scholarly journals Thinking Through the Box: Evaluating a 3D Game to Engage Penetrative Thinking

2020 ◽  
Vol 1 ◽  
Author(s):  
Aarohi Pathak ◽  
Jack S. K. Chang ◽  
Gabby Resch ◽  
Alison Doucette ◽  
Georgina Yeboah ◽  
...  
Keyword(s):  
Virtual Environment ◽  
Standardized Test ◽  
Spatial Relations ◽  
Thinking Skills ◽  
Virtual Object ◽  
Spatial Skills ◽  
Tangible Interface ◽  
3D Objects ◽  
3D Game ◽  
Virtual Plane

Spatial skills allow us to mentally imagine and manipulate objects and their spatial relations. These skills are crucial in both every day and expert tasks. The present paper reports on an evaluation of a 3D game developed to train a specific spatial skill known as penetrative thinking—the ability to imagine cross-sections of 3D objects from their surface features. In the game, users change the location and orientation of a virtual plane to make cuts through 3D objects in a series of spatial puzzles. Users operate an interface to position the virtual plane until a “slice” at the location of the plane matches a target cross-section of a virtual object. Multiple spatial puzzles with different properties are completed throughout the game. In one version of the game, users completed the puzzles in an immersive virtual environment and operated a tangible interface to move the virtual plane. A secondary version of the game required users to view the puzzles in a virtual environment displayed on a computer screen, and to position the slicing plane with a keyboard and mouse. Participants (n = 45) completed a measure of penetrative thinking (Santa Barbara Solids Test) before and after completing one of three interventions: the game with the tangible interface (n = 15), the game with the keyboard interface (n = 15), or a series of (control) questions (n = 15). Although there were no significant pre-/post-intervention changes in penetrative thinking in any of the groups, participants' performance in the game correlated with scores on a standardized test of penetrative thinking. These results provide evidence that the game and the standardized test accessed similar spatial skills and, as a consequence, indicate that the 3D game has the potential to be a valid approach for training penetrative thinking skills.

Research on Method of Limit to Model Behavior Region in Virtual Environment

2013 ◽  
Vol 712-715 ◽  
pp. 2565-2568
Author(s):  
Tong Pan ◽  
Xiao Jing Li ◽  
Hao Peng Wang ◽  
Bin Ru Chen
Keyword(s):  
Human Computer Interaction ◽  
Virtual Environment ◽  
Design Process ◽  
Process Approach ◽  
Virtual Object ◽  
Accurate Evaluation ◽  
Interactive Behavior ◽  
Virtual Models ◽  
Computer Interaction

Security and stability are important for interactive behavior of virtual object in the virtual environment. To achieving a effective method for region limit to all virtual models is the key to secure and stable virtual environment. The paper analyzed the principle and approach of limit to model behavior region, presented a method based on VRML with validations. The method is effective for safe, stable human-computer interaction in virtual environment, and served for VR-based products design, process approach, and accurate evaluation.

Soma®: A Unique Object For Mathematical Study

1982 ◽  
Vol 75 (5) ◽  
pp. 404-425
Author(s):  
David Spector
Keyword(s):  
Critical Thinking ◽  
Elementary Students ◽  
Spatial Relations ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Mathematical Study ◽  
Average Student ◽  
Unique Object ◽  
Title Iv ◽  
Reasoning Skills

The Soma® puzzle is a 3 × 3 × 3 cube composed of seven different pieces (see fig. 1). Many people are familiar with Soma® simply as a puzzle in which the object is to construct a cube. Few realize that the Soma* puzzle can be used in counting and construction activities with the average student. It can be equally valuable when used to provide enrichment and higher-level activities for the accelerated student. While manipulating the cubes, students make use of critical thinking skills: analysis, investigatory skills, conceptualizing, and reasoning skills in a context of spatial relations. The following activities have been used with gifted elementary students for two years as part of my work with a Title IV project, “Inter- age Program for Critical Thinking.”

