Zeitschriftenartikel: „Collaborative Immersive Analytics“

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Chhikara, Vanshika. „IMMERSIVE ANALYTICS“. INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, Nr. 05 (10.05.2024): 1–5. http://dx.doi.org/10.55041/ijsrem33585.

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Immersive Analytics focuses on the benefits and challenges of using immersive environments for data analysis, and developing designs to improve efficiency. Although immersive technologies are widely available, practical solutions have not gained widespread acceptance in real- world applications. Research in this field focuses on abstract 3D visualization, immersive environments, paper sampling and use case evaluation. 03 Related Works • Brooks early review of VR applications found it effective in specific domains like flight simulators, automotive engineering, and astronaut training. • Van Dam et al. highlighted VR applications for SciVis, benefiting archaeology and medical fields. • Laha and Bowman reviewed VR techniques for visualizing volume data, highlighting the need for controlled experiments to explore individual components of immersion. • Reda et al. summarized research for hybrid reality environments like the CAVE2, emphasizing the possibility of collaborative data analysis. • Brath collected evidence that 3D visualizations offer advantages beyond 2D, focusing on immersive displays. 05 Result • Overall, immersive analytics can lead to better data comprehension, better decision-making, more engagement and teamwork, effective big data exploration, creative data visualization methods, non-technical users' empowerment, and applications in a variety of fields. • These results add to the increasing importance of immersive analytics as an efficient tool for decision support and data analysis. Introduction • To facilitate data-driven analytical reasoning, immersive analytics leverages interactive technology like as virtual reality glasses, big flat screen displays, and even the internet of things. • Immersion refers to an experience that creates a genuine sense of presence in a virtual environment. • A person experiences a shift in awareness from their immediate real environment to another reality. • Immersion analytics is still a relatively new field that has mostly been studied in use cases and workshops. • The notion remains extremely difficult, even within the small community of immersive analytics practitioners. Methodology 4.1 Immersive environments • The study focuses on immersive environments leading to a mixed reality experience. • Abstract 3D visualizations must be presented in a mixed or VR environment where hardware and user interact closely. 4.2 Abstract 3D visualizations • Data that lacks a physical representation or intrinsic spatial organization is referred to as abstract data. • In visualization, abstraction is obtained by using colors and shapes that are not directly associated with the object. 4.3 Paper sampling • Paper sampling in immersive analytics refers to the process of selecting and gathering relevant research papers and publications related to immersive analytics. Conclusion and future scope • In conclusion, immersive analytics has the potential to completely transform how we work with data by facilitating deeper understanding, better decision-making, and improved teamwork. • Immersion analytics will develop further and contribute significantly to data analysis and decision support in the future by tackling issues and seizing opportunities in technological innovation, domain-specific applications, ethical issues, and user experience design.

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Benk, Michaela, Raphael P. Weibel, Stefan Feuerriegel und Andrea Ferrario. „"Is It My Turn?"“. Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (07.11.2022): 1–23. http://dx.doi.org/10.1145/3555580.

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Immersive analytics has the potential to promote collaboration in machine learning (ML). This is desired due to the specific characteristics of ML modeling in practice, namely the complexity of ML, the interdisciplinary approach in industry, and the need for ML interpretability. In this work, we introduce an augmented reality-based system for collaborative immersive analytics that is designed to support ML modeling in interdisciplinary teams. We conduct a user study to examine how collaboration unfolds when users with different professional backgrounds and levels of ML knowledge interact in solving different ML tasks. Specifically, we use the pair analytics methodology and performance assessments to assess collaboration and explore their interactions with each other and the system. Based on this, we provide qualitative and quantitative results on both teamwork and taskwork during collaboration. Our results show how our system elicits sustained collaboration as measured along six distinct dimensions. We finally make recommendations how immersive systems should be designed to elicit sustained collaboration in ML modeling.

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Chen, Lei, Hai-Ning Liang, Feiyu Lu, Jialin Wang, Wenjun Chen und Yong Yue. „Effect of Collaboration Mode and Position Arrangement on Immersive Analytics Tasks in Virtual Reality: A Pilot Study“. Applied Sciences 11, Nr. 21 (08.11.2021): 10473. http://dx.doi.org/10.3390/app112110473.

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[Background] Virtual reality (VR) technology can provide unique immersive experiences for group users, and especially for analytics tasks with visual information in learning. Providing a shared control/view may improve the task performance and enhance the user experience during VR collaboration. [Objectives] Therefore, this research explores the effect of collaborative modes and user position arrangements on task performance, user engagement, and collaboration behaviors and patterns in a VR learning environment that supports immersive collaborative tasks. [Method] The study involved two collaborative modes (shared and non-shared view and control) and three position arrangements (side-by-side, corner-to-corner, and back-to-back). A user study was conducted with 30 participants divided into three groups (Single, Shared, and Non-Shared) using a VR application that allowed users to explore the structural and transformational properties of 3D geometric shapes. [Results] The results showed that the shared mode would lead to higher task performance than single users for learning analytics tasks in VR. Besides, the side-by-side position got a higher score and more favor for enhancing the collaborative experience. [Conclusion] The shared view would be more suitable for improving task performance in collaborative VR. In addition, the side-by-side position may provide a higher user experience when collaborating in learning VR. From these results, a set of guidelines for the design of collaborative visualizations for VR environments are distilled and presented at the end of the paper. All in all, although our experiment is based on a colocated setting with two users, the results are applicable to both colocated and distributed collaborative scenarios with two or more users.

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Fanini, Bruno, und Giorgio Gosti. „A New Generation of Collaborative Immersive Analytics on the Web: Open-Source Services to Capture, Process and Inspect Users’ Sessions in 3D Environments“. Future Internet 16, Nr. 5 (25.04.2024): 147. http://dx.doi.org/10.3390/fi16050147.

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Recording large amounts of users’ sessions performed through 3D applications may provide crucial insights into interaction patterns. Such data can be captured from interactive experiences in public exhibits, remote motion tracking equipment, immersive XR devices, lab installations or online web applications. Immersive analytics (IA) deals with the benefits and challenges of using immersive environments for data analysis and related design solutions to improve the quality and efficiency of the analysis process. Today, web technologies allow us to craft complex applications accessible through common browsers, and APIs like WebXR allow us to interact with and explore virtual 3D environments using immersive devices. These technologies can be used to access rich, immersive spaces but present new challenges related to performance, network bottlenecks and interface design. WebXR IA tools are still quite new in the literature: they present several challenges and leave quite unexplored the possibility of synchronous collaborative inspection. The opportunity to share the virtual space with remote analysts in fact improves sense-making tasks and offers new ways to discuss interaction patterns together, while inspecting captured records or data aggregates. Furthermore, with proper collaborative approaches, analysts are able to share machine learning (ML) pipelines and constructively discuss the outcomes and insights through tailored data visualization, directly inside immersive 3D spaces, using a web browser. Under the H2IOSC project, we present the first results of an open-source pipeline involving tools and services aimed at capturing, processing and inspecting interactive sessions collaboratively in WebXR with other analysts. The modular pipeline can be easily deployed in research infrastructures (RIs), remote dedicated hubs or local scenarios. The developed WebXR immersive analytics tool specifically offers advanced features for volumetric data inspection, query, annotation and discovery, alongside spatial interfaces. We assess the pipeline through users’ sessions captured during two remote public exhibits, by a WebXR application presenting generative AI content to visitors. We deployed the pipeline to assess the different services and to better understand how people interact with generative AI environments. The obtained results can be easily adopted for a multitude of case studies, interactive applications, remote equipment or online applications, to support or accelerate the detection of interaction patterns among remote analysts collaborating in the same 3D space.

