issues affecting user experience in 360o video: Attention Guidance and Visually Induced Motion Sickness (VIMS). This research work relies on the construction of multiple artifacts to answer the de- fined research questions: (1) IVRUX, a tool for analysis of immersive VR narrative expe- riences; (2) Cue Control, a tool for creation of spatial audio soundtracks for 360o video, as well as enabling the collection and analysis of captured metrics emerging from the user experience; and (3) VIMS mitigation pipeline, a linear sequence of modules (including optical flow and visual SLAM among others) that control parameters for visual modi- fications such as a restricted Field of View (FoV). These artifacts are accompanied by evaluation studies targeting the defined research questions. Through Cue Control, this research shows that non-diegetic music can be spatialized to act as orientation for users. A partial spatialization of music was deemed ineffective when used for orientation. Addi- tionally, our results also demonstrate that diegetic sounds are used for notification rather than orientation. Through VIMS mitigation pipeline, this research shows that dynamic restricted FoV is statistically significant in mitigating VIMS, while mantaining desired levels of Presence. Both Cue Control and the VIMS mitigation pipeline emerged from a Research through Design (RtD) approach, where the IVRUX artifact is the product of de- sign knowledge and gave direction to research. The research presented in this thesis is of interest to practitioners and researchers working on 360o video and helps delineate future directions in making 360o video a rich design space for interaction and narrative.Sistemas de Realidade EXtendida ressurgiram como um meio de comunicação para o tra- balho e entretenimento. Enquanto que o vídeo 360o tem sido caracterizado como sendo menos imersivo que a Realidade Virtual gerada por computador, o seu realismo, facili- dade de uso e acessibilidade significa que tem uso comercial generalizado. Baseado na prevalência e potencial do formato de vídeo 360o, esta pesquisa está focada em melhorar e aumentar a experiência de utilizador ao ver vídeos 360o. Impulsionado por conhecimento de sistemas de Realidade eXtendida (XR) e Interacção Humano-Computador (HCI), esta pesquisa aborda dois problemas que afetam a experiência de utilizador em vídeo 360o: Orientação de Atenção e Enjoo de Movimento Induzido Visualmente (VIMS). Este trabalho de pesquisa é apoiado na construção de múltiplos artefactos para res- ponder as perguntas de pesquisa definidas: (1) IVRUX, uma ferramenta para análise de experiências narrativas imersivas em VR; (2) Cue Control, uma ferramenta para a criação de bandas sonoras de áudio espacial, enquanto permite a recolha e análise de métricas capturadas emergentes da experiencia de utilizador; e (3) canal para a mitigação de VIMS, uma sequência linear de módulos (incluindo fluxo ótico e SLAM visual entre outros) que controla parâmetros para modificações visuais como o campo de visão restringido. Estes artefactos estão acompanhados por estudos de avaliação direcionados para às perguntas de pesquisa definidas. Através do Cue Control, esta pesquisa mostra que música não- diegética pode ser espacializada para servir como orientação para os utilizadores. Uma espacialização parcial da música foi considerada ineficaz quando usada para a orientação. Adicionalmente, os nossos resultados demonstram que sons diegéticos são usados para notificação em vez de orientação. Através do canal para a mitigação de VIMS, esta pesquisa mostra que o campo de visão restrito e dinâmico é estatisticamente significante ao mitigar VIMS, enquanto mantem níveis desejados de Presença. Ambos Cue Control e o canal para a mitigação de VIMS emergiram de uma abordagem de Pesquisa através do Design (RtD), onde o artefacto IVRUX é o produto de conhecimento de design e deu direcção à pesquisa. A pesquisa apresentada nesta tese é de interesse para profissionais e investigadores tra- balhando em vídeo 360o e ajuda a delinear futuras direções em tornar o vídeo 360o um espaço de design rico para a interação e narrativa

Playing With Embodied Social Interaction : A Thematic Review of Experiments on Social Aspects in Gameful Virtual Reality

Revision Published: 11 May 2022Recently, there has been a burgeoning of immersive virtual reality (VR) applications in a variety of shapes, including gameful social VR. Despite a longstanding tradition of studying social factors in gameful computing, this perspective in the specific experiences of VR is only gaining traction. This highly multidisciplinary area of interest is immensely complex with potential consequences on individuals and social groups alike. To aid in constituting and systematizing this area of research from the early days, this paper explores 14 state-of-art publications on experimental research of social aspects in gameful VR. These were analysed predominantly based on the included manipulations and the studied outcomes resulting in the extraction of five and seven thematic wholes, respectively. Finally, based on the findings, four broad avenues to consider were emphasized as suggested paths for a comprehensive future of embodied gameful social VR application and research across a variety of disciplines.Peer reviewe

