Evaluación y tratamiento basados en realidad virtual de la negligencia espacial unilateral: análisis del estado de la cuestión y demostración de enfoques alternativos

En el siguiente trabajo se presenta en primer lugar de forma detallada la enfermedad denominada negligencia espacial unilateral (síntomas, tipos, causas, evaluación y tratamientos) para proporcionar una mejor comprensión del principal objetivo del estudio, que es el análisis de las soluciones virtuales, existentes en la literatura, aplicadas al tratamiento de esta enfermedad, incluyéndose una amplia descripción de cada estudio encontrado sobre el tema. A continuación, se han realizado tres implementaciones en realidad virtual de tres técnicas clásicas de rehabilitación llevadas a cabo en un entorno virtual, que son la estimulación optocinética, eye patching, y adaptación prismática y se ha desarrollado una aplicación 3D para evaluar el grado y tipo de negligencia sufrida por los pacientes. Que de forma conjunta, constituyen un primer paso hacia un enfoque alternativo para el tratamiento de la enfermedad, más personalizado y eficaz. Por último, en las conclusiones, se analizan las principales ventajas y desventajas encontradas en el uso de estas tecnologías aplicadas a la enfermedad y los trabajos futuros que pueden derivar de este trabajo.---ABSTRACT---The following work starts by presenting in detail a disease called unilateral spatial neglect (symptoms, types, causes, assessment and treatment) to provide the background for this study's main objective, which is the analysis of the virtual solutions existing in the literature for the treatment of this disease. The document includes an extensive description of the previous work found in this topic. Afterwards, three implementations of three classical rehabilitation techniques were performed in virtual reality: optokinetic stimulation, eye patching and prism adaptation, as a proof-of-concept, and a 3D application was implemented to assess the degree and type of negligence suffered by patients. Altogether, they constitute a first step towards an alternative approach for the treatment of disease, more personalized and effective. Finally, the conclusions analyze the main advantages and disadvantages encountered in the use of these technologies when applied to this disease and suggest future work.

Restauración virtual del patrimonio sonoro. Aplicación al antiguo rito hispánico

Una de las aplicaciones más interesantes de las tecnologías de Realidad Acústica Virtual es la posibilidad de recuperar el patrimonio cultural del sonido de los recintos históricos que se han perdido o cuyas características se han modificado a lo largo de los siglos. En este trabajo, las tecnologías de realidad acústica virtual se utilizan para tratar de reconstruir virtualmente el sonido producido en las actividades litúrgicas del antiguo rito hispánico. Bajo este nombre se conoce a la liturgia que celebraban los cristianos de la península ibérica hasta su prohibición, en favor del culto romano, a mediados del siglo XI. El rito hispánico -también conocido como rito visigótico-mozárabe- es una de las manifestaciones culturales más interesantes de la Alta Edad Media en occidente. Se trata de un patrimonio cultural desaparecido, tanto desde el punto de vista de las señales sonoras que lo integraban -ya que la mayoría de las melodías que conformaban el rito se han perdido- como desde el punto de vista de los espacios en los que se desarrollaba, debido a que las iglesias conservadas de la época han experimentado modificaciones a lo largo de los siglos que alteran sus condiciones acústicas con respecto a las que tenían en el periodo de vigencia de esta liturgia. Para llevar a cabo este proyecto, se han realizado modelos acústicos digitales de un grupo representativo de iglesias prerrománicas de la Península Ibérica en su estado primitivo. Se ha procurado que las iglesias seleccionadas representen la variedad de comportamientos acústicos esperables en este tipo de edificios. Con este objetivo, se han elegido cinco iglesias prerrománicas que presentan