Virtual reality interaction techniques

This paper addresses the problems associated with interaction in immersive virtual reality and makes recommendations as to how best to deal with these problems, thereby producing a usable virtual reality interactive environment. Immersive virtual reality means that the users are immersed or contained inside the environment in which they are working. For example, they are able to turn their heads and look around, as well as use their bodies to control the system.

The work in progress involves a study of various virtual reality input devices, some designed and implemented as part of the project. Additionally, the paper describes a simple framework for separation of the interaction and application parts of a virtual reality system in order to facilitate an object oriented approach to the implementation of the recommendations, and to the building of future virtual reality applications which incorporate these ideas.

A generic virtual reality interaction system and its extensions using the common object request broker architecture (CORBA)

The paper describes the design and implementation of an immersive Virtual Reality (VR) interaction system. The system aims to provide a flexible mechanism for programmers to implement interaction in their VR applications, making good use of all accepted practices in the field. The paper further describes how the system was extended to a multi-user system using the CORBA middleware layer.

Realistic autonomous fish for virtual reality

We create realistic autonomous fish for Virtual Reality systems. The fish are realistic in appearance, movement and behaviour: the swimming behaviour being non-scripted, within real time rendering.The form of the fish is procedurally created. The size and shape of the form are controlled by a number of variables which are stored in a simple ASCII file. This allows efficient creation of different fish at run time.The behaviour is obtained by implementing a flocking algorithm.

Experiences in porting a virtual reality system to Java

Practical experience in porting a large virtual reality system from C/C++ to Java indicates that porting this type of real-time application is both feasible, and has several merits. The ability to transfer objects in space and time allows useful facilities such as distributed agent support and persistence to be added. Reflection and type comparisons allow flexible manipulations of objects of different types at run-time. Native calls and native code compilation reduce or remove the overhead of interpreting code.Problems encountered include difficulty in achieving cross-platform code portability, limitations of the networking libraries in Java, and clumsy coding practices forced by the language.

Building the second generation of parallel/distributed virtual reality systems

We present the RhoVeR (Rhodes Virtual Reality) system and classify it as a second generation parallel/distributed virtual reality (DVR) system. We discuss the components of the system and thereby demonstrate its support for virtual reality application development, its configurable, parallel and distributed nature, and its synthesis of first generation DVR techniques.

Are we raising the standards of language use or just playing games?

Given the current state of play with respect to literacy 'crises' in Western democracies, this article revisits the 'language games' that often inform these concerns, examining their rules and who benefits from them. It argues that to focus narrowly on the technical aspects of language, as the current emphasis does, misses the point of what is at stake for students: those who advocates claim to want to help. Drawing on twenty semi-structured interviews and observations of teachers in primary and secondary schools within Queensland (Australia), the article outlines four perspectives on language use and how these variously position students as literate and illiterate. It concludes that we now need a different game plan to address students' use of language, one that provokes a stance and praxis in keeping with a more inclusive politics and which provides real challenges to broader social constraints.

Neoliberalising learning : generating alternate futures consciousness

Both educators and education policies have long claimed a role in preparing students for ‘the future’. This has been referred to as the rhetoric of futures in education, as the notion of a future is assumed, abstract and not articulated (Bateman 2010). Recent research indicates that teachers give little attention to futures thinking in interpreting and enacting curriculum documents. Only when their ‘futures consciousness’ was increased were they able to generate explicit alternate futures scenarios and make connections with learners (Bateman 2012). In light of international education policy agendas pressing countries to adopt economic competitiveness in national curriculum policies, the ‘future’ vision looks narrow and constrained. We argue that current educational reforms in Australia provide little scope to address the concept of multiple futures, which are significant in enabling citizens to shape and contribute in personal, local and global contexts.

Commonising the enclosure : online games and reforming intellectual property regimes

Online computer gamers are a creative bunch, from the mayhem of first-person shooters (FPS) to the more social experiences of massive multiplayer online role-playing games (MMORPG), gamers are producing new content for their favourite titles at an amazing rate. This paper explores the rewriting of the boundaries in the production and ownership of intellectual property in the computer games industry. The purpose is to examine the potential for computer game studies to contribute to an understanding of an alternative intellectual property regime known as the commons. This paper will explore how computer games users establish commons-like formations, specific to the digital environment, that extend the confines of current intellectual property rights. It will argue that the productive activities of online gamers are not motivated by the traditional logic of market-based incentives. This represents a new condition which may contribute to a reformation of the privatising enclosure of the intellectual property system.
Keywords: massive multiplayer online

Rhetoric and reality : an examination of performance management in Australian universities

This paper reports on a survey of academics in the Business School of four Australian universities and explores their attitudes to performance management in general and their experience of performance management in their own university. Results indicate an apparent disconnect between the rhetoric of performance management and the reality being experienced in universities.

An energy-autonomous home in Melbourne - myth or reality?

Energy-autonomous buildings are possible. Completely energy self-sufficient houses can be found, for example, in Europe. If it is possible to cover the entire energy demand of a household from only renewable energy generated on site in a central European climate, what is required in a temperate climate, typical of southern Australia? This paper describes an investigation to broadly assess the technical, practical and financial feasibility of energy-autonomy for a hypothetical suburban house in Melbourne, Victoria. The findings firstly demonstrate the importance of reducing energy demand by using passive solar building strategies and energy efficient appliances to reduce demand to a reasonable level. The paper then discusses four scenarios and combinations of technologies to meet this reduced demand. The three scenarios which give energy autonomy increase the capital cost of a typical house by between 15% and 3%, and there would be insufficient roof area to accommodate the solar technologies required in two of the scenarios investigated. It is therefore concluded that while the goal of energy autonomy is technically feasible, it is not likely to be financially or practically acceptable. A fourth scenario of an energy-exporting house was also investigated and is shown to be a much more attractive option.

Primary science education : reality or myth

Amidst an international call for a re-formed and re-envisaged science education agenda, the actual state of teaching science in primary schools is still much the same as it was 15 years or more ago. Whilst much research has provided insights into possible approaches for primary science education, we still find ‘blockers’ to a fully implemented science curriculum in schools. Pre-service teachers, as part of their assessment in a science education unit, interviewed primary teachers and asked the reason behind the approach to science in schools. The responses were varied, with some schools and teachers paying lip service to science education, whereas, in schools where science is a critical element of the curriculum, it is still mainly through the driving force of one enthusiastic teacher. This research will report on the aggregated responses from the surveys and attempt to identify possible ways forward, as suggested by data analysis.