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Wong, Jing-Ying, Chun-Chieh Yip, Su-Ting Yong, Andy Chan, Sien-Ti Kok, Teck-Leong Lau, Mohammed T. Ali und Essameldin Gouda. „BIM-VR Framework for Building Information Modelling in Engineering Education“. International Journal of Interactive Mobile Technologies (iJIM) 14, Nr. 06 (17.04.2020): 15. http://dx.doi.org/10.3991/ijim.v14i06.13397.

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With the advancement of information technology, Building Information Modeling (BIM) is evolving fast and play an essential role in Architecture, Engineering, Construction, Owner and Operators (AECOO) industry. Universities play an important role in the current BIM transition in construction projects as well as to embrace Industry 4.0. In this research, immersive Virtual Reality (VR) in BIM offer a unique, supportive environment for the user experience in visualizing and collecting data from the model. With Virtual Reality (VR), engineering education has a major breakthrough. Immersive interactions, stereoscopic 3D, real time multisensory simulations, virtual explorations, synchronous communications, data analytics and visual analysis – all these are impossible without VR. VR offers a student-centred learning environment that promotes active and collaborative learning, situated within simulated real-world contexts.

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Rubart, Jessica, Valentin Grimm und Jonas Potthast. „Augmenting Industrial Control Rooms with Multimodal Collaborative Interaction Techniques“. Future Internet 14, Nr. 8 (26.07.2022): 224. http://dx.doi.org/10.3390/fi14080224.

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The German manufacturing industry has been carrying out new developments towards the next industrial revolution, focusing on smart manufacturing environments. Our work emphasizes human-centered control rooms in the context of production plants. Increased automation does not have to come with less human control. Therefore, we report on multimodal collaborative interaction techniques to augment industrial control rooms. In particular, we include mobile workers who use the control room while being in the production hall using tablets or specifically mixed reality glasses. Collaborative annotation dashboards support discussions and a shared understanding among analysts. Manufacturing-related data can be integrated into business analytics environments so that holistic analyses can be performed. Multimodal interaction techniques can support effective interaction with the control room based on the users’ preferences. Immersive experience through mixed reality-based three-dimensional visualizations and interaction possibilities support users in obtaining a clear understanding of the underlying data.

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Vatanen, Anna, Heidi Spets, Maarit Siromaa, Mirka Rauniomaa und Tiina Keisanen. „Experiences in Collecting 360° Video Data and Collaborating Remotely in Virtual Reality“. QuiViRR: Qualitative Video Research Reports 3 (01.09.2022): a0005. http://dx.doi.org/10.54337/ojs.quivirr.v3.2022.a0005.

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This paper reports on a pilot project called Remote Research and Collaboration Using VR and 360° Video (RReCo) that was carried out in late Spring 2021 at the University of Oulu, Finland. The project explored new ways of collecting, viewing and analysing video data for the purposes of engaging in remote, collaborative research on social interaction and activity. Here we share our experiences in collecting different types of video data, especially 360°, and relate those to our user experiences in analysing the data together in virtual reality. Our remote multisite data sessions were organised using software for immersive qualitative analytics, virtual reality and live streaming. In this paper, we also reflect on the similarities and differences between our data sets, especially with view to how awareness of different technical setups may help in making informed choices, and thereby increase the reliability of research on social interaction.

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Aparicio-Gómez, Oscar-Yecid, Olga-Lucia Ostos-Ortiz und Constanza Abadía-García. „Convergence between emerging technologies and active methodologies in the university“. Journal of Technology and Science Education 14, Nr. 1 (30.01.2024): 31. http://dx.doi.org/10.3926/jotse.2508.

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In today's educational environment, the convergence of emerging technologies and active methodologies has become a fundamental driver of change in university education. Emerging technologies, such as artificial intelligence, virtual reality, machine learning, and data analytics, are redefining the dynamics of higher education. Active methodologies, such as problem-based learning, collaborative learning, and flipped learning, center the pedagogical focus on the student, encouraging active participation and problem-solving. The combination of emerging technologies and active methodologies creates a powerful synergy, enabling the effective implementation of personalized and immersive learning experiences. This convergence not only enhances learning, but also prepares students to be autonomous learners, critical thinkers, and 21st century problem solvers.

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Gowher Hassan. „TECHNOLOGY AND THE TRANSFORMATION OF EDUCATIONAL PRACTICES: A FUTURE PERSPECTIVE“. International Journal of Economic, Business, Accounting, Agriculture Management and Sharia Administration (IJEBAS) 3, Nr. 1 (27.02.2023): 1596–603. http://dx.doi.org/10.54443/ijebas.v3i1.1136.

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Educational technology is undergoing a transformative evolution, bringing forth a convergence of digital tools, platforms, and methodologies to augment the learning journey. The proliferation of Learning Management Systems (LMS) and collaborative tools has ushered in an era of online learning, amplified by global shifts like the COVID-19 pandemic. These virtual platforms are redefining the boundaries of teaching, enabling a connection beyond physical spaces. Simultaneously, advancements in artificial intelligence and data analytics are reshaping personalized learning by discerning individual learner needs and facilitating real-time feedback. This evolving landscape is further enriched by emergent technologies like Artificial Intelligence (AI), Virtual Reality (VR), and Augmented Reality (AR). These innovations offer immersive, tailored experiences, reimagining traditional pedagogies. AI tailors education to individual needs, VR offers experiential realms previously unattainable, and AR provides an enriched overlay of information on the real world, revolutionising engagement. However, with these strides comes a responsibility to address underlying challenges: ensuring privacy, bridging the digital divide, and addressing potential biases in educational algorithms. The focus on accessibility and inclusivity is paramount, and technology plays a pivotal role in democratizing access to quality education. This synthesis underscores the imperative of interweaving technological advancements with core educational values, ensuring that the integration is both meaningful and equitable.

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Patricia, Kulemeka, und Chatola Fanny. „Climate change visualization awareness system“. i-manager's Journal on Computer Science 11, Nr. 4 (2024): 21. http://dx.doi.org/10.26634/jcom.11.4.20653.