Interactive virtual method applied in urban design education. Mixed Approach

La memòria d'aquesta tesi tracta sobre l'ús de la transformació digital en l'ensenyament i els processos de disseny urbà, a través de conceptes innovadors i metodologies pràctiques. L'objectiu és promoure l'ús de tecnologies digitals, en particular per avaluar la inclusió de la realitat virtual en diversos entorns d'ensenyament formals i informals del disseny urbà col·laboratiu, per tal de millorar, accelerar i augmentar el seu impacte social de forma positiva i millorar l'ensenyament universitària ajudant al fet que els estudiants consolidin amb major efectivitat les seves habilitats. Amb les característiques d’un sistema de realitat virtual, podem provar la nostra hipòtesi en funció de demostrar: (1) La implementació d'estratègies virtuals gamificades en el camp del disseny urbà generarà una millora i motivació en la participació ciutadana i dels estudiants, ja que l’entorn és més dinàmic, real i permet un disseny col·laboratiu àgil gràcies a les tecnologies visuals immersives, mentre avaluen críticament el resultat d'un disseny urbà i prenen decisions. (2) L'ús de sistemes virtuals interactius per a la comprensió de l'espai tridimensional millora en els estudiants i professionals la percepció de la comprensió de l'espai, generant major enteniment de les condicions d'ubicació, dimensions i relacions dels espais urbans, i defensar els arguments de projectes urbans i propostes urbanes definides interactivament que proven diverses estratègies d'acció. Per provar les nostres hipòtesis, fem servir un mètode quantitatiu i qualitatiu aplicat en diferents escenaris i als diferents perfils d'usuaris, estudiants, professionals i usuaris finals. Els resultats mostraran que és possible potenciar la transformació digital, millorar la motivació pública, la implicació i la satisfacció en els processos de presa de decisions urbanes, així com complementar l'adquisició de competències urbanes específiques necessàries per a la professió en estudiants d'Arquitectura.La memoria de esta tesis trata sobre el uso de la transformación digital en la enseñanza y los procesos de diseño urbano, a través de conceptos innovadores y metodologías prácticas. El objetivo es promover el uso de tecnologías digitales, en particular para evaluar la inclusión de la realidad virtual en diversos entornos de enseñanza formales e informales del diseño urbano colaborativo, con el fin de mejorarlo, acelerar y aumentar su impacto social positivo y mejorar la enseñanza universitaria ayudando a que los estudiantes consoliden con mayor efectividad sus habilidades. Con las características de un sistema de realidad virtual, podemos probar nuestra hipótesis en función de demostrar: (1) El uso de sistemas virtuales interactivos para la comprensión del espacio tridimensional mejora en los estudiantes y profesionales la percepción de la comprensión del espacio, generando mayor entendimiento de las condiciones de ubicación, dimensiones y relaciones de los espacios urbanos, y defender los argumentos de proyectos urbanos y propuestas urbanas definidas interactivamente que ensayan diversas estrategias de acción. (2) La implementación de estrategias virtuales gamificadas en el campo del diseño urbano generará una mejora y motivación en la participación ciudadana y en los estudiantes, ya que es un entorno de colaboración más dinámico, real y ágil gracias a las tecnologías visuales inmersivas, mientras evalúan críticamente el resultado de un diseño urbano y toman decisiones. Para probar nuestras hipótesis, utilizamos un método cuantitativo y cualitativo aplicado en diferentes escenarios y a diferentes perfiles de usuarios, estudiantes, profesionales y usuarios finales. Los resultados mostrarán que es posible potenciar la transformación digital, mejorar la motivación pública, la implicación y la satisfacción en los procesos de toma de decisiones urbanas, así como complementar la adquisición de competencias urbanas específicas necesarias para la profesión en estudiantes de Arquitectura.The memory of this thesis deals with the use of digital transformation in the teaching and processes of urban design, through innovative concepts and practical methodologies. The objective is to promote the use of digital technologies, in particular, to evaluate the inclusion of virtual reality in various formal and informal teaching environments of collaborative urban design, in order to improve it, speed up, and increase its positive social impact and improve university teaching by helping students consolidate their skills more effectively. With the characteristics of the VR system, we can test our hypothesis based on demonstrating: (1) The use of virtual-interactive systems for the understanding of three- dimensional space improve in students and professionals the perception of the comprehension of the space, generating a greater understanding of the location conditions, dimensions and relationships of urban spaces, and defend the arguments of urban projects and interactively defined urban proposals rehearsing various strategies of action. (2) The implementation of virtual gamified strategies in the field of urban design will generate improvement and motivation in citizen participation and students as it is a more dynamic, real and agile collaborative environment thanks to the immersive visual technologies as they critically evaluate the result of the urban design and make decisions. To validate our hypothesis, we use a quantitative and qualitative method applied in different scenarios and to a different profile of users, students, professionals and end users. The results will show that it is possible to empower digital transformation, to improve public motivation, implication, and satisfaction in urban decision-making processes as well as complementing the improvement of the perception of the comprehension of the space needed for the profession in Architecture students

A critical reflection on the affordances of web 3.0 and artificial intelligence in life sciences education

