The causal surface and its effect on distribution transparency in a distributed virtual environment

One goal in the development of distributed virtual environments (DVEs) is to create a system such that users are unaware of the distribution-the distribution should be transparent. The paper begins by discussing the general issues in DVEs that might make this possible, and a system that allows some level of distribution transparency is described. The system described suffers from effects of inconsistency, which in turn cause undesirable visual effects. The causal surface is introduced as a solution that removes these visual effects. The paper then introduces two determining factors of distribution transparency relating to user perception and performance. With regard to these factors, two hypotheses are stated relating to the causal surface. A user-trial on forty-five subjects is used to validate the hypotheses. A discussion of the results of the trial concludes that the causal surface solution does significantly improve the distribution transparency in a DVE.

Systematic evaluation of a virtual environment-based training systems

This paper explores the application of three constructs that deemed to be essential to quantify virtual environments (VE) efficacy: cognitive, skill-based, and affective learning outcomes. The authors discuss the implementation of these constructs in a user-centered evaluation of a VE training system. By transforming both the conceptual and operational cohorts for training evaluation the authors illustrate the benefits of the development of a Multi-dimensional User-centered Systematic Training Evaluation (MUSTe) method for quantifying VEs efficacy. Importantly, MUSTe acknowledges the importance of combining holistic and analytical approaches in conducting systematic user-based evaluation. Furthermore, it also emphasizes that quantifying VEs efficacy must reflect the perception and preferences of the users rather than the imposition of efficacy on single measures of task outcome. An empirical study that applied MUSTe evaluation method in quantifying a VE training system efficacy provided valuable evidence of the theoretical construct and content validity of the method.

Multidimensional evaluation framework for virtual environment efficacy assessment

This research is related to the user-centred design and use of Virtual Environment (VE) training systems. A multidimensional user-centred systematic training evaluation framework that combines ideas from human-computer interaction, training, education and psychology was proposed, which contributes to better design and evaluation of VE user interfaces.

Through the looking glass : immersive interfaces for participant engagement in blended e-learning environments

This chapter outlines current research profiling students and educators participating in and constructing immersive interfaces in blended e-learning settings. Multi User Virtual Environments (MUVEs) and real world settings augmented with virtual information can generate problem-solving communities where participants gain greater technical knowledge and skills through meaningful and frequent interaction. MUVEs can also generate technical innovation amongst students from diverse disciplinary backgrounds provided students are encouraged to help each other and learn together. After detailing some false assumptions about computer literacy that can stifle meaningful exploration with new technologies in contemporary education, this chapter documents an exemplar involving extensive collaboration between students from different educational backgrounds with diverse technical competencies. The success of this initiative hinges on the willingness of educators to provide a shared learning experience where technology is used to facilitate increased student communication and offers a site for invention, informed critique, industry participation, and a sense of community.

Grasping virtual objects with multi-point haptics

The majority of commercially available haptic devices offer a single point of haptic interaction. These devices are limited when it is desirable to grasp with multiple fingers in applications including virtual training, telesurgery and telemanipulation. Multipoint haptic devices serve to facilitate a greater range of interactions. This paper presents a gripper attachment to enable multi-point haptic grasping in virtual environments. The approach employs two Phantom Omni haptic devices to independently render forces to the user's thumb and other fingers. Compared with more complex approaches to multi-point haptics, this approach provides a number of advantages including low-cost, reliability and ease of programming. The ability of the integrated multi-point haptic platform to interact within a CHAI 3D virtual environment is also presented.

A multi-point haptic platform for grasping and manipulating virtual objects

This work presents a multi-point haptic platform that employs two Phantom Omni haptic devices. A gripper attachment connects to both devices and enables multi-point haptic grasping in virtual environments. In contrast to more complex approaches, this setup benefits from low-cost, reliability, and ease of programming while being capable of independently rendering forces to each of the user’s fingertips. The ability to grasp with multiple points potentially lends itself to applications such as virtual training, telesurgery and telemanipulation.

Integrating kinect and haptics for interactive STEM education in local and distributed environments

Skill shortage is a realistic social problem that Australia is currently facing, especially in the fields of Science, Technology, Engineering and Mathematics (STEM). Various approaches have been proposed to soften this issue. By now the most successful approach is to attract pre-university youth and university freshmen into those fields before they make a decision on future subjects by introducing them with interactive, modifiable and inspiring virtual environments, which incorporates most essential knowledge of STEM. We propose to design a comprehensive virtual reality platform with immersive interactions, pluggable components and flexible configurations. It also involves haptics, motion capture and gesture recognition, and could be deployed in both local and distributed environments. The platform utilizes off the shelf low cost haptics and motion capture products, however the fidelity can be maintained at a good level. The proposed platform has been implemented with different configurations and has been tested on a group of users. Preliminary test results show that the interactivity, flexibility and fidelity of the platform are highly appreciated by users. User surveys also indicate that the proposed platform could help pre-university students and university freshmen build an overview of various aspects of STEM education. Besides, users are also positive on the fact that the platform enabled them to identify the challenges for higher education in STEM by providing them opportunities to interactively modify system configurations and instantly experience the corresponding results both visually and haptically.

