Real-World Physical Length Comparison in Virtual Environments

2007 ◽  
Vol 13 (3) ◽  
pp. 19-24
Author(s):  
Chul Hee Jung ◽  
Min-Geun Lee ◽  
Chang Hyuck Im ◽  
이명원
Keyword(s):  
Virtual Environments ◽  
Real World ◽  
Physical Length

Predictive Value of Assessing Vehicle Interior Design Ergonomics in a Virtual Environment

2004 ◽  
Vol 4 (2) ◽  
pp. 109-113 ◽  
Author(s):  
Thomas Reuding ◽  
Pamela Meil
Keyword(s):  
Virtual Environments ◽  
Interior Design ◽  
Real World ◽  
Predictive Value ◽  
Work Processes ◽  
Complex Activity ◽  
Vehicle Interior ◽  
Design Work ◽  
The Real ◽  
The Stability

The predictive value and the reliability of evaluations made in immersive projection environments are limited when compared to the real world. As in other applications of numerical simulations, the acceptance of such techniques does not only depend on the stability of the methods, but also on the quality and credibility of the results obtained. In this paper, we investigate the predictive value of virtual reality and virtual environments when used for engineering assessment tasks. We examine the ergonomics evaluation of a vehicle interior, which is a complex activity relying heavily on know-how gained from personal experience, and compare performance in a VE with performance in the real world. If one assumes that within complex engineering processes certain types of work will be performed by more or less the same personnel, one can infer that a fairly consistent base of experience-based knowledge exists. Under such premises and if evaluations are conducted as comparisons within the VE, we believe that the reliability of the assessments is suitable for conceptual design work. Despite a number of unanswered questions at this time we believe this study leads to a better understanding of what determines the reliability of results obtained in virtual environments, thus making it useful for optimizing virtual prototyping processes and better utilization of the potential of VR and VEs in company work processes.

A Comparative Study of Platforms for Multi-User Virtual Environments

2011 ◽  
pp. 137-170
Author(s):  
Arda Tezcan ◽  
Debbie Richards
Keyword(s):  
Foreign Language ◽  
Comparative Study ◽  
Language Learning ◽  
Virtual Environments ◽  
Virtual Worlds ◽  
Real World ◽  
Foreign Language Learning ◽  
Fields Of Study ◽  
The Right ◽  
Minimal Effort

Multi-User Virtual Environments (MUVEs) have been found to be engaging and provide an environment in which the elements of discovery, exploration and concept testing, fundamental to the field of science, can be experienced. Furthermore, MUVEs accommodate lifelike experiences with the benefit of the situated and distributed nature of cognition; they also provide virtual worlds to simulate the conditions that are not doable or practicable under real world circumstances making them very relevant to many other fields of study such as history, geography and foreign language learning. However, constructing MUVEs can be expensive and time consuming depending on the platform considered. Therefore, providing the most appropriate platform that requires minimal effort, cost and time will make MUVE deployment in the classroom faster and more viable. In this chapter, the authors provide a comparative study of prominent existing platforms for MUVEs that can be used to identify the right balance of functionality, flexibility, effort and cost for a given educational and technical context. A number of metrics are identified, described and used to enable the comparison. Platform assessment was done in four main metric groups: communication and interaction, characters, features and education. Communication and interaction metrics are used to assess how the communication and interaction is done within the examined platform. Character metrics are employed to measure avatar and agent affordances. Features metrics are defined to compare what the platform offers in terms of technology. Lastly, education metrics are used to identify the value of the associated platform for educational purposes.