diferencias sustanciales en los parámetros que, a priori, van a influir en mayor manera a su comportamiento acústico: el volumen del recinto, la forma de la planta y el tipo de cubierta. El proceso de creación de los modelos acústicos digitales de las iglesias se ha dividido en dos fases: en la primera se han creado modelos de los edificios en su estado actual, que se han validado a partir de los datos obtenidos en mediciones acústicas realizadas in situ; a partir de los modelos validados de las iglesias en su estado actual, en la segunda fase se han generado los modelos acústicos digitales correspondientes al estado primitivo de las mismas, modificando los modelos anteriores de acuerdo con las hipótesis de reconstrucción propuestas en las investigaciones arqueológicas más recientes. Se han realizado grabaciones en cámara anecoica de una serie de piezas del repertorio original del canto mozárabe. Las grabaciones se han llevado a cabo con un array esférico compuesto por 32 micrófonos, con objeto de obtener información sobre la directividad de la emisión sonora de los cantantes, que se aplicará en las auralizaciones. Finalmente, se han realizado diversas auralizaciones, teniendo en cuenta diferentes configuraciones litúrgicas que eran usuales en este rito. ABSTRACT One of the most interesting applications of the Acoustic Virtual Reality technologies is the possibility to recover the cultural heritage of the sound of the historical sites that have been lost or whose characteristics have been modified through time. In this work, Acoustic Virtual Reality technologies are used to try to reconstruct virtually the sound produced in the liturgical activities of the Hispanic Rite. This is the name given to the liturgy celebrated by Christians of the Iberian Peninsula prior to the introduction of the Roman cult in the mid-eleventh century. The Hispanic Rite (also known as Visigothic or Mozarabic rite) is one of the most interesting cultural manifestations of the Middle Ages. It is a lost cultural heritage, both from the point of view of the sound signals that were used since the majority of the melodies that conformed the rite have been lost, and from the point of view of the spaces in which this liturgy was celebrated, because the churches preserved from that era have changed over the centuries altering its acoustic conditions respect to which they were in the period in which this liturgy was in effect. To carry out this project, acoustic models of a representative group of the pre-Romanesque churches in the Iberian Peninsula have been made in his primitive state. To select the sample of buildings to study, efforts have been made to ensure that the selected churches were representative of the range of expected acoustic behaviors in this type of buildings. Five churches have been selected, showing differences in the parameters that have the greatest influence on their acoustic behavior: the enclosure volume, the shape of the floor plan and the type of roof. The process of creating digital acoustic models of the churches has been divided into two phases. In the first phase acoustic models of the churches in its current state have been created. These models have been validated with the data obtained from in situ acoustic measurements. From the validated models of churches in its current state, in the second phase, changes in the acoustic models have been performed in order to represent the primitive state of the churches, according to the historical reconstruction hypothesis that have been proposed in the most recent archaeological investigations. Anechoic recordings of a series of pieces of the original Mozarabic Chant repertoire have been recorded. The recordings were made with a spherical array composed of 32 microphones, in order to obtain information on the directivity of the sound emission of the singers. These directivity data will be used to simulate the directional radiation of the sound sources in the auralizations. Finally, auralizations were produced corresponding to different liturgical configurations which were common in this rite.

