A comparison of the animal recognition between the real objects and the modeled 3D objects

2016 ◽  
Author(s):  
Matuska Slavomir ◽  
Hudec Robert ◽  
Hlubik Jan ◽  
Talapka Jozef
Keyword(s):  
The Real ◽  
3D Objects ◽  
Real Objects

scholarly journals Real-Life Continuous Flash Suppression - Rendering The Real World Unconscious Using Augmented Reality Goggles

2018 ◽  
Author(s):  
Uri Korisky ◽  
Rony Hirschhorn ◽  
Liad Mudrik
Keyword(s):  
Augmented Reality ◽  
Real World ◽  
Three Dimensional ◽  
Real Life ◽  
Continuous Flash Suppression ◽  
Future Studies ◽  
The Real ◽  
Dominant Eye ◽  
Novel Variant ◽  
Real Objects

Notice: a peer-reviewed version of this preprint has been published in Behavior Research Methods and is available freely at http://link.springer.com/article/10.3758/s13428-018-1162-0Continuous Flash Suppression (CFS) is a popular method for suppressing visual stimuli from awareness for relatively long periods. Thus far, it has only been used for suppressing two-dimensional images presented on-screen. We present a novel variant of CFS, termed ‘real-life CFS’, with which the actual immediate surroundings of an observer – including three-dimensional, real life objects – can be rendered unconscious. Real-life CFS uses augmented reality goggles to present subjects with CFS masks to their dominant eye, leaving their non-dominant eye exposed to the real world. In three experiments we demonstrate that real objects can indeed be suppressed from awareness using real-life CFS, and that duration suppression is comparable that obtained using the classic, on-screen CFS. We further provide an example for an experimental code, which can be modified for future studies using ‘real-life CFS’. This opens the gate for new questions in the study of consciousness and its functions.

scholarly journals Implementasi Metode Luther untuk Pengembangan Media Pengenalan Tata Surya Berbasis Virtual Reality

2020 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Adhe Pandhu Dwi Prayogha ◽  
Mudafiq Riyan Pratama
Keyword(s):  
Virtual Reality ◽  
Solar System ◽  
Real World ◽  
Multimedia Applications ◽  
Concept Design ◽  
The Real ◽  
3 Dimensional ◽  
3D Objects ◽  
Artificial World ◽  
Virtual Reality Application

The purpose of virtual reality is to enable a motor and cognitive sensor activity ofsomeone in the artificial world created digitally to become imaginary, symbolic orsimulate certain aspects in the real world [1]. This technology is applied to the mediaintroduction of the solar system using the Luther method. The Luther Method consistsof 6 stages, namely Concept, Design, Material Collecting, Assembly, Testing, andDistribution. Luther method has advantages compared to other methods because thereare stages of material collecting which is an important stage in the development ofmultimedia and this Luther method can be done in parallel or can go back to theprevious stage [2]. At the Assembly stage the implementation uses the Unity Engineand Google VR SDK for Unity, the result is a virtual reality application that can displaythe solar system with 3-dimensional objects and an explanation is available on eachobject. While testing the blackbox on a variety of Android devices with differentspecifications. From the results of the application of the Luther method, it is verystructured and can run well in the development of multimedia applications, while theresults of testing, this Android-based virtual reality application cannot run on devicesthat do not have Gyroscope sensors and can run on devices with a minimumspecification of 1GB RAM will but the rendering process on 3D objects is slow.

scholarly journals The concept and application of simplified robotic models

2019 ◽  
Vol 16 (3) ◽  
pp. 419-437
Author(s):  
Zorica Dodevska ◽  
Vladimir Kvrgic ◽  
Marko Mihic ◽  
Boris Delibasic
Keyword(s):  
Augmented Reality ◽  
Physical Model ◽  
Mobile App ◽  
Pilot Training ◽  
Innovative Technologies ◽  
The Real ◽  
Real Objects ◽  
Project Strategy ◽  
Engineering Projects

The use of robotic models with the main functionalities of real objects together with the implementation of innovative technologies, augmented reality (AR) in this case, is the focus of the paper. Therefore, the concept of a simplified robotic model (SRM) is presented. This concept is important because it is useful for achieving the goals of engineering projects, which is especially justified prior to the construction of the real objects. It improves presentation, development, and education capabilities that are unavoidable segments of the project strategy. Additionally, it is possible to transfer developed solutions to the final objects after certain modifications. Multidisciplinary building of the unique SRM of the 3-axis centrifuge for pilot training is described, where multi-attribute decisionmaking is used to conduct some experiments. The application includes the use of a physical model, built from LEGO elements, software for controlling and monitoring the physical model, and an AR mobile app.

3D Camera Tracking for Mixed Reality using Multi-Sensors Technology

2013 ◽  
pp. 2164-2175
Author(s):  
Fakhreddine Ababsa ◽  
Iman Maissa Zendjebil ◽  
Jean-Yves Didier
Keyword(s):  
Mixed Reality ◽  
Research Field ◽  
Sensor Technology ◽  
Camera Tracking ◽  
Open Problems ◽  
The Real ◽  
New Directions ◽  
3D Camera ◽  
Real Objects

The concept of Mixed Reality (MR) aims at completing our perception of the real world, by adding fictitious elements that are not perceptible naturally such as: computer generated images, virtual objects, texts, symbols, graphics, sounds, smells, et cetera. One of the major challenges for efficient Mixed Reality system is to ensure the spatiotemporal coherence of the augmented scene between the virtual and the real objects. The quality of the Real/Virtual registration depends mainly on the accuracy of the 3D camera pose estimation. The goal of this chapter is to provide an overview on the recent multi-sensor fusion approaches used in Mixed Reality systems for the 3D camera tracking. We describe the main sensors used in those approaches and we detail the issues surrounding their use (calibration process, fusion strategies, etc.). We include the description of some Mixed Reality techniques developed these last years and which use multi-sensor technology. Finally, we highlight new directions and open problems in this research field.

