scholarly journals Teaching Topographic Surface Concepts in Augmented Reality and Virtual Reality Web Environments

2019 ◽  
Vol 7 (10) ◽  
pp. 307-320
Author(s):  
Paulo Siqueira
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Descriptive Geometry ◽  
Graphical Representations ◽  
Web Resources ◽  
Points Of View ◽  
The Creation

This paper shows the use of web resources for the creation of Virtual Reality (VR) and Augmented Reality (AR) environments to teaching of topographic surface concepts. The mockups of the topographic surfaces were built with Sketchup software, include graphical representations of level contours, terrain cuts, topographic profiles and embankments. The terrains textures used are satellite photos available by the Digital Globe platform and contribute to improve the visualization of studied concepts. Developed environments enable students to view surfaces in AR ambient, using their webcam devices, such as smartphones, tablets, or notebooks, from a variety of points of view. Each topographic surface mockup has a link to its respective representation in VR, which allows its manipulation and detailed study of each concept. The environments presented in this work can be used in disciplines of Topography, Geography and Descriptive Geometry.

Transiting between Representation Technologies and Teaching/Learning Descriptive Geometry

2016 ◽  
pp. 250-273 ◽  
Author(s):  
Janice de Freitas Pires ◽  
Luisa Dalla Vecchia ◽  
Adriane Almeida da Silva Borda
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
3D Printing ◽  
Laser Cutting ◽  
Digital Fabrication ◽  
Physical Models ◽  
Descriptive Geometry ◽  
Parametric Modelling ◽  
Digital Representation ◽  
Teaching Learning

Teaching descriptive geometry, in the context of this study, is characterized by the continuous investment in recognizing digital representation technologies which can enhance the didactic activities in architectural training. This study describes this trajectory which includes the use of virtual reality, augmented reality and parametric modelling, as well as freehand drawing and the production of physical models both by automating the unfolding process and by digital fabrication processes of 3D printing and laser cutting. In addition to questioning the relevance and sustainability of the infrastructure needed to ensure the continuation of this trajectory, the potentialities identified in each of the learning activities that have been structure, are shown. Although these potentialities are specific to this context, it is considered that this type of record contributes to understand the issues being faced in teaching practices.

scholarly journals Using 3Ds Max Application Create An Eyeball

2019 ◽  
Vol 5 (7) ◽  
pp. 1-4
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Medical Knowledge ◽  
Learning Activities ◽  
Anatomical Studies ◽  
Clinical Presentations ◽  
Medical Learning ◽  
Medical Educators ◽  
Points Of View ◽  
Organ Models

This paper represents an experiment report of VR (Virtual Reality) and AR (Augmented Reality) for medical learners. Four main purposes of this experiment through 3Ds Max application create an eyeball. The environment of experiment also be discussed. As well as the studies of organ in medical points of view. Two parts, two objects and three modifications as core activities for representing anatomical studies. More details about creation in experiment essential features demonstrated consequently. Thirty steps in experiment, descriptions show with screenshots. Output of this experiments would be able to understand medical learner’s anatomical perspective studies, as well as medical educators introduce organ and medical knowledge to no-medical learners. Combining VR and AR to medical learning activities, as well as clinical presentations. This paper no only practices the application 3Ds Max create organ models, but also medical learning perspective discussion.

scholarly journals THE WINCKELMANN300 PROJECT: DISSEMINATION OF CULTURE WITH VIRTUAL REALITY AT THE CAPITOLINE MUSEUM IN ROME

2018 ◽  
Vol XLII-2 ◽  
pp. 371-378 ◽  
Author(s):  
S. Gonizzi Barsanti ◽  
S. G. Malatesta ◽  
F. Lella ◽  
B. Fanini ◽  
F. Sala ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
18Th Century ◽  
3D Models ◽  
Original Position ◽  
Space And Time ◽  
Interactive Tool ◽  
Digital Contents ◽  
Virtual And Augmented Reality ◽  
The Creation

