Spatial Design and Physical Interface in Virtual Worlds

2011 ◽  
pp. 240-250
Author(s):  
Hidenori Watanave
Keyword(s):  
Virtual Worlds ◽  
Spatial Model ◽  
Design Methodology ◽  
Spatial Experience ◽  
New Model ◽  
Architectural Space ◽  
Space Design ◽  
Spatial Design ◽  
3D Virtual Worlds ◽  
Experimental Use

We would like to propose a new spatial model, the “Contents Oriented Space”, conforming to the physical senses experienced in the 3D virtual worlds, as well as providing an appealing spatial experience, and present a design methodology making use of this new model. There are three necessary conditions for such “Contents Oriented Space”: 1. The contents are visible from the outside; 2. The contents are directly accessible; 3. By being directly accessible, the contents become “spatial”. By applying such a spatial model, it is possible to realize the architectural space in the 3D virtual worlds, conforming to the physical senses experienced in such environment, at the same time providing an attractive spatial experience. It is a new design methodology, able to be widely applied in the architectural space design for the 3D virtual worlds in general. The experimental use of the proposed methodology in the physical interface expanding this design methodology is also currently on going.

ARCHITECTURAL DESIGN KEYWORDS OF INCEPTION SPACE

2019 ◽  
Vol 6 (2) ◽  
pp. 61
Author(s):  
Muhammad Heru Arie Edytia ◽  
Zulhadi Sahputra ◽  
Mirza Mirza
Keyword(s):  
Architectural Design ◽  
Positive Emotions ◽  
Main Design ◽  
Architectural Space ◽  
Space Design ◽  
People With Dementia ◽  
Space Potential ◽  
Design Mechanism ◽  
Christopher Nolan ◽  
And Behavior

This paper explains the idea of inception space from Inception (2010), a movie directed by Christopher Nolan, to explore the inception space potential in designing architectural space. Inception space is an architectural space design mechanism that translates the essential experience of space users as an effort to implant idea in the form of positive emotions. In other words, the architectural space is a medium of inception to a space user or a target (mark). The main purpose of inception space design is to affect the target (mark) by planting the idea ‘secretly’. The target is unaware of the intervention and considers the idea presented itself. This process becomes the beginning of an idea to grow in one's mind the beginning of mindset and behavior change. In other words, architects or planners can apply this mechanism to design and influence users so that the design success rate can be improved. The main design keywords as part of the inception process are perception, memory, scenario, layer, and labyrinth. The development of design methods of inception space can be explored and applied to different targets and contexts by applying these design keywords. For example, this design mechanism can be applied to people with dementia who experience memory and visuospatial deficit through wayfinding programming.

scholarly journals Ambidexterity and organizational learning: revisiting and reconnecting the literatures

2019 ◽  
Vol 26 (4) ◽  
pp. 337-351 ◽  
Author(s):  
Jacob Brix
Keyword(s):  
Organizational Learning ◽  
Absorptive Capacity ◽  
Empirical Data ◽  
Design Methodology ◽  
Organizational Ambidexterity ◽  
Exploration And Exploitation ◽  
Seminal Paper ◽  
Content Type ◽  
New Model ◽  
Multiple Levels

PurposeThe purpose of the study is to investigate how the processes of exploration and exploitation have developed in parallel in the literature of organizational ambidexterity and organizational learning, since James March published his seminal paper in 1991. The goal of the paper is to provide a synthesis of exploration and exploitation based on the two areas of literature.Design/methodology/approachThe study is conceptual and no empirical data have been used.FindingsThe study advances current understanding of exploration and exploitation by building a new model for organizational ambidexterity that takes into account multiple levels of learning, perspectives from absorptive capacity and inter-organizational learning.Originality/valueThe study’s novelty lies in the creation and discussion of a synthesis of exploration and exploitation stemming from organizational ambidexterity and organizational learning.

scholarly journals 3D AutoSysLab Prototype - A Social, Immersive and Mixed Reality Approach for Collaborative Learning Environments

2012 ◽  
Vol 2 (2) ◽  
pp. 15 ◽  
Author(s):  
Frederico Menine Schaf ◽  
Suenoni Paladini ◽  
Carlos Eduardo Pereira
Keyword(s):  
Virtual Environments ◽  
Virtual Worlds ◽  
New Technologies ◽  
Mixed Reality ◽  
Research Area ◽  
Learning Objects ◽  
Traditional Learning ◽  
Web Technologies ◽  
3D Virtual Worlds ◽  
Great Acceptance

