Immersive Record and Replay for Lively Virtual Environments

Non-player characters (NPCs) play an important role in virtual en-vironments and make them more lively. I am using recording and replaying techniques in virtual reality which enable a single user to interact with previous recordings of themselves. I conducted a user study that suggested that recordings that are performed by a single user are indistinguishable from multi-user recordings. En-couraged by these results, I would like to use machine learning to improve the existing recording and replaying techniques to create more sophisticated NPCs that can react to the user

Cruising through molecular bound state manifolds with radio frequency

The emerging field of ultracold molecules with their rich internal structure is currently attracting a lot of interest. Various methods have been developed to produce ultracold molecules in pre-set quantum states. For future experiments it will be important to efficiently transfer these molecules from their initial quantum state to other quantum states of interest. Optical Raman schemes are excellent tools for transfer, but can be involved in terms of equipment, laser stabilization and finding the right transitions. Here we demonstrate a very general and simple way for transfer of molecules from one quantum state to a neighboring quantum state with better than 99% efficiency. The scheme is based on Zeeman tuning the molecular state to avoided level crossings where radio-frequency transitions can then be carried out. By repeating this process at different crossings, molecules can be successively transported through a large manifold of quantum states. As an important spin-off of our experiments, we demonstrate a high-precision spectroscopy method for investigating level crossings.Comment: 5 pages, 5 figures, submitted for publicatio

Continuous Multidisciplinary Care for Patients With Orofacial Clefts—Should the Follow-up Interval Depend on the Cleft Entity?

Objective: The multidisciplinary follow-up of patients with cleft lip with or without palate (CL/P) is organized differently in specialized centers worldwide. The aim of this study was to evaluate the different treatment needs of patients with different manifestations of CL/P and to potentially adapt the frequency and timing of checkup examinations accordingly. Design:We retrospectively analyzed the data of all patients attending the CL/P consultation hour at a tertiary care center between June 2005 and August 2020 (n=1126). We defined 3 groups of cleft entities: (1) isolated clefts of lip or lip and alveolus (CL/A), (2) isolated clefts of the hard and/or soft palate, and (3) complete clefts of lip, alveolus and palate (CLP). Timing and type of therapy recommendations given by the specialists of different disciplines were analyzed for statistical differences. Results: Patients with CLP made up the largest group (n=537), followed by patients with cleft of the soft palate (n=371) and CL ±A (n=218). There were significant differences between the groups with regard to type and frequency of treatment recommendations. A therapy was recommended in a high proportion of examinations in all groups at all ages. Conclusion: Although there are differences between cleft entities, the treatment need of patients with orofacial clefts is generally high during the growth period. Patients with CL/A showed a similarly high treatment demand and should be monitored closely. A close follow-up for patients with diagnosis of CL/P is crucial and measures should be taken to increase participation in followup appointments

Clinical Follow-Up in Orofacial Clefts—Why Multidisciplinary Care Is the Key

(1) Background: Although most clinicians involved in the treatment of cleft patients agree upon the major importance of interdisciplinary cooperation and many protocols and concepts have been discussed in the literature, there is little evidence of the relevance of continuous interdisciplinary care. We aimed to objectify the type and number of therapeutic decisions resulting from an annual multidisciplinary follow-up. (2) Methods: We retrospectively analyzed the data of all 1126 patients followed up in the weekly consultation hours for cleft patients at university clinics in Leipzig for the years 2005–2020. We assessed the clinical data of every patient and specifically evaluated the treatment decisions taken at different points in time by the participating experts of different specialties. (3) Results: In total, 3470 consultations were included in the evaluation, and in 70% of those, a therapeutic recommendation was given. Each specialty showed certain time frames with intense treatment demand, which partially overlapped. Nearly all therapy recommendations were statistically attached to a certain age (p < 0.001). (4) Conclusions: There is an exceptionally high need for the interdisciplinary assessment of patients with cleft formation. Some developmental phases are of particular importance with regard to regular follow-up and initiation of different treatment protocols. The therapy and checkup of cleft patients should be concentrated in specialized centers

Ubiq: A System to Build Flexible Social Virtual Reality Experiences

While they have long been a subject of academic study, social virtual reality (SVR) systems are now attracting increasingly large audiences on current consumer virtual reality systems. The design space of SVR systems is very large, and relatively little is known about how these systems should be constructed in order to be usable and efficient. In this paper we present Ubiq, a toolkit that focuses on facilitating the construction of SVR systems. We argue for the design strategy of Ubiq and its scope. Ubiq is built on the Unity platform. It provides core functionality of many SVR systems such as connection management, voice, avatars, etc. However, its design remains easy to extend. We demonstrate examples built on Ubiq and how it has been successfully used in classroom teaching. Ubiq is open source (Apache License) and thus enables several use cases that commercial systems cannot

Ubiq: A System to Build Flexible Social Virtual Reality Experiences

While they have long been a subject of academic study, social virtual reality (SVR) systems are now attracting increasingly large audiences on current consumer virtual reality systems. The design space of SVR systems is very large, and relatively little is known about how these systems should be constructed in order to be usable and efficient. In this paper we present Ubiq, a toolkit that focuses on facilitating the construction of SVR systems. We argue for the design strategy of Ubiq and its scope. Ubiq is built on the Unity platform. It provides core functionality of many SVR systems such as connection management, voice, avatars, etc. However, its design remains easy to extend. We demonstrate examples built on Ubiq and how it has been successfully used in classroom teaching. Ubiq is open source (Apache License) and thus enables several use cases that commercial systems cannot

A pedagogic appraisal of the Priority Heuristic

We have explored how science and mathematics teachers made decisions when confronted with a dilemma in which a fictitious young woman, Deborah, may choose to have an operation that might address a painful spinal condition. We sought to explore the extent to which psychological heuristic models, in particular the Priority Heuristic, might successfully describe the decision-making process of these teachers and how an analysis of the role of personal and emotional factors in shaping the decision-making process might inform pedagogical design. A novel aspect of this study is that the setting in which the decision-making process is examined contrasts sharply with those used in psychological experiments. We found that to some extent, even in this contrasting setting, the Priority Heuristic could describe these teachers' decision-making. Further analysis of the transcripts yielded some insights into limitations on scope as well the richness and complexity in how personal factors were brought to bear. We see these limitations as design opportunities for educational intervention