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As the global community faces the escalating challenges posed by climate change, there is an increasing need for innovative tools that enhance public awareness and understanding of the complex and dynamic nature of environmental shifts. This paper introduces a Climate Change Visualization Awareness System (CCVAS), designed to bridge the gap between scientific data and public comprehension through immersive and accessible visualizations. Leveraging cutting-edge technologies, including augmented reality, interactive mapping, and data analytics, CCVAS provides users with real-time and historical insights into key climate indicators such as temperature variations, sea level rise, and extreme weather events. The CCVAS employs a user-centric approach, tailoring information to diverse audiences and promoting engagement through intuitive interfaces. Community engagement features facilitate collaborative efforts among users, enabling the sharing of experiences, knowledge, and initiatives aimed at addressing climate change challenges at the local and global levels. Users will be able to participate in discussions, organize events, and access community-driven resources within the CCVAS platform. Personalized user profiles enable individuals to customize their climate change experience within CCVAS, tailoring content and visualizations to their specific interests, expertise, and geographical locations. By providing personalized recommendations, alerts, and action plans based on user preferences and behavior, CCVAS will empower individuals to take meaningful steps towards climate resilience and sustainability in their daily lives. This paper outlines the architecture, functionality, and potential applications of the Climate Change Visualization Awareness System.

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Thadepalli, Srivani, und Mr Uday Choudhary. „Synergy of Real and Digital Worlds - Promising Insights for the Future Generations of Fashion“. International Journal of Recent Technology and Engineering (IJRTE) 13, Nr. 1 (30.05.2024): 22–26. http://dx.doi.org/10.35940/ijrte.a8054.13010524.

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Digital transformation (DT) is reshaping the fashion industry, revolutionizing the way brands, retailers, and consumers interact. It is not a fad but a necessary step towards innovation and survival in today's business context. Implementing digital transformation requires a bespoke approach that addresses specific challenges and goals within the existing framework of each brand or retailer. Fashion brands are leveraging digital technologies throughout their value chain, from product design and production to marketing and distribution. Computer-aided design (CAD) software, predictive analytics, and 3D printing are streamlining the design and prototyping phases, reducing time-to market and improving product quality. Technologies like 3D body scanning, seamless garments and digitized looms are also being adopted. Brands like Hugo Boss are using smart factories that incorporate robotics, artificial intelligence (AI), analytics, and the Internet of Things (IoT) to increase efficiency. Moreover, digital integrated supply chain platforms, such as blockchain, are enabling faster and more efficient production by connecting brands with manufacturers and suppliers globally. The adoption of digital solutions extends to the production of futuristic textiles, digital clothing and virtual model / digital show stoppers. Retailers are also embracing DT to enhance the customer experience and expand their reach. E-commerce has become a crucial channel, allowing retailers to sell products online and reach a wider customer base. Many retailers are investing in robust online platforms and incorporating augmented reality (AR) and virtual reality (VR) technologies to offer immersive in-store shopping experiences. Data analytics and AI are being used to personalize recommendations and offers, enhancing customer engagement and loyalty. In-store virtual assistants or kiosks are worth mentioning in light of digital clientele. Social media platforms play a vital role in the fashion industry's digital transformation. Fashion brands are partnering with social media influencers to promote their products and reach a larger audience. Additionally, collaborative consumption models are emerging through digital apps, supporting sustainability efforts such as zero waste, recycling, and sharing goods or services. Consumers are benefiting from greater convenience, choice, and personalized experiences in the digital fashion landscape. They have access to a wide array of products from around the world and can find inspiration and style ideas on social media platforms. User generated content and reviews facilitate informed purchase decisions. Mobile technology advancements have blurred the lines between online and offline retail experiences, enabling consumers to shop anytime and anywhere. Adaptability, inclusivity, diversity, authenticity and traceability of product life cycle (Blockchain) have become driving instincts of Gen Zers and Millennials at purchase points. However, traditional industry players and small independent retailers face increased competition from e-commerce giants, necessitating their adaptation to digital technologies to remain relevant. The COVID 19 pandemic has accelerated this shift and normalized the idea of going digital. This paper presents an in-depth review of how digital transformations have various players within the fashion Industry with special reference to the brands, designers and enterprises implementing these for their evolution and progression to thrive in this rapidly evolving landscape.

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Cybulski, Jacob L., Susan Keller und Dilal Saundage. „Interactive Exploration of Data with Visual Metaphors“. International Journal of Software Engineering and Knowledge Engineering 25, Nr. 02 (März 2015): 231–52. http://dx.doi.org/10.1142/s0218194015400082.

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Visual Analytics (VA) is an approach to data analysis by means of visual manipulation of data representation, which relies on innate human abilities of perception and cognition. Even though current visual toolkits in the Business Analytics (BA) domain have improved the effectiveness of data exploration, analysis and reporting, their features are often not intuitive, and can be confusing and difficult to use. Moreover, visualizations generated from these toolkits are mostly accessible to specialist users. Thus, there is a need for analytic environments that support data exploration, interpretation and communication of insight that do not add to the cognitive load of the analyst and their non-technical clients. In this conceptual paper, we explore the potential of primary metaphors, which arise out of human lived and sensory-motor experiences, in the design of immersive visual analytics environments. Primary metaphors provide ideas for representation of time, space, quantity, similarity, actions and team work. Using examples developed in our own work, we also explain how to combine such metaphors to create complex and cognitively acceptable visual metaphors, such as 3D data terrains that approximate our intuition of reality and create opportunities for data to be viewed, navigated, explored, touched, changed, discussed, reported and described to others, individually or collaboratively.

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Wannapiroon, N., S. Shawarangkoon, C. Chawarangkoon, A. Kucharoenthavorn und P. Wannapiroon. „Metaverse Learning Experience Platform (MLXP) for Immersive Design Thinking to Enhance Digital Intelligence Quotient and Virtual Game Developer Skills“. International Journal of Information and Education Technology 13, Nr. 12 (2023): 1879–89. http://dx.doi.org/10.18178/ijiet.2023.13.12.2001.

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A Metaverse Learning Experience Platform (MLXP) is needed to enhance undergraduate students' creative innovation and professional advancement in multimedia technology and gaming business. This learning aid utilizes immersive design thinking methodology, transforming classroom teaching, connecting teachers and students, and enhancing learning outcomes. This study aims to develop a MLXP for immersive design thinking to enhance the digital intelligence quotient and virtual game developer skills. The research methodology involved three phases: developing the MLXP, developing the immersive design thinking process, and evaluating the skills. The sample group consisted of 36 undergraduate students from the Faculty of Science and Technology at Rajamangala University of Technology Suvarnabhumi, who were enrolled in a game design and game development course from academic year 2022. The research instruments consisted of MLXP, immersive design thinking lesson plan, Digital Intelligence Quotient (DQ) and virtual game developer skills assessment form. The MLXP consisted of 14 components, including a Metaverse Learning management system, metaverse content management system, metaverse content delivery system, metaverse personalized learning tools, analytics and reporting tools, assessment and evaluation tools, immersive collaboration tools, immersive virtual learning space, online self-paced learning space, immersive virtual meeting space, immersive virtual co-working space, immersive virtual presentation space, immersive virtual exhibition space, and immersive virtual portfolio space. The immersive design thinking process on the MLXP involved six steps: empathize, define, ideate, prototype, test, and share. The MLXP and learning process were found to be appropriate at an excellent level, and undergraduate students studying using the MLXP demonstrated excellent digital intelligence quotient and game developer skills.

