Note

1999 ◽  
Keyword(s):  
Virtual Reality ◽  
Virtual Environments ◽  
Mechanical Engineering ◽  
University Of Illinois ◽  
The University

Abstract This volume covers papers presented at the NIST-ASME Industrial Virtual Reality Symposium held at the University of Illinois at Chicago, November 1-2, and the Symposium on Virtual Environments (VE) for Manufacturing, a part of the International Mechanical Engineering Congress and Exposition, held in Nashville, November 14-18. A collection of research and case study papers from both symposia are included.

Haptic-Based Virtual Reality Dental Simulator as an Educational Tool

2011 ◽  
pp. 724-735
Author(s):  
Maxim Kolesnikov ◽  
Arnold D. Steinberg ◽  
Miloš Žefran
Keyword(s):  
Virtual Reality ◽  
Clinical Skills ◽  
Educational Tool ◽  
University Of Illinois ◽  
Training Techniques ◽  
Instructor Interaction ◽  
Haptic Simulation ◽  
The University ◽  
Practice Time ◽  
Student Instructor

This chapter describes the haptic dental simulator developed at the University of Illinois at Chicago. It explores its use and advantages as an educational tool in dentistry and examines the structure of the simulator, its hardware and software components, the simulator’s functionality, reality assessment, and the users’ experiences with this technology. The authors hope that the dental haptic simulation program should provide significant benefits over traditional dental training techniques. It should facilitate students’ development of necessary tactile skills, provide unlimited practice time and require less student/instructor interaction while helping students learn basic clinical skills more quickly and effectively.

Haptic-Based Virtual Reality Dental Simulator as an Educational Tool

2010 ◽  
pp. 219-231
Author(s):  
Maxim Kolesnikov ◽  
Arnold D. Steinberg ◽  
Milos Zefran
Keyword(s):  
Virtual Reality ◽  
Clinical Skills ◽  
Educational Tool ◽  
University Of Illinois ◽  
Training Techniques ◽  
Instructor Interaction ◽  
Haptic Simulation ◽  
The University ◽  
Practice Time ◽  
Student Instructor

This chapter describes the haptic dental simulator developed at the University of Illinois at Chicago. It explores its use and advantages as an educational tool in dentistry and examines the structure of the simulator, its hardware and software components, the simulator’s functionality, reality assessment, and the users’ experiences with this technology. The authors hope that the dental haptic simulation program should provide significant benefits over traditional dental training techniques. It should facilitate students’ development of necessary tactile skills, provide unlimited practice time and require less student/instructor interaction while helping students learn basic clinical skills more quickly and effectively.

Multi-Context Generation in Virtual Reality Environments Using Deep Reinforcement Learning

2020 ◽  
Author(s):  
James Cunningham ◽  
Christian Lopez ◽  
Omar Ashour ◽  
Conrad S. Tucker
Keyword(s):  
Virtual Reality ◽  
Reinforcement Learning ◽  
Virtual Environments ◽  
Probability Distributions ◽  
Automatic Generation ◽  
Grocery Store ◽  
Training Data ◽  
Learning Approaches ◽  
Common Concept

Abstract In this work, a Deep Reinforcement Learning (RL) approach is proposed for Procedural Content Generation (PCG) that seeks to automate the generation of multiple related virtual reality (VR) environments for enhanced personalized learning. This allows for the user to be exposed to multiple virtual scenarios that demonstrate a consistent theme, which is especially valuable in an educational context. RL approaches to PCG offer the advantage of not requiring training data, as opposed to other PCG approaches that employ supervised learning approaches. This work advances the state of the art in RL-based PCG by demonstrating the ability to generate a diversity of contexts in order to teach the same underlying concept. A case study is presented that demonstrates the feasibility of the proposed RL-based PCG method using examples of probability distributions in both manufacturing facility and grocery store virtual environments. The method demonstrated in this paper has the potential to enable the automatic generation of a variety of virtual environments that are connected by a common concept or theme.

Transpositions in Configurable Virtual Storyworlds

2010 ◽  
pp. 72-94
Author(s):  
James J. Sosnoski ◽  
Kevin Q. Harvey ◽  
Jordan Stalker ◽  
Colleen Monahan
Keyword(s):  
Public Health ◽  
Second Life ◽  
Professional Training ◽  
Public Health Emergency ◽  
University Of Illinois ◽  
Emergency Responders ◽  
Collaborative Environment ◽  
Public Health Emergency Response ◽  
The University

BACKGROUND: The Center for the Advancement of Distance Education (CADE) is a self-supporting unit within the School of Public Health at the University of Illinois at Chicago. The center’s services range from online continuing education and professional training to multimedia Web-casting and research data management, analysis and presentation. TECHNOLOGY USED: In public health emergency response training, an isolation and quarantine situation is one of the most challenging. Second Life has the capability and potential to address many of the training and planning challenges associated with such a sensitive topic. It enables public health emergency responders to test and refine existing plans and procedures in a safe, controllable, immersive and repeatable environment. CASE STUDY: A quarantine scenario designed for emergency training. The authors designed “The Canyon Crossroads” as a key transit point between two quarantine areas and two uninfected areas. They placed a state border to divide the crossroads leaving quarantine zones in each jurisdiction. The local hospital was located in one of the quarantine zones and it is an official holding and treatment location for infected victims. The exercise involves transmitting persons in and out of the four areas. CHALLENGES: There are three challenges the authors are currently addressing: (a) how to increase the levels of engagement in the training process, (b) how to construct a virtual world that fosters collaboration, and (c) how to measure the levels of engagement in this collaborative environment.