Using a P300 Brain–Computer Interface in an Immersive Virtual Environment

2010 ◽  
Vol 19 (1) ◽  
pp. 12-24 ◽  
Author(s):  
Michael Donnerer ◽  
Anthony Steed
Keyword(s):  
Virtual Environment ◽  
Brain Computer Interface ◽  
Computer Interface ◽  
Disabled People ◽  
3D Objects ◽  
Immersive Virtual Environment ◽  
Computer Interfaces ◽  
3D Environment ◽  
Significant Difference ◽  
Environment Control

Brain–computer interfaces (BCIs) provide a novel form of human–computer interaction. The purpose of these systems is to aid disabled people by affording them the possibility of communication and environment control. In this study, we present experiments using a P300 based BCI in a fully immersive virtual environment (IVE). P300 BCIs depend on presenting several stimuli to the user. We propose two ways of embedding the stimuli in the virtual environment: one that uses 3D objects as targets, and a second that uses a virtual overlay. Both ways have been shown to work effectively with no significant difference in selection accuracy. The results suggest that P300 BCIs can be used successfully in a 3D environment, and this suggests some novel ways of using BCIs in real world environments.

A Sophisticated Manipulation Aid in a Virtual Environment using Dynamic Constraints among Object Faces

1998 ◽  
Vol 7 (5) ◽  
pp. 460-477 ◽  
Author(s):  
Yoshifumi Kitamura ◽  
Amy Yee ◽  
Fumio Kishino
Keyword(s):  
Real Time ◽  
Virtual Environment ◽  
Collision Detection ◽  
Completion Time ◽  
Detection Method ◽  
Virtual Object ◽  
Efficient Tool ◽  
Dynamic Constraints ◽  
Visual Constraints ◽  
Intuitive Method

A natural and intuitive method is proposed to help a user manipulate an object in a virtual environment. The method does not need to assign special properties to the object faces in advance and does not require special hardware. Instead, it uses only the visual constraints of motion among object faces that are dynamically selected by a real-time collision detection method while the user manipulates the object. By constraining more than two faces during the user's manipulation, the proposed method provides an efficient tool for complicated manipulation tasks. First, the method of manipulation aid is described. Then several experiments demonstrate the effectiveness of this method, particularly when the user is requested to precisely place a virtual object in a certain location. Finally, as an application of the proposed manipulation aid, an experiment is conducted to compare the performances of a task (constructing a simple toy) in a real versus a virtual environment. Results show that the distance accuracy and completion time of the virtual task with the manipulation aid is close to that of the real task.

scholarly journals The Effect of Flipped Classroom Model on Students’ Achievement in the New 2016 Scholastic Assessment Test Mathematics Skills

2019 ◽  
pp. 769-777
Author(s):  
Adeeb M. Jarrah ◽  
Khaled Mohammed Abdel Baki Mohammed Diab
Keyword(s):  
United Arab Emirates ◽  
Flipped Classroom ◽  
Standardized Test ◽  
Thinking Skills ◽  
Control Group ◽  
Mathematics Skills ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Student Achievements ◽  
Experimental Group

The flipped classroom model has become more popular and one of the focus of many researchers and teachers in the recent years. The aim of current study is to explore the effect of flipped classroom model on students’ achievements in the new SAT 2016 mathematics skills (Heart of Algebra, Problem solving and data analysis, and Passport to Advanced Math) for the eleventh grade Emirati female students in Al Ain, United Arab Emirates. Specifically, this study aims at determining whether there was a statistically significant difference in student achievements in the new SAT mathematics skills between two groups of grade 11 students. Thus, pretest/posttest quasi-experimental design was applied. The experimental group was taught by flipped classroom model, and the control group was taught by traditional instruction methods. The results revealed that there is a statistically significant difference between the pretest and posttest of the experimental group over the control group the new SAT mathematics skills. Furthermore, the findings suggest that teachers who teach mathematics standardized test skills like SAT can use flipped classroom model to enhance students’ readiness and to improve their thinking skills to simulate the 21st-century skills.

scholarly journals Haptic Virtual Environments for Blind People: Exploratory Experiments with Two Devices