Modelling ecological cognitive rehabilitation therapies for building virtual environments in brain injury

Brain Injury (BI) has become one of the most common causes of neurological disability in developed countries. Cognitive disorders result in a loss of independence and patients? quality of life. Cognitive rehabilitation aims to promote patients? skills to achieve their highest degree of personal autonomy. New technologies such as virtual reality or interactive video allow developing rehabilitation therapies based on reproducible Activities of Daily Living (ADLs), increasing the ecological validity of the therapy. However, the lack of frameworks to formalize and represent the definition of this kind of therapies can be a barrier for widespread use of interactive virtual environments in clinical routine.

Aprendizaje integrado en arquitectura con modelos virtuales : implementación de metodología BIM en la docencia universitaria

Los procesos de diseño y construcción en Arquitectura han mostrado un desarrollo de optimización históricamente muy deficiente cuando se compara con las restantes actividades típicamente industriales. La aspiración constante a una industrialización efectiva, tanto en aras de alcanzar mayores cotas de calidad así como de ahorro de recursos, recibe hoy una oportunidad inmejorable desde el ámbito informático: el Building Information Modelling o BIM. Lo que en un inicio puede parecer meramente un determinado tipo de programa informático, en realidad supone un concepto de “proceso” que subvierte muchas rutinas hoy habituales en el desarrollo de proyectos y construcciones arquitectónicas. La inclusión y desarrollo de datos ligados al proyecto, desde su inicio hasta el fin de su ciclo de vida, conlleva la oportunidad de crear una realidad virtual dinámica y actualizable, que por añadidura posibilita su ensayo y optimización en todos sus aspectos: antes y durante su ejecución, así como vida útil. A ello se suma la oportunidad de transmitir eficientemente los datos completos de proyecto, sin apenas pérdidas o reelaboración, a la cadena de fabricación, lo que facilita el paso a una industrialización verdaderamente significativa en edificación. Ante una llamada mundial a la optimización de recursos y el interés indudable de aumentar beneficios económicos por medio de la reducción del factor de incertidumbre de los procesos, BIM supone un opción de mejora indudable, y así ha sido reconocido a través de la inminente implantación obligatoria por parte de los gobiernos (p. ej. Gran Bretaña en 2016 y España en 2018). La modificación de procesos y roles profesionales que conlleva la incorporación de BIM resulta muy significativa y marcará el ejercicio profesional de los futuros graduados en las disciplinas de Arquitectura, Ingeniería y Construcción (AEC por sus siglas en inglés). La universidad debe responder ágilmente a estas nuevas necesidades incorporando esta metodología en la enseñanza reglada y aportando una visión sinérgica que permita extraer los beneficios formativos subyacentes en el propio marco BIM. En este sentido BIM, al aglutinar el conjunto de datos sobre un único modelo virtual, ofrece un potencial singularmente interesante. La realidad tridimensional del modelo, desarrollada y actualizada continuamente, ofrece al estudiante una gestión radicalmente distinta de la representación gráfica, en la que las vistas parciales de secciones y plantas, tan complejas de asimilar en los inicios de la formación universitaria, resultan en una mera petición a posteriori, para ser extraída según necesidad del modelo virtual. El diseño se realiza siempre sobre el propio modelo único, independientemente de la vista de trabajo elegida en cada momento, permaneciendo los datos y sus relaciones constructivas siempre actualizados y plenamente coherentes. Esta descripción condensada de características de BIM preconfiguran gran parte de las beneficios formativos que ofrecen los procesos BIM, en especial, en referencia al desarrollo del diseño integrado y la gestión de la información (incluyendo TIC). Destacan a su vez las facilidades en comprensión visual de elementos arquitectónicos, sistemas técnicos, sus relaciones intrínsecas así como procesos constructivos. A ello se une el desarrollo experimental que la plataforma BIM ofrece a través de sus software colaborativos: la simulación del comportamiento estructural, energético, económico, entre otros muchos, del modelo virtual en base a los datos inherentes del proyecto. En la presente tesis se describe un estudio de conjunto para explicitar tanto las cualidades como posibles reservas en el uso de procesos BIM, en el marco de una disciplina concreta: la docencia de la Arquitectura. Para ello se ha realizado una revisión bibliográfica general sobre BIM y específica sobre docencia en Arquitectura, así como analizado las experiencias de distintos grupos de interés en el marco concreto de la enseñanza de la en Arquitectura en la Universidad Europea de Madrid. El análisis de beneficios o reservas respecto al uso de BIM se ha enfocado a través de la encuesta a estudiantes y la entrevista a profesionales AEC relacionados o no con BIM. Las conclusiones del estudio permiten sintetizar una implantación de metodología BIM que para mayor claridad y facilidad de comunicación y manejo, se ha volcado en un Marco de Implantación eminentemente gráfico. En él se orienta sobre las acciones docentes para el desarrollo de competencias concretas, valiéndose de la flexibilidad conceptual de los Planes de Estudio en el contexto del Espacio Europeo de Educación Superior (Declaración de Bolonia) para incorporar con naturalidad la nueva herramienta docente al servicio de los objetivos formativo legalmente establecidos. El enfoque global del Marco de Implementación propuesto facilita la planificación de acciones formativas con perspectiva de conjunto: combinar los formatos puntuales o vehiculares BIM, establecer sinergias transversales y armonizar recursos, de modo que la metodología pueda beneficiar tanto la asimilación de conocimientos y habilidades establecidas para el título, como el propio flujo de aprendizaje o learn flow BIM. Del mismo modo reserva, incluso visualmente, aquellas áreas de conocimiento en las que, al menos en la planificación actual, la inclusión de procesos BIM no se considera ventajosa respecto a otras metodologías, o incluso inadecuadas para los objetivos docentes establecidos. Y es esta última categorización la que caracteriza el conjunto de conclusiones de esta investigación, centrada en: 1. la incuestionable necesidad de formar en conceptos y procesos BIM desde etapas muy iniciales de la formación universitaria en Arquitectura, 2. los beneficios formativos adicionales que aporta BIM en el desarrollo de