Virtual interaction algorithm of cultural heritage based on multi feature fusion

During the traditional cultural heritage virtual interaction algorithm in the interaction action recognition, the database is too single, resulting in low recognition accuracy, recognition time-consumer and other issues. Therefore, this paper introduces the multi feature fusion method to optimize the cultural heritage virtual interaction algorithm. Kinect bone tracking technology is applied to identify the movement of the tracking object, 20 joints of the human body are tracked, and interactive action recognition is realized according to the fingertip candidate points. In order to carry out the judgment virtual interactive operation of subsequent recognition actions, a multi feature fusion database is established. The mean shift is used to derive the moving mean of the target’s action position and to track the interactive object. The Euclidean distance formula is used to train samples of multi feature fusion database data to realize the judgment of recognition action and virtual interaction. In order to verify the feasibility of the research algorithm, the virtual interactive script of ink painting in a cultural heritage museum is used to simulate the research algorithm, and a comparative experiment is designed. The experimental results show that the proposed algorithm is superior to the traditional virtual interactive algorithm in recognition accuracy and efficiency, which proves the feasibility of this method.

A Methodology to Produce Augmented-Reality Guided Tours in Museums for Mixed-Reality Headsets

In recent years, the use of technology in the museum context has changed radically. It has switched from the display of information to offering emotive, immersive, and rich experiences with heritage. Virtual interactive media have the potential to put museums back into a relevant place in our increasingly digital society. The emergence of augmented-reality glasses offers the possibility to test and implement new methodologies compatible with this aim. However, most of the first examples developed in recent years did not take advantage of the possibilities of this new medium. This paper presents a novel methodology for producing mixed-reality applications for museums and heritage sites, with an intuitive, immersive, and natural way of operating. An experimental prototype designed for the archaeological museum of the Almoina is shown in the paper to demonstrate the benefits of the proposed system and methodology of production. In addition, the paper shows the results of several tests.

STEM education in semi-virtual interactive environment

The Covid-19 pandemic has forced us to change the way we used to handle education in our homes, through sanitary restrictions that seek to prohibit or reduce physical contact, moving from the traditional way to a virtual methodology; reason for which we must look for new solutions to adapt to this new teaching strategy. In addition, the pandemic has accelerated the arrival of the 4.0 revolution or technological revolution, where new challenges arise for society. The above reasons serve to justify and encourage that STEM education cannot stop. However, given the crisis we are experiencing and the solutions provided, the excessive use of virtual environments can affect areas such as psychological, social, etc. Through this project, a learning model implemented through volunteers is proposed, based on an interactive semi-virtual environment, where the participant can interact synchronously with a volunteering model provided by the volunteer tutor, and the learning process is supported through workshops and the use of virtual tools.

PRInK: Environmental virtual interactive based education and learning model for STEM motivation

Pollution from quarry activities has a substantial environmental impact on many countries. This issue should be addressed accordingly as its impact may introduce various health-related problems to the surrounding community. One alternative is to increase awareness for the younger generation and society at large. However, environmental data modelling, specifically on quarry activities, has thus far targeted engineers and professionals, not school children, such as for knowledge exploration or learning material. At the same time, the number of students enrolling in STEM courses is continuously declining. Hence, this research aims to develop the environmental virtual interactive based education and learning model called PRInK to foster STEM education. Five components of the proposed model were identified: a) Computer-Assisted Learning; b) Motivation Level; c) Green Environmental Data; d) Learning Outcome; and e) Problem Context. The actual environmental scientific data were used in the simulation and visualisation. Experts in these fields verified the components. The result of the analysis reveals 17 groups of elements, which were further categorised into 58 sub-elements. The model then was validated through prototype development and users validation. The testing and validation of the prototype were carried out on secondary school children, with the results proving the usability and practicality of the model and showed the increased STEM motivation and interest. The PRInK model and the prototype increase society’s awareness about environmental issues starting from school, increase STEM interest and improve the overall quality of life through a shared understanding for future generations.