Field Report

2011 ◽  
pp. 777-805 ◽  
Author(s):  
Wolfgang Bösche ◽  
Florian Kattner
Keyword(s):  
Virtual Environments ◽  
Real World ◽  
Psychological Impact ◽  
Virtual Classroom ◽  
Map Reading ◽  
Emergency Rescue ◽  
Psychological Theories ◽  
Classical Paper ◽  
Voice Chat ◽  
Field Report

This chapter reports on the transformation of a classical seminar paper presentation course into a completely virtual classroom experience beginning with the planning phase and ending with the students’ final evaluations. The virtual course included homework lessons and online examinations. Findings on what is actually needed to accomplish this goal are provided, while demonstrating what barriers arose in the process and how they were solved. The course topic was the psychological impact of violent video games and included learning in virtual environments. An up-to-date internet multiplayer game was applied encompassing comprehensive communication features and non-violent interactivity of the players with each other as well as the environment. Beyond the classical paper presentations held via voice chat, accompanying missions for the game were designed to demonstrate the crux of the matter in a playful style. This included both real world procedures well known to the participants such as map reading and vehicle driving as well as rather uncommon ones like flying a helicopter and complex missions with different roles needed like emergency rescue or organized mass killing. This way, participants were able to compare their known real world experiences with virtual ones and evaluate the relevant psychological theories in a comprehensive virtual world. Further, participants could reflect on learning in general and especially on the learning of aggression in virtual environments in a depth that would hardly have been possible without experiencing the interactive phenomena by themselves.

Detection of Unexpected Motion While Driving:From Psychophysics to Real World via Virtual Environments

1996 ◽  
Vol 5 (2) ◽  
pp. 163-172 ◽  
Author(s):  
Andrew Liu ◽  
Alex P. Pentland
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Real World ◽  
Driving Simulator ◽  
Optokinetic Nystagmus ◽  
Visual Fields ◽  
Lower Field ◽  
Eye Fixations

This paper describes a set of experiments investigating the interaction between the location of eye fixations and the detection of unexpected motion while driving. Both psychophysical and real-world observations indicate that there are differences between the upper and lower visual fields with respect to driving. We began with psychophysical experiments to test whether the detection of unexpected motion Is inherently different in the upper and lower visual fields. No difference was found. However, when texture was added to the driving surface, a large difference was found, possibly due to optokinetic nystagmus stimulated by the texture. These results were confirmed in a driving simulator, and their implications for head-up displays (HUDs) explored. We found that the same upper/lower field asymmetry could be found with digital HUDs but not with analog HUDs. These experiments illustrate how virtual environment technology can connect knowledge from psychophysical experimentation to more realistic situations.

scholarly journals Virtual Object Replacement Based on Real Environments: Potential Application in Augmented Reality Systems

2019 ◽  
Vol 9 (9) ◽  
pp. 1797
Author(s):  
Chen ◽  
Lin
Keyword(s):  
Augmented Reality ◽  
Virtual Environments ◽  
Real World ◽  
Point Clouds ◽  
Virtual Object ◽  
Movement Trajectory ◽  
The Real ◽  
Virtual Objects ◽  
Real Environment ◽  
Localization And Mapping

Augmented reality (AR) is an emerging technology that allows users to interact with simulated environments, including those emulating scenes in the real world. Most current AR technologies involve the placement of virtual objects within these scenes. However, difficulties in modeling real-world objects greatly limit the scope of the simulation, and thus the depth of the user experience. In this study, we developed a process by which to realize virtual environments that are based entirely on scenes in the real world. In modeling the real world, the proposed scheme divides scenes into discrete objects, which are then replaced with virtual objects. This enables users to interact in and with virtual environments without limitations. An RGB-D camera is used in conjunction with simultaneous localization and mapping (SLAM) to obtain the movement trajectory of the user and derive information related to the real environment. In modeling the environment, graph-based segmentation is used to segment point clouds and perform object segmentation to enable the subsequent replacement of objects with equivalent virtual entities. Superquadrics are used to derive shape parameters and location information from the segmentation results in order to ensure that the scale of the virtual objects matches the original objects in the real world. Only after the objects have been replaced with their virtual counterparts in the real environment converted into a virtual scene. Experiments involving the emulation of real-world locations demonstrated the feasibility of the proposed rendering scheme. A rock-climbing application scenario is finally presented to illustrate the potential use of the proposed system in AR applications.

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