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Meher, Venkateswar, und Ms Sasmita Meher. „Immersive Learning Environments in Education: Application, Effect and Challenges“. Asian Journal of Education and Social Studies 50, Nr. 4 (05.03.2024): 150–61. http://dx.doi.org/10.9734/ajess/2024/v50i41314.

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The objectives of the present study are to search and critically analyse the immersive learning environments; and deriving the applications and effects of immersive learning environment in education with suitable examples by supporting empirical evidences. Based on the objectives and limitations of the present study, important research questions for critical analysis are formulated. The “Substitution Augmentation Modification Redefinition Model” (SAMR) of Dr Ruben Puentedura was used as the theoretical framework. The study is review-based and analytical in nature, where related literatures regarding the uses, effects and challenges of immersive learning environments in education in present and futuristic perspectives. Both inclusion and exclusion criteria were followed. From the intensive literature review regarding the immersive learning environments widely used in educational setting, the four important aspects were found, viz. immersive learning, virtual reality, augmented reality and mixed reality. The results revealed that ILEs have wide educational effects like providing learning autonomy, increasing attention, providing permanent learning, self-regulated learning, active participation, increasing comprehension of lesson, providing in-depth learning etc. in terms of cognitive effects. ILEs have some affective effects of students like satisfaction, fun, curiosity, enjoyable, interesting, exciting, motivating etc. After the critical analysis of the immersive learning environment systems used in education, game-based learning, project-based learning, experiential learning, collaborative learning etc. were found to be most frequently used. So far as its implementation part is concerned, some sorts of challenges have been noticed in research studies i.e., difficulty in understanding, technical problems, insufficient instruction, limited time, and health problems. Suggestions for further research were provided.

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Syed, Toqeer Ali, Muhammad Shoaib Siddiqui, Hurria Binte Abdullah, Salman Jan, Abdallah Namoun, Ali Alzahrani, Adnan Nadeem und Ahmad B. Alkhodre. „In-Depth Review of Augmented Reality: Tracking Technologies, Development Tools, AR Displays, Collaborative AR, and Security Concerns“. Sensors 23, Nr. 1 (23.12.2022): 146. http://dx.doi.org/10.3390/s23010146.

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Augmented reality (AR) has gained enormous popularity and acceptance in the past few years. AR is indeed a combination of different immersive experiences and solutions that serve as integrated components to assemble and accelerate the augmented reality phenomena as a workable and marvelous adaptive solution for many realms. These solutions of AR include tracking as a means for keeping track of the point of reference to make virtual objects visible in a real scene. Similarly, display technologies combine the virtual and real world with the user’s eye. Authoring tools provide platforms to develop AR applications by providing access to low-level libraries. The libraries can thereafter interact with the hardware of tracking sensors, cameras, and other technologies. In addition to this, advances in distributed computing and collaborative augmented reality also need stable solutions. The various participants can collaborate in an AR setting. The authors of this research have explored many solutions in this regard and present a comprehensive review to aid in doing research and improving different business transformations. However, during the course of this study, we identified that there is a lack of security solutions in various areas of collaborative AR (CAR), specifically in the area of distributed trust management in CAR. This research study also proposed a trusted CAR architecture with a use-case of tourism that can be used as a model for researchers with an interest in making secure AR-based remote communication sessions.

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Mayana, Ranti Fauza, und Tisni Santika. „VAN GOGH IMMERSIVE EXHIBITION: LESSONS & OPPORTUNITIES FOR TRADITIONAL CULTURAL EXPRESSIONS DEVELOPMENT IN INDONESIA“. Transnational Business Law Journal 4, Nr. 2 (19.08.2023): 86–102. http://dx.doi.org/10.23920/transbuslj.v4i2.1447.

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Van Gogh's immersive exhibition is held in more than 90 cities around the world including Berlin, Beijing, Paris, London, Madrid, Rome, Sydney, and Jakarta. Until mid-2023, the exhibition has been attended by more than 8.5 million visitors and is an example of intellectual property development. Corresponding to business, IP Development is the capitalization of ideas, creativity, and innovation in producing products or services that contain creative content through systems of human activity related to the creation, production, distribution, and consumption of goods and services that have cultural, artistic, aesthetic, intellectual and emotional values for consumers. This paper employs a descriptive-analytical approach to describe the relevant legal rules and legal theories of copyright and their application in the IP development of artworks for businesses and the opportunities for Indonesia. The finding of the study indicates that immersive technology as a platform for the development of artworks based on Traditional Cultural Expressions (TCEs) potentially creates opportunities for intellectual property legal protection and business development of Indonesia’s TCEs in the frame of Cultural Industries. The commercialization of TCEs using immersive technologies potentially helps in fulfilling two key objectives: capturing new audiences and contributing to economic profit. However, the involvement of legal and non-legal elements as the basis for the implementation conducted in a collaborative framework between state holders and relevant stakeholders is required

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Surya, R., K. Akila und K. M. Senthilkumar. „Virtual Laboratory in Mixed Reality with 3D Modelling for Sustainable Design“. Applied Mechanics and Materials 920 (05.03.2024): 149–54. http://dx.doi.org/10.4028/p-cuybj4.

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Immersive experiences through Mixed Reality (MR) are revolutionizing the way people connect and interact with each other and things around them. MR is the umbrella term that binds all spatial computing technologies which blends real and virtual environments. It holds the potential to provide things beyond imagination while simultaneously making deeper and more meaningful engagement possible. A new engineer to be equipped with the know-how of an OP (Operational Procedure) of machinery, this virtual laboratory helps to know the intricate details of the machinery and tools. The virtual laboratory combines the use of MR technologies, such as augmented reality (AR) and virtual reality (VR), with advanced 3D modeling tools. This virtual laboratory has the potential to revolutionize the sustainable design process by providing an immersive and flexible platform for experimentation, analysis, and collaboration. This project focuses on helping the user to visualize the machine (i.e., Single Drum Piston) and its functionalities through an immersive experience and understand the visual empathy of it. Through 3D Modelling technology, Plane detection and algorithms written with C# script we built this solution with the incorporation of Autodesk Maya and Unity Game Engine. The built solution can be experienced immersive by viewing it through a mobile placed in a headset (Aryzon Headset). This MR experience provides realistic virtual presentations which eases learning of complex modules while analytics ensure understanding of outcomes. It can empower designers and researchers to explore innovative design solutions, optimize resource utilization, and ultimately contribute to the development of more sustainable built environments. This can be incorporated in various other fields like automobile manufacturing, machine industries, construction tool manufacturing, real estate buildings & landscapes, home appliances and furniture, interior design, medical institution, and educational institutions.

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Bødker, Henrik. „Vice Media Inc.: Youth, lifestyle – and news“. Journalism 18, Nr. 1 (09.07.2016): 27–43. http://dx.doi.org/10.1177/1464884916657522.