The best way to disseminate culture is, nowadays, the creation of scenarios with virtual and augmented reality that supply the visitors of museums with a powerful, interactive tool that allows to learn sometimes difficult concepts in an easy, entertaining way. 3D models derived from reality-based techniques are nowadays used to preserve, document and restore historical artefacts. These digital contents are also powerful instrument to interactively communicate their significance to non-specialist, making easier to understand concepts sometimes complicated or not clear. Virtual and Augmented Reality are surely a valid tool to interact with 3D models and a fundamental help in making culture more accessible to the wide public. These technologies can help the museum curators to adapt the cultural proposal and the information about the artefacts based on the different type of visitor’s categories. These technologies allow visitors to travel through space and time and have a great educative function permitting to explain in an easy and attractive way information and concepts that could prove to be complicated. The aim of this paper is to create a virtual scenario and an augmented reality app to recreate specific spaces in the Capitoline Museum in Rome as they were during Winckelmann’s time, placing specific statues in their original position in the 18th century.

scholarly journals Browser-based visualization framework Tracer for Outreach & Education

2021 ◽  
Vol 251 ◽  
pp. 01006
Author(s):  
Alexander Sharmazanashvili ◽  
Nikoloz Udzilauri ◽  
Shota Kobakhidze ◽  
Luka Todua ◽  
Nino Zurashvili ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Mixed Reality ◽  
3D Visualization ◽  
The Public ◽  
Outreach Education ◽  
The Media ◽  
The Creation ◽  
Tools And Methods

Education & outreach is an important part of HEP experiments. With outreach & education, experiments can have an impact on the public, students and their teachers, as well as policymakers and the media. The tools and methods for visualization enable to represent the detectors’ facilities, explaining their purpose, functionalities, development histories, and participant institutes. In addition, they make it possible to visualize different physical events together with important parameters and plots for physics analyses. 3D visualization and advanced VR (Virtual Reality), AR (Augmented Reality) and MR (Mixed Reality) extensions are the keys for successful outreach & education. This paper describes requirements and methods for the creation of browser-based visualization applications for outreach & education. The visualization framework TRACER is considered as a case study.

scholarly journals AUGMENTED REALITY

2016 ◽  
Vol 4 (1) ◽  
pp. 49
Author(s):  
Norma Patricia Salinas Martí­nez ◽  
Carlos Hernández-Nieto ◽  
Eliud Quintero ◽  
Xavier Sánchez ◽  
Eduardo González-Mendívil
Keyword(s):  
Educational Technology ◽  
Augmented Reality ◽  
Teaching And Learning ◽  
Mathematical Reasoning ◽  
Spatial Visualization ◽  
Graphical Representations ◽  
Educational Resource ◽  
Curriculum Content ◽  
Calculus I ◽  
The Creation

Augmented Reality, Visualization, Educational Technology In order to take advantage of the didactic potential that AugmentedReality (AR) provides we present an educational resource meant to help to transform the teaching and learning of Mathematics, through the creation of graphical representations for mathematical reasoning. The spatial visualization skill is a cross-curriculum content that has been taken for granted, the challenge then is to improve its development. With the design of this AR application we want to help students with this task. The application covers content that belongs to conventional courses of calculus I, II and III at college.

Virtual/Augmented Realities, Haptics, and Problems of Ontology

2020 ◽  
pp. 114-127
Author(s):  
Mikhail Yu. Openkov ◽  
◽  
Vladimir S. Varakin
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Human Body ◽  
Fundamental Mode ◽  
Human Experience ◽  
Digital Environment ◽  
The Creation ◽  
Sense Of Touch ◽  
The Brain

In this article, virtual reality (VR) and augmented reality (AR) are analysed from the standpoint of digital materialism, which states that any digital matter (including VR and AR) is an in-material construct. The authors describe VR and AR as special ontological models. It is emphasized that the basis for the creation and development of VR and AR is the sense of touch, which, in its turn, is a fusion of sensations, including optic ones. Moreover, the authors consider the hand to be the source of and a metaphor for VR and AR: it is the main organ of the human body responsible for touch and, therefore, determines haptics as a fundamental mode of comprehension of regular reality. Thus, the concept of entelechy introduced by Aristotle can serve as a key to understand how VR and AR are implemented and presented. If, according to Aristotle, the soul as a hand is the entelechy of a natural body, then a hand in a cyber glove, which makes staying in VR possible, is the entelechy of a body converged with the electronic and digital environment. In the case of AR, a hand does not necessarily require technogarments and turns out to be the entelechy of a non-technological body immersed, with its help, into the electronic and digital environment. As a result, VR and AR themselves become the entelechies, that is, tangible, or, in other words, haptically perceived forms and images of being. The authors conclude that both VR and AR depend on human experience and are ontologically irresponsible. Allowing a person to comprehend his/her own existence in the affordances bestowed upon him/her, VR and AR demonstrate how the human body reacts to the work of the brain immersed into the virtual and augmented worlds.

