Populating virtual cities with diverse physiology driven crowds of intelligent agents

When conducting archaeological excavations of ancient cities, 3D reconstruction has become an important mechanism of documenting the findings and showing the results to general public in an accessible way. Most such reconstructions, however, mainly focus on visualising buildings and artefacts, while rarely simulating the actual people that populated the reconstructed city and aspects of their everyday life. Simulating such people and their lives in all their diversity is a costly and time-consuming exercise comparable in cost and efforts to development of a commercial video game, involving years of development and millions of dollars in funding. In this paper we present a novel approach that can significantly decrease the cost and effort required for simulating everyday life of ancient inhabitants of virtual cities, while still capturing enough detail to be useful in historical simulations. We show how it is possible to manually design a small number of individual avatars and then automatically generate a substantially large crowd of virtual agents, which will live their lives in the simulated city, perform choirs and rituals as well as other routine activities that are consistent with their social status. The key novelty of our approach that enables simulating such sophisticated crowds is the combination of physiological needs - for generating agent goals, emotions and personality - for choosing how to fulfil each goal and genetically informed propagation of appearance and personality traits - to propagate aspects of appearance and behaviour from a small sample of manually designed individuals to large agent groups of a desired size. The usefulness of our approach is demonstrated by applying it to simulating everyday life in the ancient city of Uruk, 3000 B.C.

City of Uruk 3000 B.C. : using genetic algorithms, dynamic planning and crowd simulation to re-enact everyday life of ancient Sumerians

Virtual reality reconstructions of ancient historical sites have become a valuable technique for popularising science and visualising expert knowledge to general audiences. Most such reconstructions only re-create buildings and artefacts and place them in the context of the virtual environment, but what is often missing in such simulations is the ability to see how ancient people lived their daily life in these environments. Our presented case study shows how the use of genetic algorithms and simulation of physiological needs helped us to populate the 3D reconstruction of the city of Uruk with a large crowd of intelligent agents simulating daily life of ancient Sumerians in Uruk

On the relationship between subjective and objective measures of virtual reality experiences : a case study of a serious game

In this paper we present a Virtual Reality game related to Cultural Heritage. We contribute with an analysis of subjective measures taken from questionnaires filled by users after the VR experience, and objective measures taken from logs during the VR game. Specifically, we were interested on study data globally and in groups of user behaviour. Analysing data globally we see a high value of users’ subjective perceptions. Nevertheless, we found differences of subjective measures when splitting the Novice group. Specifically, the subjective perception of Strugglers is considerably lower than the rest of groups, and this difference is significant. Then, we propose strategies to provide a better experience to Strugglers. We also found correlations between objective and subjective data when they were analysed globally (i.e. without using groups), but these measures did not correlate when they were analysed using behaviour groups

Lessons learned from supplementing archaeological museum exhibitions with virtual reality

Archaeological excavations provide us with important clues about the past. Excavated artefacts represent an important connection to civilisations that no longer exist and help us understand some of their customs, traditions and common practices. With the help of academics and practitioners from various disciplines the results of archaeological excavations can be analysed and a body of knowledge about the corresponding society can be created and shared with members of the general public. Museums have traditionally served the purpose of communicating this knowledge and backing it up with the help of the excavated artefacts. Many museum visitors, however, find it difficult to develop a coherent understanding of the corresponding society only based on the artefacts and annotations showed in museums. Effective modern techniques that have high potential in helping museum visitors with better understanding of the past are 3D reconstruction and Virtual Reality. 3D reconstruction offers a cost effective way of recreating historical settlements in a computer-generated virtual environment, while Virtual Reality helps with immersing people into such environments and reaching a high degree of realism. With the help of these technologies it becomes possible to relive history, imagine yourself being a part of the reconstructed society and learn about its culture firsthand. The combination of 3D reconstruction and Virtual Reality \anton{represents} a very powerful learning tool, however this tool has been rarely used in a museum setting and its correct use has not been properly investigated. In this paper we present a study into using Virtual Reality in itinerant archaeological exhibitions. We discuss the lessons we have learned from developing an interactive Virtual Reality simulation of the Neolithic settlement of La Draga. These lessons feature our analysis of qualitative and quantitative feedback of museum visitors, as well as what we have learned from analysing their navigation and interaction patterns

Virtual worlds in Australian and New Zealand higher education: remembering the past, understanding the present and imagining the future

3D virtual reality, including the current generation of multi-user virtual worlds, has had a long history of use in education and training, and it experienced a surge of renewed interest with the advent of Second Life in 2003. What followed shortly after were several years marked by considerable hype around the use of virtual worlds for teaching, learning and research in higher education. For the moment, uptake of the technology seems to have plateaued, with academics either maintaining the status quo and continuing to use virtual worlds as they have previously done or choosing to opt out altogether. This paper presents a brief review of the use of virtual worlds in the Australian and New Zealand higher education sector in the past and reports on its use in the sector at the present time, based on input from members of the Australian and New Zealand Virtual Worlds Working Group. It then adopts a forward-looking perspective amid the current climate of uncertainty, musing on future directions and offering suggestions for potential new applications in light of recent technological developments and innovations in the area

How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?

Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present an overview of how they have changed directions through the effective use of virtual worlds for diverse teaching and learning activities such as business scenarios and virtual excursions, role-play simulations, experimentation and language development. The case studies offer insights into the ways in which institutions are continuing to change directions in their teaching to meet changing demands for innovative teaching, learning and research in virtual worlds. This paper highlights the ways in which the authors are using virtual worlds to create opportunities for rich, immersive and authentic activities that would be difficult or not possible to achieve through more traditional approaches

Advances in Computational Social Science and Social Simulation

Aquesta conferència és la celebració conjunta de la "10th Artificial Economics Conference AE", la "10th Conference of the European Social Simulation Association ESSA" i la "1st Simulating the Past to Understand Human History SPUHH".Conferència organitzada pel Laboratory for Socio­-Historical Dynamics Simulation (LSDS-­UAB) de la Universitat Autònoma de Barcelona.Readers will find results of recent research on computational social science and social simulation economics, management, sociology,and history written by leading experts in the field. SOCIAL SIMULATION (former ESSA) conferences constitute annual events which serve as an international platform for the exchange of ideas and discussion of cutting edge research in the field of social simulations, both from the theoretical as well as applied perspective, and the 2014 edition benefits from the cross-fertilization of three different research communities into one single event. The volume consists of 122 articles, corresponding to most of the contributions to the conferences, in three different formats: short abstracts (presentation of work-in-progress research), posters (presentation of models and results), and full papers (presentation of social simulation research including results and discussion). The compilation is completed with indexing lists to help finding articles by title, author and thematic content. We are convinced that this book will serve interested readers as a useful compendium which presents in a nutshell the most recent advances at the frontiers of computational social sciences and social simulation researc

Virtual Institutions

University of Technology, Sydney. Faculty of Information Technology.This thesis establishes Virtual Institutions as a comprehensive software engineering technology for the development of 3D Virtual Worlds that require normative regulation of participants’ interactions (such as the commercially-oriented Virtual Worlds). 3D Virtual Worlds technology currently offers somewhat unregulated environments without means to enforce norms of behavior and interaction rules on their inhabitants. Furthermore, existing methodologies for Virtual Worlds development focus primarily on the design side of the “look-and-feel” of the inhabited space. Consequently, in current 3D Virtual Worlds it is difficult to keep track of the deviant behavior of participants and to guarantee a high level of security and predictable overall behavior of the system. The Virtual Institutions Methodology proposed by this dissertation is focused on designing highly secure heterogeneous Virtual Worlds (with humans and autonomous agents participating in them), where the participants behave autonomously and make their decisions freely within the limits imposed by the set of norms of the institution. It is supported by a multilayer model and representational formalisms, and the corresponding tools that facilitate rapid development of norm-governed Virtual Worlds and offer full control over stability and security issues. An important part of the Virtual Institutions Methodology is concerned with the relationship between humans and autonomous agents. In particular, the ways to achieve human-like behavior by learning such behavior from the humans themselves are investigated. It is explained how formal description of the interaction rules together with full observation of the users’ actions help to improve the human-like believability of autonomous agents in Virtual Institutions. The thesis proposes the concept of implicit training, which enables the process of teaching autonomous agents human characteristics without any explicit training efforts required from the humans, and develops the computational support for this new learning method. The benefits of using Virtual Institutions are illustrated through applying this technology to the domain of E-Commerce. It is demonstrated that providing shoppers with a normative environment that offers immersive experience and supports important real world attributes like social interaction, location awareness, advanced visualization, collaborative shopping and impulsive purchases can improve existing practices in E-Commerce portals

Playing the e-Business Game in 3D Virtual Worlds Helmut Berger E-Commerce Competence

In this paper we present an integrated, game-like e-Business environment that follows the role model of Massively Multi-User Online Role-Playing Games (MMORPGs). The interface is realized as a 3D virtual world using affordable game engine technology. Our environment provides a platform for conducting business and it is supposed to be a community facilitator to create and establish a lively and sustainable online community involving both, providers and consumers. It is information-rich and multimedia-based offering transparent and unified access to disparate information sources. Author Keyword