competencias muy diversas contempladas en el currículum académico y 3. la especificidad del rol profesional del arquitecto que exigirá una implantación cuidadosa y ponderada de BIM que respete las metodologías de desarrollo creativo tradicionalmente efectivas, y aporte valor en una reorientación simbiótica con el diseño paramétrico y fabricación digital que permita un diseño finalmente generativo. ABSTRACT The traditional architectural design and construction procedures have proven to be deficient where process optimization is concerned, particularly when compared to other common industrial activities. The ever‐growing strife to achieve effective industrialization, both in favor of reaching greater quality levels as well as sustainable management of resources, has a better chance today than ever through a mean out of the realm of information technology, the Building Information Modelling o BIM. What may initially seem to be merely another computer program, in reality turns out to be a “process” concept that subverts many of today’s routines in architectural design and construction. Including and working with project data from the very beginning to the end of its full life cycle allows for creating a dynamic and updatable virtual reality, enabling data testing and optimizing throughout: before and during execution, all the way to the end of its lifespan. In addition, there is an opportunity to transmit complete project data efficiently, with hardly any loss or redeveloping of the manufacture chain required, which facilitates attaining a truly significant industrialization within the construction industry. In the presence of a world‐wide call for optimizing resources, along with an undeniable interest in increasing economic benefits through reducing uncertainty factors in its processes, BIM undoubtedly offers a chance for improvement as acknowledged by its imminent and mandatory implementation on the part of governments (for example United Kingdom in 2016 and Spain in 2018). The changes involved in professional roles and procedures upon incorporating BIM are highly significant and will set the course for future graduates of Architecture, Engineering and Construction disciplines (AEC) within their professions. Higher Education must respond to such needs with swiftness by incorporating this methodology into their educational standards and providing a synergetic vision that focuses on the underlying educational benefits inherent in the BIM framework. In this respect, BIM, in gathering data set under one single virtual model, offers a uniquely interesting potential. The three‐dimensional reality of the model, under continuous development and updating, provides students with a radically different graphic environment, in which partial views of elevation, section or plan that tend characteristically to be difficult to assimilate at the beginning of their studies, become mere post hoc requests to be ordered when needed directly out the virtual model. The design is always carried out on the sole model itself, independently of the working view chosen at any particular moment, with all data and data relations within construction permanently updated and fully coherent. This condensed description of the features of BIM begin to shape an important part of the educational benefits posed by BIM processes, particularly in reference to integrated design development and information management (including ITC). At the same time, it highlights the ease with which visual understanding is achieved regarding architectural elements, technology systems, their intrinsic relationships, and construction processes. In addition to this, there is the experimental development the BIM platform grants through its collaborative software: simulation of structural, energetic, and economic behavior, among others, of the virtual model according to the data inherent to the project. This doctoral dissertation presents a broad study including a wide array of research methods and issues in order to specify both the virtues and possible reservations in the use of BIM processes within the framework of a specific discipline: teaching Architecture. To do so, a literature review on BIM has been carried out, specifically concerning teaching in the discipline of Architecture, as well as an analysis of the experience of different groups of interest delimited to Universidad Europea de Madrid. The analysis of the benefits and/or limitations of using BIM has been approached through student surveys and interviews with professionals from the AEC sector, associated or not, with BIM. Various diverse educational experiences are described and academic management for experimental implementation has been analyzed. The conclusions of this study offer a synthesis for a Framework of Implementation of BIM methodology, which in order to reach greater clarity, communication ease and user‐friendliness, have been posed in an eminently graphic manner. The proposed framework proffers guidance on teaching methods conducive to the development of specific skills, taking advantage of the conceptual flexibility of the European Higher Education Area guidelines based on competencies, which naturally facilitate for the incorporation of this new teaching tool to achieve the educational objectives established by law. The global approach of the Implementation Framework put forth in this study facilitates the planning of educational actions within a common perspective: combining exceptional or vehicular BIM formats, establishing cross‐disciplinary synergies, and sharing resources, so as to purport a methodology that contributes to the assimilation of knowledge and pre‐defined competencies within the degree program, and to the flow of learning itself. At the same time, it reserves, even visually, those areas of knowledge in which the use of BIM processes is not considered necessarily an advantage over other methodologies, or even inadequate for the learning outcomes established, at least where current planning is concerned. It is this last category which characterizes the research conclusions as a whole, centering on: 1. The unquestionable need for teaching BIM concepts and processes in Architecture very early on, in the initial stages of higher education; 2. The additional educational benefits that BIM offers in a varied array of competency development within the academic curriculum; and 3. The specific nature of the professional role of the Architect, which demands a careful and balanced implementation of BIM that respects the traditional teaching methodologies that have proven effective and creative, and adds value by a symbiotic reorientation merged with parametric design and digital manufacturing so to enable for a finally generative design.