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The powerful and interesting mixture of Vice Media Inc. – youth, (cool) lifestyles, and journalism within a diversified global media company – has, naturally, attracted a considerable amount of both hopeful and critical journalistic commentary. Vice Media Inc. has, however, attracted little scholarly attention. This article seeks to address this through a contextual reading of Vice News’ coverage of the events in Ferguson (from 12 August to 28 September 2014). This coverage largely alternates between minute-by-minute, long-form video coverage and incensed, media-reflexive analysis and thus mixes amateur aesthetics, immersive approaches, and ethics of witnessing with commentary. This mixture, it will be argued, in certain ways mirrors the collaborative flow found on social media. The article employs an analytical framework that revolves around aspects of hybridity – from the systemic to the textual – and also draws on notions of cosmopolitanism in relation to the global audience of Vice.

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Fromm, Jennifer, Stefan Stieglitz und Milad Mirbabaie. „Virtual Reality in Digital Education: An Affordance Network Perspective on Effective Use Behavior“. ACM SIGMIS Database: the DATABASE for Advances in Information Systems 55, Nr. 2 (29.04.2024): 14–41. http://dx.doi.org/10.1145/3663682.3663685.

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Virtual reality promises high potential as an immersive, hands-on learning tool for training 21st-century skills. However, previous research revealed that the mere use of digital tools in higher education does not automatically translate into learning outcomes. Instead, information systems studies emphasized the importance of effective use behavior to achieve technology usage goals. Applying the affordance network approach, we investigated what constitutes effective usage behavior regarding a virtual reality collaboration system in digital education. Therefore, we conducted 18 interviews with students and observations of six course sessions. The results uncover how affordance actualization contributed to the achievement of learning goals. A comparison with findings of previous studies on other information systems (i.e., electronic medical record systems, big data analytics, fitness wearables) allowed us to highlight system-specific differences in effective use behavior. We also demonstrated a clear distinction between concepts surrounding effective use theory facilitating the application of the affordance network approach in information systems research.

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Neri, Iacopo, Darío Negueruela del Castillo, Pepe Ballesteros Zapata, Valentine Bernasconi und Ludovica Schaerf. „Cityscapes Transformed: Immersive Exploration at the Intersection of Culture, Computation, and Curatorial Practices“. Disegno 7, Nr. 1 (2023): 82–92. http://dx.doi.org/10.21096/disegno_2023_1inetal.

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Designing a novel approach to existing art collections requires a shift in perspective. Computational approaches allow for an agnostic approach to cultural assets—akin to distant reading—,affording a capacity for embracing estrangement as a fertile design strategy. This paper investigates the potential convergence of these fields through the lens of machine curation and audience engagement, specifically examining the influence of contemporary machine learning models on curatorial methodologies. This investigation takes the form of a project conceived for the 2023 Helsinki Art Biennial and as a collaboration between the Centre for Digital Visual Studies (MPG, University of Zurich) and the media artist Yehwan Song, aptly titled Newly Formed City. Exploring the art collection of the Helsinki Art Museum (HAM), we seek to reinterpret the cityscape of Helsinki through a machine-oriented perspective. Utilising visual-textual models, we relocate unexhibited artworks to public locations, where, through the creation of context-based computer generated 360-degree panoramas, artworks are placed. Consequently, the outdoor sites are changed by the presence of the artworks, creating a new speculative geography where the city and its art collection are visually fused together. Interaction is achieved through a web interface, offering visitors the opportunity to move through an alternative version of the city and interact with its cultural heritage on a large scale, exploring the capacities for creativity located at the crossroads of a reflective exchange between vicinity and ignorance, machinic analytical prowess, and the uncanny and the unexpected.

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Adel, Amr. „The Convergence of Intelligent Tutoring, Robotics, and IoT in Smart Education for the Transition from Industry 4.0 to 5.0“. Smart Cities 7, Nr. 1 (30.01.2024): 325–69. http://dx.doi.org/10.3390/smartcities7010014.

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This review paper provides a comprehensive analysis of the automation of smart education in the context of Industry 5.0 from 78 papers, focusing on the integration of advanced technologies and the development of innovative, effective, and ethical educational solutions for the future workforce. As the world transitions into an era characterized by human–machine collaboration and rapidly evolving technologies, there is an urgent need to recognize the pivotal role of smart education in preparing individuals for the opportunities and challenges presented by the new industrial landscape. The paper examines key components of smart education, including intelligent tutoring systems, adaptive learning environments, learning analytics, and the application of the Internet of Things (IoT) in education. It also discusses the role of advanced technologies such as artificial intelligence (AI), machine learning (ML), robotics, and augmented and virtual reality (AR/VR) in shaping personalized and immersive learning experiences. The review highlights the importance of smart education in addressing the growing demand for upskilling and reskilling, fostering a culture of lifelong learning, and promoting adaptability, resilience, and self-improvement among learners. Furthermore, the paper delves into the challenges and ethical considerations associated with the implementation of smart education, addressing issues such as data privacy, the digital divide, teacher and student readiness, and the potential biases in AI-driven systems. Through a presentation of case studies and examples of successful smart education initiatives, the review aims to inspire educators, policymakers, and industry stakeholders to collaborate and innovate in the design and implementation of effective smart education solutions. Conclusively, the paper outlines emerging trends, future directions, and potential research opportunities in the field of smart education, emphasizing the importance of continuous improvement and the integration of new technologies to ensure that education remains relevant and effective in the context of Industry 5.0. By providing a holistic understanding of the key components, challenges, and potential solutions associated with smart education, this review paper seeks to contribute to the ongoing discourse surrounding the automation of smart education and its role in preparing the workforce for the future of work.

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Zhai, Xuesong, Xiaoyan Chu, Ching Sing Chai, Morris Siu Yung Jong, Andreja Istenic, Michael Spector, Jia-Bao Liu, Jing Yuan und Yan Li. „A Review of Artificial Intelligence (AI) in Education from 2010 to 2020“. Complexity 2021 (20.04.2021): 1–18. http://dx.doi.org/10.1155/2021/8812542.

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This study provided a content analysis of studies aiming to disclose how artificial intelligence (AI) has been applied to the education sector and explore the potential research trends and challenges of AI in education. A total of 100 papers including 63 empirical papers (74 studies) and 37 analytic papers were selected from the education and educational research category of Social Sciences Citation Index database from 2010 to 2020. The content analysis showed that the research questions could be classified into development layer (classification, matching, recommendation, and deep learning), application layer (feedback, reasoning, and adaptive learning), and integration layer (affection computing, role-playing, immersive learning, and gamification). Moreover, four research trends, including Internet of Things, swarm intelligence, deep learning, and neuroscience, as well as an assessment of AI in education, were suggested for further investigation. However, we also proposed the challenges in education may be caused by AI with regard to inappropriate use of AI techniques, changing roles of teachers and students, as well as social and ethical issues. The results provide insights into an overview of the AI used for education domain, which helps to strengthen the theoretical foundation of AI in education and provides a promising channel for educators and AI engineers to carry out further collaborative research.