Transiting between Representation Technologies and Teaching/Learning Descriptive Geometry

3D Printing ◽  
2017 ◽  
pp. 204-227
Author(s):  
Janice de Freitas Pires ◽  
Luisa Dalla Vecchia ◽  
Adriane Almeida da Silva Borda
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
3D Printing ◽  
Laser Cutting ◽  
Digital Fabrication ◽  
Physical Models ◽  
Descriptive Geometry ◽  
Parametric Modelling ◽  
Digital Representation ◽  
Teaching Learning

Teaching descriptive geometry, in the context of this study, is characterized by the continuous investment in recognizing digital representation technologies which can enhance the didactic activities in architectural training. This study describes this trajectory which includes the use of virtual reality, augmented reality and parametric modelling, as well as freehand drawing and the production of physical models both by automating the unfolding process and by digital fabrication processes of 3D printing and laser cutting. In addition to questioning the relevance and sustainability of the infrastructure needed to ensure the continuation of this trajectory, the potentialities identified in each of the learning activities that have been structure, are shown. Although these potentialities are specific to this context, it is considered that this type of record contributes to understand the issues being faced in teaching practices.

Video 360 and Augmented Reality

2020 ◽  
pp. 211-225
Author(s):  
Plamen Miltenoff
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
New Technology ◽  
Campus Community ◽  
Proof Of Concept ◽  
Learning Content ◽  
Campus Services ◽  
The Creation ◽  
Faculty And Staff

The advent of all types of eXtended Reality (XR)—VR, AR, MR—raises serious questions, both technological and pedagogical. The setup of campus services around XR is only the prelude to the more complex and expensive project of creating learning content using XR. In 2018, the authors started a limited proof-of-concept augmented reality (AR) project for a library tour. Building on their previous research and experience creating a virtual reality (VR) library tour, they sought a scalable introduction of XR services and content for the campus community. The AR library tour aimed to start us toward a matrix for similar services for the entire campus. They also explored the attitudes of students, faculty, and staff toward this new technology and its incorporation in education, as well as its potential and limitations toward the creation of a “smart” library.

scholarly journals Multivariance of Reality in the Digital Paradigm

2018 ◽  
Vol 10 (3) ◽  
pp. 144-151
Author(s):  
Svetlana L Urazova
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Mixed Reality ◽  
Digital Technologies ◽  
The Media ◽  
The Creation

The article validates the terms based on the notion of reality that have started to be used in the media due to the implementation of digital technologies. Emphasis is laid on Virtual Reality (VR) and its types: Augmented Reality (AG) and Mixed Reality (MR). Дєіг application updates the approaches to the creation of film and TV productions, alters the immanent bond with the audience. tte terms are correlated with the concepts of media reality and screen reality introduced into scientific use. As a result, there emerges a multireality which affects the individuals perception.

scholarly journals Visualization of Archimedian and Platonic polyhedra using a web environment in Augmented Reality and Virtual Reality

2021 ◽  
Vol 9 (11) ◽  
pp. 1-13
Author(s):  
Paulo Henrique Siqueira
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Graphical Representations ◽  
Great Contribution ◽  
Geometric Transformations ◽  
3D Objects ◽  
Web Environment ◽  
Simple Technology

This paper shows the development of a web environment for the construction of Archimedes and Plato polyhedra in Augmented Reality (AR) and Virtual Reality (VR). In this environment we used the geometric transformations of translation and rotation with the structure of hierarchies of HTML pages, without the use of the coordinates of each polyhedra vertex. The developed environment can be used in classroom to visualize the polyhedra in Augmented Reality, with the possibility of manipulations of the graphical representations by students in the environment created in Virtual Reality. Other studies that can be developed with the polyhedra modeled are areas, volumes and the relation of Euler. Another important content that can be developed is truncation, because seven Archimedes polyhedra are obtained by using truncation of Plato's polyhedrons. With this work, it becomes possible to develop didactic materials with a simple technology, free and with great contribution to improvement of the teaching of Geometry and other areas that use representation of 3D objects.

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