Inclusion of immersive virtual learning environments and visual control systems to support the learning of students with Asperger syndrome

This paper presents the use of immersive virtual reality systems in the educational intervention with Asperger students. The starting points of this study are features of these students' cognitive style that requires an explicit teaching style supported by visual aids and highly structured environments. The proposed immersive virtual reality system, not only to assess the student's behavior and progress, but also is able to adapt itself to the student's specific needs. Additionally, the immersive reality system is equipped with sensors that can determine certain behaviors of the students. This paper determines the possible inclusion of immersive virtual reality as a support tool and learning strategy in these particular students' intervention. With this objective two task protocols have been defined with which the behavior and interaction situations performed by participant students are recorded. The conclusions from this study talks in favor of the inclusion of these virtual immersive environments as a support tool in the educational intervention of Asperger syndrome students as their social competences and executive functions have improved.

Putting Up a Big Front: Car Design and Size Affect Road-Crossing Behaviour

Previous research suggests that people tend to see faces in car fronts and that they attribute personality characteristics to car faces. In the present study we investigated whether car design influences pedestrian road-crossing behaviour. An immersive virtual reality environment with a zebra crossing scenario was used to determine a) whether the minimum accepted distance for crossing the street is larger for cars with a dominant appearance than for cars with a friendly appearance and b) whether the speed of dominant-looking cars is overestimated as compared to friendly-looking cars. Participants completed both tasks while either standing on the pavement or on the centre island. We found that people started to cross the road later in front of friendly-looking low-power cars compared to dominant-looking high-power cars, but only if the cars were relatively large in size. For small cars we found no effect of power. The speed of smaller cars was estimated to be higher compared to large cars (size-speed bias). Furthermore, there was an effect of starting position: From the centre island, participants entered the road significantly later (i. e. closer to the approaching car) and left the road later than when starting from the pavement. Similarly, the speed of the cars was estimated significantly lower when standing on the centre island compared to the pavement. To our knowledge, this is the first study to show that car fronts elicit responses on a behavioural level.

Creating an authentic aural experience in the digital songlines game engine: Part of a contextualised cultural heritage knowledge toolkit

Digital Songlines is an Australasian CRC for Interaction Design (ACID) project that is developing protocols, methodologies and toolkits to facilitate the collection, education and sharing of indigenous cultural heritage knowledge. The project explores the areas of effective recording, content management and virtual reality delivery capabilities that are culturally sensitive and involve the indigenous custodians, leaders and communities in remote areas of the Australian ‘outback’. It investigates how players in a serious gaming sense can experience Indigenous virtual heritage in a high fidelity fashion with culturally appropriate interface tools. This paper describes a 3D ambient audio quilt designed and implemented specifically for the Digital Songlines software, which is built using the Torque Game Engine. The audio quilt developed provides dynamic ambient fauna and flora sound effects to represent the varying audio environment of the landscape. This provides an authentic contextualised interesting aural experience that can be different each time a location is entered. This paper reports on completed and ongoing research in this area.

Adaptive fault-tolerant teleoperation

While the robots gradually become a part of our daily lives, they already play vital roles in many critical operations. Some of these critical tasks include surgeries, battlefield operations, and tasks that take place in hazardous environments or distant locations such as space missions. ^ In most of these tasks, remotely controlled robots are used instead of autonomous robots. This special area of robotics is called teleoperation. Teleoperation systems must be reliable when used in critical tasks; hence, all of the subsystems must be dependable even under a subsystem or communication line failure. ^ These systems are categorized as unilateral or bilateral teleoperation. A special type of bilateral teleoperation is described as force-reflecting teleoperation, which is further investigated as limited- and unlimited-workspace teleoperation. ^ Teleoperation systems configured in this study are tested both in numerical simulations and experiments. A new method, Virtual Rapid Robot Prototyping, is introduced to create system models rapidly and accurately. This method is then extended to configure experimental setups with actual master systems working with system models of the slave robots accompanied with virtual reality screens as well as the actual slaves. Fault-tolerant design and modeling of the master and slave systems are also addressed at different levels to prevent subsystem failure. ^ Teleoperation controllers are designed to compensate for instabilities due to communication time delays. Modifications to the existing controllers are proposed to configure a controller that is reliable in communication line failures. Position/force controllers are also introduced for master and/or slave robots. Later, controller architecture changes are discussed in order to make these controllers dependable even in systems experiencing communication problems. ^ The customary and proposed controllers for teleoperation systems are tested in numerical simulations on single- and multi-DOF teleoperation systems. Experimental studies are then conducted on seven different systems that included limited- and unlimited-workspace teleoperation to verify and improve simulation studies. ^ Experiments of the proposed controllers were successful relative to the customary controllers. Overall, by employing the fault-tolerance features and the proposed controllers, a more reliable teleoperation system is possible to design and configure which allows these systems to be used in a wider range of critical missions. ^

Advances in Hospitality Education: Courseware, Audiographics, and Cyberspace

Technology will play an increasingly larger role in the education of students within the hospitality curriculum. There are a significant number of emerging educational technologies aimed at changing the delivery of the entire curriculum. The development of technological platforms for multimedia instructional courseware, distance learning through audiographics, and virtual reality simulation are expected to alter and enhance the learning process while extending the boundaries of the traditional hospitality classroom.