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Song, Yu, Liutao Li, Yu Tian, Zhiwei Li und Xuanchun Yin. „A Novel Master–Slave Interventional Surgery Robot with Force Feedback and Collaborative Operation“. Sensors 23, Nr. 7 (29.03.2023): 3584. http://dx.doi.org/10.3390/s23073584.

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In recent years, master–slave vascular robots have been developed to address the problem of radiation exposure during vascular interventions for surgeons. However, the single visual feedback reduces surgeon immersion and transparency of the system. In this work, we have developed a haptic interface based on the magnetorheological fluid (MRF) on the master side. The haptic interface can provide passive feedback force with high force fidelity and low inertia. Additionally, the manipulation of the master device does not change the operating posture of traditional surgery, which allows the surgeon to better adapt to the robotic system. For the slave robot, the catheter and guidewire can be navigated simultaneously which allows the two degrees of action on the catheter and axial action of a guidewire. The resistance force of the catheter navigation is measured and reflected to the user through the master haptic interface. To verify the proposed master–slave robotic system, the evaluation experiments are carried out in vitro, and the effectiveness of the system was demonstrated experimentally.

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Xiao, Mengyun, Fadzilah Amzah und Weihan Rong. „Experience of Beauty: Valuing Emotional Engagement and Collaboration in Teacher-Child Storytelling Activities“. International Journal of Learning, Teaching and Educational Research 22, Nr. 2 (28.02.2023): 165–87. http://dx.doi.org/10.26803/ijlter.22.2.10.

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At the kindergarten stage, storytelling activities are a proven intervention that promotes children’s vocabulary, reading, oral expression and writing development. The purpose of this study was to examine children’s emotional engagement and cooperation during storytelling by early childhood teachers. This study adopted a qualitative research method with a sample of children (aged 5-6 years) in an inclusive K3 kindergarten in China. Data were collected through video recordings of storytelling activities. Conversation Analysis (CA) and Multimodal Interaction Analysis (MIA) were used as analytical tools for teacher-child emotional engagement and collaboration in storytelling activities. The study focuses on the entertaining nature of teachers’ storytelling organisation, storytelling teaching styles and children’s participation (verbal and non-verbal). The study found that teachers used body language, props and vocal tones to stimulate children’s emotional engagement and cooperation. Children demonstrated their understanding of the story by actively answering questions, catering to body movements, choral singing and creating story segments to achieve co-participation. The data from this study form initial insights into the deepening of children’s aesthetic literacy and socialisation through storytelling activities. This research can further prompt teachers to focus on diversity in the organisation of storytelling activities, as well as help children to immerse themselves in early literacy through their emotional appraisal of story events or characters.

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Šarić, Matko, Mladen Russo, Luka Kraljević und Davor Meter. „Extended Reality Telemedicine Collaboration System Using Patient Avatar Based on 3D Body Pose Estimation“. Sensors 24, Nr. 1 (20.12.2023): 27. http://dx.doi.org/10.3390/s24010027.

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Recent advances in extended reality (XR) technology have opened the possibility of significantly improving telemedicine systems. This is primarily achieved by transferring 3D information about patient state, which is utilized to create more immersive experiences on VR/AR headsets. In this paper, we propose an XR-based telemedicine collaboration system in which the patient is represented as a 3D avatar in an XR space shared by local and remote clinicians. The proposed system consists of an AR client application running on Microsoft HoloLens 2 used by a local clinician, a VR client application running on the HTC vive Pro used by a remote clinician, and a backend part running on the server. The patient is captured by a camera on the AR side, and the 3D body pose estimation is performed on frames from this camera stream to form a 3D patient avatar. Additionally, the AR and VR sides can interact with the patient avatar via virtual hands, and annotations can be performed on a 3D model. The main contribution of our work is the use of 3D body pose estimation for the creation of a 3D patient avatar. In this way, 3D body reconstruction using depth cameras is avoided, which reduces system complexity and hardware and network resources. Another contribution is the novel architecture of the proposed system, where audio and video streaming are realized using WebRTC protocol. The performance evaluation showed that the proposed system ensures high frame rates for both AR and VR client applications, while the processing latency remains at an acceptable level.

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Hope, Denise L., Gary D. Grant, Gary D. Rogers und Michelle A. King. „Virtualized Gamified Pharmacy Simulation during COVID-19“. Pharmacy 10, Nr. 2 (26.03.2022): 41. http://dx.doi.org/10.3390/pharmacy10020041.

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Extended and immersive gamified pharmacy simulation has been demonstrated to provide transformative learning in pharmacy education, preparing graduates for real-world practice. An international consortium of universities has implemented local adaptations of the Pharmacy Game into their curricula. From early 2020, pharmacy academics modified the delivery of gamified simulation in response to the COVID-19 pandemic, while still aiming to deliver the important learning outcomes of enhanced communication, collaboration, confidence and competence. Australian universities went into full lockdown from March 2020, and the critical gamified simulation at Griffith University was delivered entirely virtually in 2020. An array of synchronous and asynchronous approaches and software platforms was employed, including Microsoft Teams, Forms and Stream plus the online interview platform Big Interview. These allowed for the simulation activities, including dispensing, counselling and clinical cases, to be conducted by students online. In 2021, Griffith University conducted hybrid delivery of its Pharmacy Game, balancing student participation both in person and online. Microsoft Power Apps was added to the hosting platform to enhance the simulation interface, and Power Virtual Agent artificial intelligence chatbots, with natural language processing, were used to enable asynchronous clinical interaction. The combination of learning technologies provided the means to deliver successful gamified simulation in the virtual and hybrid environments while still achieving outstanding learning outcomes from the capstone activity. This paper details the technologies used to virtualize the Australian Pharmacy Game and the analytics available to educators to assess student participation, engagement and performance.

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Lydia, E. Grace, P. Vidhyavathi und P. Malathi. „A STUDY ON "AI IN EDUCATION: OPPORTUNITIES AND CHALLENGES FOR PERSONALIZED LEARNING“. Industrial Engineering Journal 52, Nr. 05 (2023): 750–59. http://dx.doi.org/10.36893/iej.2023.v52i05.750-759.

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The use of Artificial Intelligence (AI) in education has the potential to revolutionize the way we teach and learn, making education more personalized, engaging, and effective. AI can be used to develop personalized learning systems that adapt to the needs and abilities of individual learners. These systems can use data such as learner performance and behavior to create customized learning experiences that improve engagement and learning outcomes. AI can also be used to develop intelligent tutoring systems that provide feedback and guidance to learners. These systems can use data analytics to track learner progress and provide targeted feedback and support to help learners achieve their learning objectives. In addition, AI-powered language learning tools, automated grading and assessment, and immersive virtual and augmented reality learning environments are some of the other potential applications of AI in education. However, the adoption of AI in education also brings some challenges, including issues related to privacy, data security, bias, and ethics. It is important to ensure that AI is developed and used in an ethical and responsible manner to avoid any negative consequences. Moreover, the implementation of AI in education requires collaboration and coordination among educators, administrators, developers, and policymakers. This paper reviews the opportunities and challenges of using AI in the field of education, and highlights some of the recent research in this area. The paper concludes with recommendations for future research and practice in the use of AI for personalized learning in education.