1999 ◽  
Vol 4 (1) ◽  
pp. 8-17 ◽  
Author(s):  
G Jansson ◽  
H Petrie ◽  
C Colwell ◽  
D. Kornbrot ◽  
J. Fänger ◽  
...  
Keyword(s):  
Virtual Environments ◽  
Virtual World ◽  
Force Feedback ◽  
Virtual Object ◽  
Blind People ◽  
Haptic Devices ◽  
Virtual Objects ◽  
3D Objects

This paper is a fusion of two independent studies investigating related problems concerning the use of haptic virtual environments for blind people: a study in Sweden using a PHANToM 1.5 A and one in the U.K. using an Impulse Engine 3000. In general, the use of such devices is a most interesting option to provide blind people with information about representations of the 3D world, but the restriction at each moment to only one point of contact between observer and virtual object might decrease their effectiveness. The studies investigated the perception of virtual textures, the identification of virtual objects and the perception of their size and angles. Both sighted (blindfolded in one study) and blind people served as participants. It was found (1) that the PHANToM can effectively render textures in the form of sandpapers and simple 3D geometric forms and (2) that the Impulse Engine can effectively render textures consisting of grooved surfaces, as well as 3D objects, properties of which were, however, judged with some over- or underestimation. When blind and sighted participants' performance was compared differences were found that deserves further attention. In general, the haptic devices studied have demonstrated the great potential of force feedback devices in rendering relatively simple environments, in spite of the restricted ways they allow for exploring the virtual world. The results highly motivate further studies of their effectiveness, especially in more complex contexts.

Lighting, Fog, and Background

2011 ◽  
pp. 114-131
Author(s):  
Chi Chung Ko ◽  
Chang Dong Cheng
Keyword(s):  
Light Source ◽  
Real World ◽  
Computer Image ◽  
Virtual Object ◽  
Light Sources ◽  
Java 3D ◽  
Visual Impression ◽  
3D Objects ◽  
Visual Objects ◽  
Light Rays

How the properties of virtual 3D objects can be specified and defined has been discussed in earlier chapters. However, how a certain virtual object will appear to the user will in general depends also on human visual impression and perception, which depends to a large extent on the lighting used in illumination. As an example, watching a movie in a dark theatre and under direct sunlight will give rise to different feeling and immersion even though the scenes are the same. Thus, in addition to defining the skeleton of a virtual object by using geometry objects in Java 3D in Chapter III, setting the appearance attributes in Chapter IV and applying texture in Chapter V to give a realistic skin to the virtual object, appropriate environmental concerns such as light, background and even fog are often necessary to make the virtual object appear as realistic to the user as possible. In this chapter, we will discuss topics related to the latter environmental issues. The use of proper lighting is thus crucial to ensure that the 3D universe created is realistic in feeling and adds to strong emotional impressions in any application. For this purpose, Java 3D has a variety of light sources that can be selected and tailored to different scenarios. Technically, light rays are not rendered. In fact, their effects will only become visible once they hit an object and reflect to the viewer. Of course, as with any object in the real world, the reflection depends on the material attributes of the objects. In this chapter, we will discuss the use of different types of light source and their effects after describing the lighting properties or materials of visual objects. We will then outline the use of fogging techniques to turn a hard and straight computer image into a more realistic and smoother scene before discussing methods for immersing active visual objects in a background.

scholarly journals Modeling Method and Application in Digital Mockup System towards Mechanical Product

2012 ◽  
Vol 605-607 ◽  
pp. 604-608 ◽  
Author(s):  
Huai Yu Zhang ◽  
Jia Li
Keyword(s):  
Virtual Environment ◽  
Behavior Modeling ◽  
Virtual Object ◽  
Theory Method ◽  
General Process ◽  
Key Technology ◽  
Design Goal ◽  
Digital Mockup ◽  
Physics Modeling ◽  
And Behavior

The method of modeling is the key technology for digital mockup (DMU). Based upon the developing for mechanical product DMU, the theory, method and approach for virtual environment (VE) and virtual object (VO) were studied. This paper has expounded the design goal and architecture of DMU system, analyzed the method of DMU application, and researched the general process of physics modeling and behavior modeling.

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