Life Sciences Education has become increasingly important in today's rapidly changing world, as it equips students with the knowledge and skills needed to tackle complex global challenges in various biology fields. With the emergence of Web 3.0 and Artificial Intelligence (AI), numerous opportunities exist to revolutionize Life Sciences Education and enhance student learning. However, integrating these technologies into traditional teaching methods poses significant challenges. This paper aims to explore the opportunities and challenges of Web 3.0 and AI in Life Sciences Education and provide recommendations for successful integration. The opportunities of Web 3.0 and AI in Life Sciences Education include enhanced personalized learning, increased engagement, access to vast amounts of data, and innovative assessment strategies. However, ethical concerns related to AI, integration with traditional teaching methods, training and professional development for educators, and cost and accessibility issues are among the challenges. The paper also provides case studies of successful implementation and recommendations for addressing ethical concerns, professional development, funding and accessibility, and collaboration between educators and technology experts. The paper concludes with implications for future research and practice in Life Sciences Education

Evaluating the Effectiveness of Human-Centered AI Systems in Education

Trabajo Fin de Máster. Máster Universitario en sistemas inteligentes. Curso académico 2022-2023.[ES]Esta tesis explora el uso de la inteligencia artificial (IA) en la educación, centrándose en mejorar la interacción humano-computadora (HCI) y la experiencia del usuario. El estudio incluye una revisión sis temática de la literatura (SLR) y un estudio de caso del proyecto LATILL, un ejemplo destacado del uso de IA en la educación. La SLR examina el conjunto de literatura existente para determinar los efectos de la integración de la IA en la educación en la experiencia del usuario y en la HCI. Los resultados demuestran cómo la IA puede personalizar y adaptar las experiencias de aprendizaje, mejorar el rendimiento en tareas y mejorar la experiencia del usuario tanto para los docentes como para los estudiantes. La SLR también iden tifica las dificultades y restricciones relacionadas con la aplicación de la IA en la educación. El proyecto LATILL, que ejemplifica el uso efectivo de la IA en la educación de idiomas, es el foco del estudio de caso. El objetivo principal del proyecto es ayudar a los docentes a proporcionar orientación y apoyo personaliza dos a sus estudiantes. Pueden seleccionar textos apropiados según los niveles del Marco Común Europeo de Referencia para las Lenguas (CEFR) y características lingüísticas. La plataforma utiliza una metodología de diseño centrada en el usuario e incorpora prototipos y comentarios de los usuarios para garantizar una funcionalidad óptima y satisfacer los requisitos particulares de los docentes. El proyecto LATILL busca transformar la enseñanza de idiomas convencional, aumentar la participación de los estudiantes y fomentar experiencias de aprendizaje de idiomas gratificantes y exitosas mediante la promoción de la colaboración y el intercambio de recursos entre los educadores. A través de la SLR y el estudio de caso, esta tesis propor ciona conocimientos valiosos sobre el potencial de la IA en la educación, su impacto en la experiencia del usuario y la HCI, y los desafíos y oportunidades que surgen al implementar la IA en entornos educativos. En conclusión, esta investigación resalta los beneficios significativos de la integración de la IA en la educación y enfatiza la importancia de considerar los principios de experiencia del usuario y HCI al diseñar sistemas educativos impulsados por la IA. Al aprovechar de manera efectiva las tecnologías de IA y adoptar enfoques de diseño centrados en el usuario, los educadores pueden mejorar la experiencia de aprendizaje, fomentar la participación de los estudiantes y promover resultados educativos exitosos.[EN]This thesis explores using artificial intelligence (AI) in education, concentrating on improving human computer interaction (HCI) and the user experience. The study includes a systematic review of the literature (SLR) and a case study of the LATILL project, a prime example of the use of AI in education. The SLR examines the body of existing literature to determine the effects of integrating AI in education on user experience and HCI. The results demonstrate how AI can personalize and adapt learning experiences, en hance task performance, and improve user experience for teachers and students. The SLR also identifies difficulties and restrictions related to the application of AI in education. The LATILL project, which ex emplifies the effective use of AI in language education, is the focus of the case study. The project’s main objective is to assist teachers in providing their students with individualized guidance and support. They can select appropriate texts based on CEFR levels and linguistic characteristics. The platform employs a user-centered design methodology and incorporates prototypes and user feedback to guarantee optimal functionality and satisfy the particular requirements of teachers. The LATILL project seeks to transform conventional language instruction, increase student engagement, and foster enjoyable and successful lan guage learning experiences by encouraging collaboration and resource sharing among educators. Through the SLR and the case study, this thesis provides valuable insights into the potential of AI in education, its impact on user experience and HCI, and the challenges and opportunities that arise in implementing AI in educational settings. In conclusion, this research highlights the significant benefits of integrating AI in education and emphasizes the importance of considering user experience and HCI principles when design ing AI-driven educational systems. By leveraging AI technologies effectively and adopting user-centered design approaches, educators can enhance the learning experience, promote student engagement, and foster successful educational outcomes