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Sim, Jing Kai, Kaichao William Xu, Yuyang Jin, Zhi Yu Lee, Yi Jie Teo, Pallavi Mohan, Lihui Huang et al. „Designing an Educational Metaverse: A Case Study of NTUniverse“. Applied Sciences 14, Nr. 6 (19.03.2024): 2559. http://dx.doi.org/10.3390/app14062559.

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An up-and-coming concept that seeks to transform how students learn about and study complex systems, as well as how industrial workers are trained, metaverse technology is characterized in this context by its use in virtual simulation and analysis. In this work, a virtual environment is created that duplicates real-world situations and enables immersive and interactive learning in the educational metaverse. For this purpose, we built a digital twin of the Nanyang Technological University (NTU) campus as a foundation, called NTUniverse. It is designed as an educational metaverse in which various academic and analytical applications are digitized as 3D content embedded within this virtual campus. The approach to digitally twinning educational systems and embedding them within virtual campuses enables remote and collaborative learning as well as professional technical skills training. It also makes feasible the analysis of abstract concepts, complicated structures, dynamic processes, and sensitive industrial procedures virtually, which is otherwise challenging if not impossible to perform in the real world. The work offers important insights into the behaviors and interactions of systems in the metaverse by evaluating design choices and user interests. NTUniverse is an attempt to explore a novel approach that addresses remote education and training challenges. Three efforts with NTUniverse will be discussed in this work, including (1) digitalization of the NTU campus; (2) campus train modelling and simulation; and (3) science, technology, engineering and mathematics education.

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Veena Tewari, Mujibur Rahman, Amitabh Mishra, K. K. Bajaj, A. Udaya Shankar,. „Impact of Virtual Reality (Vr) and Augmented Reality (Ar) in Education“. Tuijin Jishu/Journal of Propulsion Technology 44, Nr. 4 (16.10.2023): 1310–18. http://dx.doi.org/10.52783/tjjpt.v44.i4.1014.

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Virtual Reality (VR) and Augmented Reality (AR) technologies have emerged as powerful tools with the potential to revolutionize the field of education. This study provides an overview of the impact of VR and AR in education, drawing from existing research and analytical applications. The impact of VR in education is evident in its ability to create immersive and engaging learning experiences. Students can be transported to virtual environments that facilitate experiential learning, from exploring historical landmarks to simulating complex scientific experiments. The result is enhanced student engagement, improved retention of knowledge, and the development of practical skills. AR, on the other hand, overlays digital information onto the real world, enriching traditional educational materials. Interactive textbooks and guided field trips using AR provide students with dynamic and context-rich learning experiences. Language learners benefit from instant translations and pronunciation guides, while complex data becomes tangible through AR visualizations. Both VR and AR contribute to the promotion of collaborative learning, enabling students and educators to interact in virtual environments. These technologies offer new opportunities for special needs education, as they can be customized to cater to the unique requirements of individual learners. The adoption of VR and AR in education comes with challenges, including cost considerations, the need for suitable technical infrastructure, content development complexities, and the necessity to address safety concerns. Integrating VR and AR into the existing curriculum and ensuring alignment with educational objectives are also ongoing challenges. The study aim is to analyse the impact of VR and AR in education.

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TEPLIUK, MARIIA. „INNOVATIVE DEVELOPMENT TRENDS OF SMALL BUSINESS ENTREPRENEURSHIP IN THE DIGITAL ECONOMY CONDITION“. Herald of Khmelnytskyi National University 294, Nr. 3 (März 2021): 35–39. http://dx.doi.org/10.31891/2307-5740-2021-294-3-5.

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The article is devoted to the modern trends identification in the small businesses innovative development and their adaptability to the digital economy. The article presents the main characteristics of the digital economy and its impact on the small business’ innovative development. Transformation processes from idea generation, business idea formation to implementation of breakthrough innovations and small business enterprises activity are analyzed. The article considers, within the network intellectual digitization, technological trends: digital idea, smart applications and analytics, smart things, digital twins, cloud technologies, talk platforms, immersive experience, blockchain, managed models, prolonged adaptive risk and trust. Based on the results of strengths, weaknesses, opportunities and threats analysis, the most significant economic factors of industrial production development in Ukraine have been found out. The economic factors of the enterprises development under the conditions of Industry 4.0 are systematized. It shows the essence of the paradigm shifts in economy, that respond to the trend to globalization and setting up the information society, especially to the impact of the fourth industrial revolution. The authors have noted increased productivity and profitability of production and the rise of collaboration effectiveness between the economic entities. Such factors as the need to develop a new type of intellectual value chain, production of individual and customized goods with reasonable prices and use of learning factories have specific meaning in the framework of this problem. However, in the context of the Ukraine industrial policy within of Industry 4.0, certain systemic economic factors that could have a negative impact on the development of priority sectors of industry have been identified. The results obtained can be used by business entities implementing the decoded platform. At the same time, drivers of innovative development of modern business at the local and global level are identified, such as: staff and innovation culture, customer understanding, research and development, business processes and business model.

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Morar, Anca, Maria-Anca Băluțoiu, Alin Moldoveanu, Florica Moldoveanu und Alex Butean. „CultReal—A Rapid Development Platform for AR Cultural Spaces, with Fused Localization“. Sensors 21, Nr. 19 (05.10.2021): 6618. http://dx.doi.org/10.3390/s21196618.

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Virtual and augmented reality technologies have known an impressive market evolution due to their potential to provide immersive experiences. However, they still have significant difficulties to enable fully fledged, consumer-ready applications that can handle complex tasks such as multi-user collaboration or time-persistent experiences. In this context, CultReal is a rapid creation and deployment platform for augmented reality (AR), aiming to revitalize cultural spaces. The platform’s content management system stores a representation of the environment, together with a database of multimedia objects that can be associated with a location. The localization component fuses data from beacons and from video cameras, providing an accurate estimation of the position and orientation of the visitor’s smartphone. A mobile application running the localization component displays the augmented content, which is seamlessly integrated with the real world. The paper focuses on the series of steps required to compute the position and orientation of the user’s mobile device, providing a comprehensive evaluation with both virtual and real data. Pilot implementations of the system are also described in the paper, revealing the potential of the platform to enable rapid deployment in new cultural spaces. Offering these functionalities, CultReal will allow for the fast development of AR solutions in any location.

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Tsakiridis, Nikolaos L., Nikiforos Samarinas, Eleni Kalopesa und George C. Zalidis. „Cognitive Soil Digital Twin for Monitoring the Soil Ecosystem: A Conceptual Framework“. Soil Systems 7, Nr. 4 (17.10.2023): 88. http://dx.doi.org/10.3390/soilsystems7040088.

