Speed Experience: Assessing the Quality of Vehicle Speed Perception in Virtual Environments

2019 ◽  
Author(s):  
Helmut Schrom-Feiertag ◽  
Georg Regal ◽  
Johann Schrammel
Keyword(s):  
Virtual Environments ◽  
Vehicle Speed ◽  
Speed Perception

Educational STEM designing of virtual and real devices on the Arduino platform

2020 ◽  
pp. 17-27
Author(s):  
S. G. Grigoriev ◽  
M. V. Kurnosenko ◽  
A. M. Kostyuk
Keyword(s):  
Virtual Environments ◽  
Electronic Devices ◽  
Practical Training ◽  
Full Time ◽  
Stem Design ◽  
Face To Face ◽  
Interdisciplinary Knowledge ◽  
Virtual Modeling ◽  
Surface Mounting

The article discusses possible forms of educational STEM projects in the field of electronics and device control using Arduino controllers. As you know, the implementation of such STEM projects can be carried out not only using various electronic constructors, but also using virtual modeling environments. The knowledge obtained during modeling in virtual environments makes it possible to increase the efficiency of face-to-face practical training with a real constructor, and to improve the quality of students’ knowledge. The use of virtual modeling environments in combination with the use of real constructors provides links between distance and full-time learning. A real constructors can be used simultaneously by both the teacher and the student, jointly practicing the features of solving practical problems. The article provides examples of using a virtual environment for preliminary prototyping of circuits available in the documentation for electronic constructors, to familiarize students with the basics of designing and assembling electronic circuits using the surface mounting method and on a breadboard, as well as programming controllers on the Arduino platform that control electronic devices. This approach allows students to accelerate the assimilation of various interdisciplinary knowledge in the field of natural sciences using STEM design.

scholarly journals Perceptual uncertainty and action consequences independently affect hand movements in a virtual environment

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Martin Giesel ◽  
Anna Nowakowska ◽  
Julie M. Harris ◽  
Constanze Hesse
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Motor Skills ◽  
Hand Movements ◽  
Perceptual Information ◽  
Avoidance Task ◽  
Natural Environments ◽  
Motor Behaviour ◽  
Virtual And Augmented Reality

AbstractWhen we use virtual and augmented reality (VR/AR) environments to investigate behaviour or train motor skills, we expect that the insights or skills acquired in VR/AR transfer to real-world settings. Motor behaviour is strongly influenced by perceptual uncertainty and the expected consequences of actions. VR/AR differ in both of these aspects from natural environments. Perceptual information in VR/AR is less reliable than in natural environments, and the knowledge of acting in a virtual environment might modulate our expectations of action consequences. Using mirror reflections to create a virtual environment free of perceptual artefacts, we show that hand movements in an obstacle avoidance task systematically differed between real and virtual obstacles and that these behavioural differences occurred independent of the quality of the available perceptual information. This suggests that even when perceptual correspondence between natural and virtual environments is achieved, action correspondence does not necessarily follow due to the disparity in the expected consequences of actions in the two environments.

Effect of vehicle speed on the quality of closed-chest compression during ambulance transport

Resuscitation ◽  
2010 ◽  
Vol 81 (7) ◽  
pp. 841-847 ◽  
Author(s):  
Tae Nyoung Chung ◽  
Sun Wook Kim ◽  
Young Soon Cho ◽  
Sung Pil Chung ◽  
Incheol Park ◽  
...  
Keyword(s):  
Chest Compression ◽  
Vehicle Speed ◽  
Closed Chest ◽  
Ambulance Transport

Assessment of the Effectiveness of Distance Learning Courses and of Interactive Processes in Virtual Learning Environments

2011 ◽  
pp. 342-364
Author(s):  
Francisco Villa Ulhôa Botelho ◽  
Rosa Maria Vicari
Keyword(s):  
Distance Learning ◽  
Virtual Environments ◽  
Learning Environments ◽  
Virtual Learning ◽  
Study Groups ◽  
Virtual Learning Environments ◽  
Learning Group ◽  
Speech Features ◽  
Distance Courses