Multitasking: multiple, domain-specific cognitive functions in a virtual environment

Multitasking among three or more different tasks is a ubiquitous requirement of everyday cognition, yet rarely is it addressed in research on healthy adults who have had no specific training in multitasking skills. Participants completed a set of diverse subtasks within a simulated shopping mall and office environment, the Edinburgh Virtual Errands Test (EVET). The aim was to investigate how different cognitive functions, such as planning, retrospective and prospective memory, and visuospatial and verbal working memory, contribute to everyday multitasking. Subtasks were chosen to be diverse, and predictions were derived from a statistical model of everyday multitasking impairments associated with frontal-lobe lesions (Burgess, Veitch, de Lacy Costello, & Shallice, 2000b). Multiple regression indicated significant independent contributions from measures of retrospective memory, visuospatial working memory, and online planning, but not from independent measures of prospective memory or verbal working memory. Structural equation modelling showed that the best fit to the data arose from three underlying constructs, with Memory and Planning having a weak link, but with both having a strong directional pathway to an Intent construct that reflected implementation of intentions. Participants who followed their preprepared plan achieved higher scores than those who altered their plan during multitask performance. This was true regardless of whether the plan was efficient or poor. These results substantially develop and extend the Burgess et al. (2000b) model to healthy adults and yield new insight into the poorly understood area of everyday multitasking. The findings also point to the utility of using virtual environments for investigating this form of complex human cognition.

Rapid prototyping of ubiquitous computing environments

Ubiquitous computing raises new usability challenges that cut across design and development. We are particularly interested in environments enhanced with sensors, public displays and personal devices. How can prototypes be used to explore the users' mobility and interaction, both explicitly and implicitly, to access services within these environments? Because of the potential cost of development and design failure, these systems must be explored using early assessment techniques and versions of the systems that could disrupt if deployed in the target environment. These techniques are required to evaluate alternative solutions before making the decision to deploy the system on location. This is crucial for a successful development, that anticipates potential user problems, and reduces the cost of redesign. This thesis reports on the development of a framework for the rapid prototyping and analysis of ubiquitous computing environments that facilitates the evaluation of design alternatives. It describes APEX, a framework that brings together an existing 3D Application Server with a modelling tool. APEX-based prototypes enable users to navigate a virtual world simulation of the envisaged ubiquitous environment. By this means users can experience many of the features of the proposed design. Prototypes and their simulations are generated in the framework to help the developer understand how the user might experience the system. These are supported through three different layers: a simulation layer (using a 3D Application Server); a modelling layer (using a modelling tool) and a physical layer (using external devices and real users). APEX allows the developer to move between these layers to evaluate different features. It supports exploration of user experience through observation of how users might behave with the system as well as enabling exhaustive analysis based on models. The models support checking of properties based on patterns. These patterns are based on ones that have been used successfully in interactive system analysis in other contexts. They help the analyst to generate and verify relevant properties. Where these properties fail then scenarios suggested by the failure provide an important aid to redesign.

O ambiente virtual na formação inicial de professores de alemão como apoio para o ensino e a aprendizagem da língua e a reflexão sobre ações docentes

Estudiosos dos campos da Educação, da Linguística Aplicada e da Formação de Professores de Línguas insistem hoje na grande importância da inclusão de Tecnologias de Informação e Comunicação (TICs) na formação inicial, bem como na necessidade de promover o desenvolvimento do pensamento crítico-reflexivo dos futuros professores. Tomando como pressupostos teóricos estudos acerca das características da sociedade de informação, dos ambientes virtuais e da formação de professores, este trabalho tem como objetivo discutir possibilidades oferecidas pela plataforma Moodle de aprendizagem na formação inicial de professores de alemão. Para tanto, apresentaremos diferentes formas de uso de ambientes virtuais e de ferramentas neles disponíveis, que demonstraram ser de grande valor no processo de formação de licenciandos, tanto em língua alemã, quanto durante suas práticas iniciais. As experiências apontam para um valor inestimável de ambientes virtuais no acompanhamento de licenciandos no processo de aprendizagem da língua e nas primeiras experiências com a docência.

Fatores a serem levados em consideração para o desenvolvimento de testes de proficiência oral em contexto virtual

Novos contextos de aprendizagem virtual de línguas estrangeiras vêm surgindo com o desenvolvimento das novas tecnologias. Há a necessidade agora de se pensar em como a competência linguística poderá ser também avaliada em meio virtual. Este artigo traz uma retrospectiva da origem e desenvolvimento das provas de proficiência oral para falantes de línguas estrangeiras, buscando também levantar e discutir os aspectos a serem levados em consideração para a formulação deste tipo de teste em ambiente virtual.

Library in virtual reality: An innovative way for accessing, disseminating, and sharing information

This paper focuses on Virtual Reality (VR) as a very powerful technology that can be applied to the libraries, aiming at contributing to the activities of accessing, disseminating, and sharing information. The paper presents the VR concept and describes some libraries in virtual reality under utilization in different countries. In the final considerations, it is pointed out the use of virtual reality to develop libraries as collaborative virtual environments.