scholarly journals A case study of retention practices at the University of Illinois at Urbana-Champaign

2008 ◽  
Vol 40 (1) ◽  
pp. 412-416 ◽  
Author(s):  
Tanya L. Crenshaw ◽  
Erin Wolf Chambers ◽  
Heather Metcalf
Keyword(s):  
University Of Illinois ◽  
The University ◽  
Retention Practices

Learning and Memory in Virtual Environments: A Role in Neurorehabilitation? Questions (and Occasional Answers) from the University of East London

2001 ◽  
Vol 10 (4) ◽  
pp. 345-358 ◽  
Author(s):  
F. David Rose ◽  
Elizabeth A. Attree ◽  
Barbara M. Brooks ◽  
Tresa K. Andrews
Keyword(s):  
Virtual Reality ◽  
Virtual Environments ◽  
Brain Damage ◽  
Research Group ◽  
Brain Function ◽  
Transfer Of Training ◽  
Recovery Of Function ◽  
Neuroscience Research ◽  
The University ◽  
Active Interaction

The virtual reality research group at the University of East London has its origins in basic neuroscience research on environmental influences on recovery of function from brain damage. Here we describe our work since incorporating within our research the use of virtual environments (VEs) in brain damage rehabilitation. We have focused on three issues relating to the development of VEs for people with impaired brain function: “usability”, the value of active interaction (as opposed to passive observation), and the nature of transfer of training from virtual to real environments. Our studies, which have encompassed vascular, traumatic, degenerative, and developmental brain damage, suggest that VEs have great potential in brain damage rehabilitation.

scholarly journals Virtual Reality (VR) Multi-User Lab for Immersive Teaching

2022 ◽  
Author(s):  
Sarune Savickaite ◽  
Elliot Millington ◽  
Imants Latkovskis ◽  
Jonathan Failes ◽  
Nathan Kirkwood ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Virtual Environments ◽  
Teaching And Learning ◽  
State Of The Art ◽  
User Interaction ◽  
Contextual Learning ◽  
Technology In Education ◽  
Collaborative Project ◽  
Set Up ◽  
The University

As VR technology matures, it offers opportunities to provide state of the art learning experiences. The use of this technology in education is not new, however, it can be significantly improved. Situated (or contextual) learning is one of the key pillars of immersive learning. Multi-user interaction in virtual environments has always been one of the goals of VR and this has been represented by the tools developed for it. In this preliminary work, we aim to introduce Project Mobius, which is a collaborative project between Edify.ac and the University of Glasgow. We describe how our multi-user lab has been set up and potential future applications for teaching and learning.

Online program Assessment

2006 ◽  
pp. 92-109
Author(s):  
Faye L. Lesht ◽  
Rae-Anne Montague ◽  
Vaughn J. Page ◽  
Najmuddin Shaik ◽  
Linda C. Smith
Keyword(s):  
Data Gathering ◽  
Holistic Approach ◽  
Online Assessment ◽  
Degree Programs ◽  
University Of Illinois ◽  
Continuous Quality ◽  
Need To Evaluate ◽  
The University ◽  
Postal Mail

Through case study, this chapter lends insight to ways online assessment can facilitate a holistic approach to the evaluation of distance education programs. In 2001, the University of Illinois at Urbana-Champaign transitioned from program evaluation methods that relied heavily on data gathering by postal mail to online instruments. While the transition was spurred by the need to evaluate the campus’ first online degree program, online assessment methods are now used to review all off-campus degree programs. Results of this new assessment strategy have proven beneficial for continuous quality improvement across all modes of delivery.

scholarly journals Steven Salaita, the Critical Importance of Context, and Our Professional Ethics

2016 ◽  
Vol 1 ◽  
pp. 92-103
Author(s):  
Sveta Stoytcheva
Keyword(s):  
Social Responsibility ◽  
North American ◽  
Professional Ethics ◽  
Intellectual Freedom ◽  
Academic Librarians ◽  
Critical Importance ◽  
University Of Illinois ◽  
The University ◽  
Institutional Oppression

Shared professional ethics are an important aspect of North American librarianship; these ethics highlight values including diversity, social responsibility, and intellectual freedom. However, these values are contested, politically charged signifiers that are often in conflict. This paper proposes an “ethics of contingency” for librarianship that acknowledges that our values are contextually bound and negotiated and explicitly draws attention to power. As a case study, the paper considers Steven Salaita’s dismissal from the University of Illinois at Urbana-Champaign in the context of institutional oppression—a context that has been under-examined in discussions of the case within librarianship. Interrogating the issue through these lenses can help illuminate the stakes of this debate, and others like it, for our work as academic librarians.

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