The general objectives of this study are: to analyze significant indicators for assessment of the effectiveness of Distance Learning (DL) courses; to check the extent to which such effectiveness is related to the quality of interactive processes; to examine characteristic elements of individuals’ conversations while they interact in study groups within virtual environments, with a view to contributing toward the effectiveness of DL courses; the development of a methodology for assessing the effectiveness of distance learning courses. Results confirm the importance of the context, the teacher, and learning-group variables for the effectiveness of distance courses. They also illustrate the relevance of certain speech features of students and teachers in virtual learning environments that generate conversational dynamics and contribute toward meeting the goals of DL courses.

scholarly journals Virtual Environments and Augmented Reality Applied to Heritage Education. An Evaluative Study

2020 ◽  
Vol 10 (7) ◽  
pp. 2352 ◽  
Author(s):  
Alex Ibañez-Etxeberria ◽  
Cosme J. Gómez-Carrasco ◽  
Olaia Fontal ◽  
Silvia García-Ceballos
Keyword(s):  
Augmented Reality ◽  
Virtual Environments ◽  
Learning Environments ◽  
Systematic Evaluation ◽  
Education Programs ◽  
Sequential Method ◽  
Educational Design ◽  
Heritage Education ◽  
Virtual Resources

Technological advancements have provided heritage with new learning environments via the use of virtual and augmented reality, which can foster the accessibility and understanding of culture and propose new ways of interacting with heritage. Therefore, in this study, a systematic evaluation is carried out of n=197 heritage education programs listed in the database of the Observatorio de Educación patrimonial en España (OEPE) (the Spanish Heritage Education Observatory–SHEO) which, in their descriptions, integrate the use of virtual environments and/or augmented reality to promote learning on the part of the user. The objectives of this study are: (1) to analyse the state of the art, (2) to evaluate the quality of their educational designs via the “analysis and assessment sequential method for heritage education programs” (SAEPEP-OEPE) and (3) to identify variables which can be improved or which have a significant influence on the quality of the programs. Highlights of the results include: (a) the increasing implementation of these technologies in heritage education programs, with the greater presence of virtual resources than of learning environments, (b) the low level of the scope of educational quality in their designs, particularly their assessment, and (c) the inclusion of advanced technologies slightly decreases the specificity of the educational design.

Allocating Blame for Airbag Deployment Injuries: Separating Manufacturers' Blame from Personal Responsibility

2001 ◽  
Vol 45 (20) ◽  
pp. 1458-1462 ◽  
Author(s):  
Michael J. Kalsher ◽  
Kevin J. Williams ◽  
Sarah M. Denio
Keyword(s):  
Personal Responsibility ◽  
Driving Behavior ◽  
Good Faith ◽  
Speed Limit ◽  
Vehicle Speed ◽  
The Road ◽  
Injured Party ◽  
Safety Features ◽  
Side Airbag

This study examined how people allocate blame for injuries sustained from the deployment of a driver-side airbag. Participants read one of several versions of a fictitious scenario in which the driver of an automobile is injured by a deploying airbag after a driver swerves into oncoming traffic to avoid striking a child who has run into the road. The scenarios depicted a driver sitting within the airbag's deployment zone and varied in the following ways: the stature of the injured driver (small or large); severity of the injury resulting from the deployment of the airbag (permanent blindness in one eye versus quadriplegia); vehicle speed at impact (15 m.p.h. above versus driving at the posted speed limit); and the safety-worthiness of the vehicle (an elaborate system of safety features versus the absence of these features). When assigning blame for the injuries sustained in the crash, participants appeared sensitive to both the quality of the vehicle's safety system and the driving behavior of the injured party. The manufacturer of the “safe” vehicle was held significantly less responsible than the manufacturer of the vehicle lacking these safety features. However, driver behavior also exerted a significant effect on allocation of blame. Injured drivers depicted as traveling significantly above the speed limit were assigned significantly more blame than their counterparts depicted as driving at the speed limit. This finding suggests that people take other factors into account, including personal responsibility, when assigning blame. Perhaps the most important finding of this research, and one that supports previous research on this topic, is that safety pays. When companies are perceived as making a good faith attempt to look out for the safety of their customers, their customers, in return, may be less likely to hold them responsible when injuries do occur.