A Bioeducational Approach to Virtual Learning Environments

2021 ◽  
pp. 189-209
Author(s):  
Alessandro Ciasullo
Keyword(s):  
Individual Differences ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Environmental Challenges ◽  
The Real ◽  
Learning Contexts ◽  
Real Objects ◽  
Neuronal Patterns

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.

Regeneration of real objects in the real world

2002 ◽  
Author(s):  
Hiroto Matsuoka ◽  
Akira Onozawa ◽  
Hidenori Sato ◽  
Hisao Nojima
Keyword(s):  
Real World ◽  
The Real ◽  
Real Objects

A note on correctness and incorrectness: Mathematical systems and their relationships to the real world

1971 ◽  
Vol 18 (5) ◽  
pp. 320-321
Author(s):  
Charles Brumfiel
Keyword(s):  
Real World ◽  
Real Life ◽  
The Other ◽  
Real Problem ◽  
Vast Array ◽  
The Real ◽  
Life Problems ◽  
Mathematical Symbols ◽  
Real Objects ◽  
Mathematical Systems

In the November 1970 issue of the Arithmetic Teacher there appeared my article, “Mathematical Systems and Their Relationship to the Real World.” One point I made is that mathematics provides us with a vast array of symbols and concepts to use in solving real-life problems. When we use mathematics to solve a real problem, we make certa in mental associations between mathematical symbols and real objects. I suggested that arguments sometimes arise because two persons may make different associations, mathematical symbols to real objects, and each thinks his associations are correct while the other person's are incorrect.

A 3D Perspective Display Cube for Multiview Tracking

2011 ◽  
Vol 271-273 ◽  
pp. 144-148 ◽  
Author(s):  
Tao Yang ◽  
Yue Liu ◽  
Xiang Li
Keyword(s):  
Image Processing ◽  
3D Models ◽  
Field Of View ◽  
3D Display ◽  
The Real ◽  
Marker Tracking ◽  
3D Objects ◽  
Display Surface

This paper describes an eye naked 3D display cube, which can track a viewer’s position and render the stereo perspective scene in each display surface. The viewers can look the details of 3D models and scenes from any viewpoints. It seems as the real 3D objects lay in the display cube. It supports multi-viewer interactive in one scene. The viewers also can see the position of each other in own screen. They can co-operate in the same scene, although their field of view is independent of each other. The technologies of 3D perspective rendering, marker tracking and image processing are used for the 3D display cube.

scholarly journals CHALLENGING INGARDEN’S “RADICAL” DISTINCTION BETWEEN THE REAL AND THE LITERARY

2020 ◽  
Vol 9 (2) ◽  
pp. 703-728
Author(s):  
HEATH WILLIAMS ◽  
Keyword(s):  
A Priori ◽  
Intentional Object ◽  
Real Object ◽  
Close Reading ◽  
The Novel ◽  
The Real ◽  
Ontological Approach ◽  
Real Objects ◽  
Stark Contrast ◽  
Truth Value

Ingarden’s phenomenology of aesthetics is characterised primarily as a realist ontological approach which is secondarily concerned with acts of consciousness. This approach leads to a stark contrast between spatiotemporal objects and literary objects. Ontologically, the former is autonomous, totally determined, and in possession of infinite attributes, whilst the latter is a heteronomous intentional object that has only limited determinations and infinitely many “spots of indeterminacy.” Although spots of indeterminacy are often discussed, the role they play in contrasting the real and literary object is not often disputed. Through a close reading of Ingarden’s ontological works and texts on aesthetics, this essay contests the purity of Ingarden’s ontological approach and the ensuing disparity between real and literary object, particularly on the question of spots of indeterminacy. I do this by demonstrating the following five theses: 1) Ingarden’s claim that the real object has an infinitude of properties belies an epistemology, and we should instead conclude that ontologically the real object’s properties are finite. 2) Ingarden’s a priori argument that absent properties of real objects are ontologically determined is unsound. 3) The radical difference between the infinitude and finitude of givenness and absence of the real and the literary object ought to be relativised. 4) Indeterminacies within the novel are concretised in much the same way that absent properties of real objects are intended. 5) Literature makes claims that have a truth value that we can attribute to their author.

scholarly journals Augmented Reality Research and Applications in Education

2021 ◽  
Author(s):  
Ezgi Pelin Yildiz
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Real Time ◽  
Virtual Environment ◽  
Real World ◽  
The Real ◽  
Virtual Objects ◽  
Physical Environments ◽  
Real Objects ◽  
As If

Augmented reality is defined as the technology in which virtual objects are blended with the real world and also interact with each other. Although augmented reality applications are used in many areas, the most important of these areas is the field of education. AR technology allows the combination of real objects and virtual information in order to increase students’ interaction with physical environments and facilitate their learning. Developing technology enables students to learn complex topics in a fun and easy way through virtual reality devices. Students interact with objects in the virtual environment and can learn more about it. For example; by organizing digital tours to a museum or zoo in a completely different country, lessons can be taught in the company of a teacher as if they were there at that moment. In the light of all these, this study is a compilation study. In this context, augmented reality technologies were introduced and attention was drawn to their use in different fields of education with their examples. As a suggestion at the end of the study, it was emphasized that the prepared sections should be carefully read by the educators and put into practice in their lessons. In addition it was also pointed out that it should be preferred in order to communicate effectively with students by interacting in real time, especially during the pandemic process.

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