<span style="color: #000000;"><span style="font-family: Times New Roman,serif;"><span style="font-size: x-small;">Recent evolutions of social networks, virtual environments, Web technologies and 3D virtual worlds motivate the adoption of new technologies in education, opening successive innovative possibilities. These technologies (or tools) can be employed in distance education scenarios, or can also enhance traditional learning-teaching (blended or hybrid learning scenario). It is known and a wide advocated issue that laboratory practice is essential to technical education, foremost in engineering. In order to develop a feasible implementation to this research area, a prototype was developed, called 3DAutoSysLab, in which a metaverse is used as social collaborative interface, experiments (real or simulated) are linked to virtual objects, learning objects are displayed as interactive medias, and guiding/feedback are supported via an autonomous tutoring system based on user's interaction data mining. This prototype is under test, but preliminary applied results indicate great acceptance and increase of motivation of students.</span></span></span>

scholarly journals Exploring the Usage of 3D Virtual Worlds and Kinect Interaction in Exergames with Elderly

2014 ◽  
pp. 297-300 ◽  
Author(s):  
Hugo Paredes ◽  
Fernando Cassola ◽  
Leonel Morgado ◽  
Fausto de Carvalho ◽  
Silvia Ala ◽  
...  
Keyword(s):  
Virtual Worlds ◽  
3D Virtual Worlds

3D Virtual worlds and the metaverse

2013 ◽  
Vol 45 (3) ◽  
pp. 1-38 ◽  
Author(s):  
John David N. Dionisio ◽  
William G. Burns III ◽  
Richard Gilbert
Keyword(s):  
Virtual Worlds ◽  
3D Virtual Worlds

3D Virtual Classroom Simulations for Supporting School Teachers' Continuing Professional Development

2014 ◽  
pp. 474-497
Author(s):  
Demetrios G Sampson ◽  
Pavlos Kallonis
Keyword(s):  
Professional Development ◽  
Virtual Worlds ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Formal Education ◽  
Three Dimensional ◽  
Continuing Professional Development ◽  
Virtual Classroom ◽  
School Teachers ◽  
3D Virtual Worlds

3D Virtual Worlds provide realistic three-dimensional environments accessible through the web that can offer engaging, interactive, and immersive experiences. This can create new opportunities for teaching and learning. Yet, the possible use of 3D Virtual Worlds in formal education is a major challenge for school teachers, even for those who are experienced and keen on using digital technologies. In this chapter, the authors present a 3D Virtual Classroom Simulation appropriately designed and implemented using SLOODLE for supporting a module for teachers' continuing professional development based on the Synectics “making the strange familiar” instructional strategy, aiming towards acquiring appropriate competences for teaching within 3D Virtual Worlds and for developing innovative educational practices.

Methods for Assessing 3D Virtual Worlds in Design Education

2015 ◽  
pp. 355-372
Author(s):  
Leman Figen Gül ◽  
Ning Gu ◽  
Mi Jeong Kim ◽  
Xiangyu Wang
Keyword(s):  
Information And Communication Technologies ◽  
Virtual Worlds ◽  
Collaborative Design ◽  
Design Education ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
3D Virtual Worlds ◽  
Information And Communication ◽  
Changing Trend ◽  
The Impact

With the advancement and increasing adoption of information and communication technologies, 3D virtual worlds, being a part of these revolutionary forces, have the potential to make a major contribution to design education as a new teaching and learning environment. Considering this changing trend, we have been employing 3D virtual worlds in the design curriculum over the past decade. To critically understand the impact of the technologies on design education, this chapter explores and demonstrates three different assessment methods of 3D virtual worlds in design education, through three case studies. The chapter also concludes with insights into the applications of virtual environments in collaborative design teaching.

Educational Contents and Creativity in Virtual Environments

2013 ◽  
pp. 38-47
Author(s):  
Ilaria Mascitti ◽  
Daniela Di Marco ◽  
Monica Fasciani
Keyword(s):  
Virtual Worlds ◽  
New Technology ◽  
Learning By Doing ◽  
Virtual Space ◽  
Street Art ◽  
Teaching Pedagogy ◽  
3D Virtual Worlds ◽  
E Learning ◽  
Educational Potential ◽  
Educational Contents

This chapter reflects on the educational potential of virtual worlds and draws on the results of ST.ART project - Street Artists in a virtual space (www.startproject.eu). ST.ART project innovative aspect embraces both the topic (street art) and the methodology (virtual platforms as e-learning and 3D virtual worlds) as well as the pedagogy applied that uses an inquiry-based method (learning by doing) to support a traditional deductive teaching pedagogy. This approach is not only related to the use of a relatively new technology but also to the educational, pedagogical, cultural, and motivational benefits derived from the chosen methodology. The chapter describes new insights and findings that emerged during the experimentation phase of the project and that were never anticipated when the project was first designed.

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