Interacting with Real Objects in Virtual Worlds

Author(s):  
Catherine Taylor ◽  
Darren Cosker
Keyword(s):  
2020 ◽  
Vol 10 (16) ◽  
pp. 5436 ◽  
Author(s):  
Dong-Hyun Kim ◽  
Yong-Guk Go ◽  
Soo-Mi Choi

A drone be able to fly without colliding to preserve the surroundings and its own safety. In addition, it must also incorporate numerous features of interest for drone users. In this paper, an aerial mixed-reality environment for first-person-view drone flying is proposed to provide an immersive experience and a safe environment for drone users by creating additional virtual obstacles when flying a drone in an open area. The proposed system is effective in perceiving the depth of obstacles, and enables bidirectional interaction between real and virtual worlds using a drone equipped with a stereo camera based on human binocular vision. In addition, it synchronizes the parameters of the real and virtual cameras to effectively and naturally create virtual objects in a real space. Based on user studies that included both general and expert users, we confirm that the proposed system successfully creates a mixed-reality environment using a flying drone by quickly recognizing real objects and stably combining them with virtual objects.


Author(s):  
Alessandro Ciasullo

Knowledge carries some general characteristics related to the socio-environmental, cultural, and bio-physiological contexts. These three coordinates help us to understand under which condition knowledge is achieved/gained and they do it. Along the same line, the real or virtual learning contexts being essential and unique, the possibilities offered by the VLE which give the opportunity of programming environmental challenges, complexity, and support for subjects open up a series of educational perspectives that support individual differences even when they reproduce social platforms as virtual worlds. Programming that through adequate representations of environments, situations, problems, and specific actions are able to work on more complex neuronal patterns usually activated in the presence of real objects, especially in light of the current structures present in formal contexts of education.


2021 ◽  
Vol 1 (1) ◽  
pp. 10-22
Author(s):  
N.V. Zenyutkin ◽  
D.I. Kovalev ◽  
E.V. Tuev ◽  
E.V. Tueva

The paper discusses the well-known concepts of matter, objects, environments, information and information field in relation to the proposed information representation of the interaction of objects and environments based on the description of their information structures. An overview of the methods of forming information structures for modeling objects, environments and processes is given. It is shown that without using the concept of the environment, as an entity in which objects exist and are reflected in time and in a certain space, it is not always possible to accurately describe the change in the state of an object. This is due to the fact that the current state of an object depends both on the action of other objects on it and on its ability to reflect a specific physical or other environment in which it and other objects exist. From the presented review of approaches to object-oriented methods of modeling objects, environments and processes, it can be concluded that it is fundamentally important to take into account the physical and spatial environment in which they interact in object methods of modeling and programming complex objects and systems. Using programming languages, we can create and even manage the information structures of objects and environments. They are called abstract because they are not informational representations of the corresponding physical objects and environments. An example of such capabilities are special programming languages ​​for creating virtual objects and virtual worlds. Created on the basis of special programming languages, virtual simulators help specialists of various professions acquire skills in managing real objects, technological processes, etc.


2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Hsiu-Mei Huang

The great impacts of advancing technology, such as 3D virtual worlds, create new learning opportunities for learners. Educators and researchers have been exploring how to apply 3D virtual technology to improve the virtual learning process and authentic activities. Augmented reality (AR) technology offers the opportunity for learners to interact in both the virtual and real world significantly. Augmented reality can be an attractive technology that allows learners to realize that virtual and real objects coexist at the same time. Therefore, AR technology allows educators to design courses utilizing simulation, visualization, and interaction with the virtual objects and real environments. For Dewey (1916), learning should be real and applicable to daily living. This study builds an e-commerce learning system based upon Kolb’s experiential learning theory.


PsycCRITIQUES ◽  
2008 ◽  
Vol 53 (51) ◽  
Author(s):  
Richard Velayo
Keyword(s):  

PsycCRITIQUES ◽  
2010 ◽  
Vol 55 (2) ◽  
Author(s):  
Janet F. Carlson
Keyword(s):  

PsycCRITIQUES ◽  
2012 ◽  
Vol 57 (50) ◽  
Author(s):  
Vincent W. Hevern

2011 ◽  
Author(s):  
Aarti Shyamsunder ◽  
Michael S. Fetzer ◽  
Wendy L. Bedwell ◽  
Ben Hawkes ◽  
Charles A. Handler ◽  
...  
Keyword(s):  

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