scholarly journals Evaluating the Authenticity of Virtual Environments: Comparison of Three Devices

2016 ◽  
Vol 2016 ◽  
pp. 1-14 ◽  
Author(s):  
Aila Kronqvist ◽  
Jussi Jokinen ◽  
Rebekah Rousi
Keyword(s):  
Virtual Environments ◽  
Cost Effective ◽  
Simulator Sickness ◽  
Quality Of Results ◽  
Immersive Virtual Environments ◽  
Head Mounted Display ◽  
Immersive Virtual Environment ◽  
Specific Factors ◽  
Insight Into

Immersive virtual environments (VEs) have the potential to provide novel cost effective ways for evaluating not only new environments and usability scenarios, but also potential user experiences. To achieve this, VEs must be adequately realistic. The level of perceived authenticity can be ascertained by measuring the levels of immersion people experience in their VE interactions. In this paper the degree of authenticity is measured via anauthenticity indexin relation to three different immersive virtual environment devices. These devices include (1) a headband, (2) 3D glasses, and (3) a head-mounted display (HMD). A quick scale for measuring immersion, feeling of control, and simulator sickness was developed and tested. The HMD proved to be the most immersive device, although the headband was demonstrated as being a more stable environment causing the least simulator sickness. The results have design implication as they provide insight into specific factors which make experience in a VE seem more authentic to users. The paper emphasizes that, in addition to the quality of the VE, focus needs to be placed on ergonomic factors such as the weight of the devices, as these may compromise the quality of results obtained when examining studying human-technology interaction in a VE.

scholarly journals Structured Evaluation of Virtual Environments for Special-Needs Education

1999 ◽  
Vol 8 (3) ◽  
pp. 264-282 ◽  
Author(s):  
H. R. Neale ◽  
D. J. Brown ◽  
S. V. G. Cobb ◽  
J. R. Wilson
Keyword(s):  
Virtual Environments ◽  
Student Teacher ◽  
Learning Difficulties ◽  
Teacher Behavior ◽  
Evaluation Framework ◽  
Analysis Method ◽  
Constructivist Learning Theory ◽  
Special Needs Education ◽  
Structured Approach

This paper describes the development of a structured approach to evaluate the experiential and communication virtual learning environments (VLEs) that were designed specifically for use in the education of children with severe learning difficulties at the Shepherd School in Nottingham. Constructivist learning theory was used as a basis for an evaluation framework and analysis method to evaluate the behavior of the participants as well as the quality of the design of three different VLEs. From an observational field study of student-teacher pairs using the VLEs, eighteen behavior categories were identified as relevant to five of seven constructivist principles (Jonassen, 1994). The analysis of student-teacher behavior was used to provide evidence for (or against) how the VLEs met the constructivist principles. Results of this structured evaluation indicate that the three VLEs meet the constructivist principles in very different ways. This paper concludes with recommendations for appropriate design modifications.

scholarly journals Dynamic Characteristics in the Design of Maglev Suspensions

1994 ◽  
Vol 208 (1) ◽  
pp. 33-41 ◽  
Author(s):  
R Goodall
Keyword(s):  
Dynamic Characteristics ◽  
Transfer Functions ◽  
Controller Design ◽  
Design Method ◽  
Vehicle Speed ◽  
Passenger Comfort ◽  
Operational Conditions ◽  
Second Stage ◽  
Maglev Vehicle

The paper reviews the essential functions which apply to any kind of suspension, and distinguishes between the various inputs to which a suspension is subjected. These are used to assess the particular characteristics of an electromagnetically suspended (Maglev) vehicle, and to identify considerations which have important implications for the controller design, irrespective of the design method. Some general equations are developed which interrelate the vehicle speed, the quality of the track and the passenger comfort requirements, and these are used to identify operational conditions for which a second stage of suspension becomes necessary (that is, in addition to that provided by the magnets). The importance of understanding the suspension's response to deterministic track inputs is also highlighted. Although the paper is directed towards Maglev, the analysis is strongly based upon a consideration of the suspension transfer functions, and so many of the principles are applicable to actively controlled supensions in general.

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