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The digital twin concept has found widespread application across diverse industries. Herein, we present a comprehensive conceptual framework for the cognitive soil digital twin, which embodies the intricate physical reality of the soil ecosystem, aiding in its holistic monitoring and comprehension. The digital twin can seamlessly integrate a multitude of sensor data sources, including field Internet of Things sensors, remote sensing data, field measurements, digital cartography, surveys, and other Earth observation datasets. By virtue of its duality, this digital counterpart facilitates data organisation and rigorous analytical exploration, unravelling the intricacies of physical, chemical, and biological soil constituents while discerning their intricate interrelationships and their impact on ecosystem services. Its potential extends beyond mere data representation, acting as a versatile tool for scenario analysis and enabling the visualisation of diverse environmental impacts, including the effects of climate change and transformations in land use or management practices. Beyond academic circles, the digital twin’s utility extends to a broad spectrum of stakeholders across the entire quadruple helix, encompassing farmers and agronomists, soil researchers, the agro-industry, and policy-makers. By fostering collaboration among these stakeholders, the digital twin catalyses informed decision-making, underpinned by data-driven insights. Moreover, it acts as a testbed for the development of innovative sensors and monitoring frameworks, in addition to providing a platform that can educate users and the broader public using immersive and innovative visualisation tools, such as augmented reality. This innovative framework underscores the imperative of a holistic approach to soil ecosystem monitoring and management, propelling the soil science discipline into an era of unprecedented data integration and predictive modelling, by harnessing the effects of climate change towards the development of efficient decision-making.

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Grech, Amy, Jörn Mehnen und Andrew Wodehouse. „An Extended AI-Experience: Industry 5.0 in Creative Product Innovation“. Sensors 23, Nr. 6 (10.03.2023): 3009. http://dx.doi.org/10.3390/s23063009.

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Creativity plays a significant role in competitive product ideation. With the increasing emergence of Virtual Reality (VR) and Artificial Intelligence (AI) technologies, the link between such technologies and product ideation is explored in this research to assist and augment creative scenarios in the engineering field. A bibliographic analysis is performed to review relevant fields and their relationships. This is followed by a review of current challenges in group ideation and state-of-the-art technologies with the aim of addressing them in this study. This knowledge is applied to the transformation of current ideation scenarios into a virtual environment using AI. The aim is to augment designers’ creative experiences, a core value of Industry 5.0 that focuses on human-centricity, social and ecological benefits. For the first time, this research reclaims brainstorming as a challenging and inspiring activity where participants are fully engaged through a combination of AI and VR technologies. This activity is enhanced through three key areas: facilitation, stimulation, and immersion. These areas are integrated through intelligent team moderation, enhanced communication techniques, and access to multi-sensory stimuli during the collaborative creative process, therefore providing a platform for future research into Industry 5.0 and smart product development.

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Blanco-Novoa, Óscar, Paula Fraga-Lamas, Miguel A. Vilar-Montesinos und Tiago M. Fernández-Caramés. „Creating the Internet of Augmented Things: An Open-Source Framework to Make IoT Devices and Augmented and Mixed Reality Systems Talk to Each Other“. Sensors 20, Nr. 11 (11.06.2020): 3328. http://dx.doi.org/10.3390/s20113328.

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Augmented Reality (AR) and Mixed Reality (MR) devices have evolved significantly in the last years, providing immersive AR/MR experiences that allow users to interact with virtual elements placed on the real-world. However, to make AR/MR devices reach their full potential, it is necessary to go further and let them collaborate with the physical elements around them, including the objects that belong to the Internet of Things (IoT). Unfortunately, AR/MR and IoT devices usually make use of heterogeneous technologies that complicate their intercommunication. Moreover, the implementation of the intercommunication mechanisms requires involving specialized developers with have experience on the necessary technologies. To tackle such problems, this article proposes the use of a framework that makes it easy to integrate AR/MR and IoT devices, allowing them to communicate dynamically and in real time. The presented AR/MR-IoT framework makes use of standard and open-source protocols and tools like MQTT, HTTPS or Node-RED. After detailing the inner workings of the framework, it is illustrated its potential through a practical use case: a smart power socket that can be monitored and controlled through Microsoft HoloLens AR/MR glasses. The performance of such a practical use case is evaluated and it is demonstrated that the proposed framework, under normal operation conditions, enables to respond in less than 100 ms to interaction and data update requests.

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Burnham, Richard, und Louise Wallis. „Learning by Making. Long-term collaborations and socially productive outcomes“. Journal of Public Space 2, Nr. 3 (09.12.2017): 73. http://dx.doi.org/10.5204/jps.v2i3.116.

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The Learning-by-Making (LBM) program at the University of Tasmania has 20 years experience in collaborative, community-based “live” studios. Academics involved in the program have intuitively understood that a learning environment integrated with the public realm, and based in a constructed reality affords students an immersive understanding of the design process. More recently the program has shifted its focus from stand-alone, client-responsive projects to a long-term, design-led research agenda. Individual projects - including micro-dwellings, scout huts, an exhibition stand and a mobile playground - are seen as steps in the evolution of an innovative building system that harnesses the creative and socially productive potentials of digital fabrication. The benefits of this shift for academics and clients are clear. For academics, research and teaching activities can be mutually supportive, while clients benefit from a design/fabricate/assemble process that has been tested, analysed, applied and incrementally improved. The primary focus of this paper will however attempt to identify the educational impact on participating students, and will do so using the analytical lens of a relevant educational theory called threshold concepts1. The theory suggests that students can overcome barriers to learning when specific criteria or “dimensions” are present. The results of this analysis indicate that in this environment learning can be transformative, resulting in irreversible conceptual links between design idea, fabrication and practice. The conceptual space of the project is bounded by the research objective, budget, technology and client requirements, and integrative in that they inevitably involve decisions on materials, structures, habitation patterns and climate control. The learning is discursive as students are required to articulate their opinions on design decisions, both within the student group and with community collaborators. The primary data sources for this investigation have been students’ reflective journals, combined with teacher observations.

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Горелова, Л. И. „The role of digital communities in the development of teachers' professional competence“. Review of pedagogical research 6, Nr. 2 (27.03.2024): 269–76. http://dx.doi.org/10.58224/2687-0428-2024-6-2-269-276.

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данная статья посвящена глубокому влиянию цифровых сообществ на профессиональное развитие педагогов и раскрывает, как смена педагогической концепции и непрерывного обучения с помощью виртуальных платформ способствует изменению парадигмы. В результате глубокого исследования выясняется, что цифровые сообщества служат не только хранилищами разнообразных образовательных ресурсов, но и динамичной средой, в которой процветает взаимный обмен знаниями и совместное обучение. Исследование, использующее многогранный аналитический подход, подчеркивает инструментальную роль цифровых платформ, позволяющих педагогам внедрять инновационные методики обучения и ориентироваться в сложностях современной педагогики. В рамках исследования подчеркивается значение персонализации и адаптивных технологий обучения, включая ИИ и инструменты погружения, которые улучшают учебный опыт, подстраивая его под индивидуальные потребности педагогов. Статья выступает за стратегическое участие педагогов в цифровых сообществах, подчеркивая важность объединения с сообществами, которые созвучны их профессиональным устремлениям, и внесения вклада в коллективный фонд знаний. В статье описывается дальнейшая траектория исследований в области цифрового образования, предлагаются такие направления, как измерение влияния участия в цифровых сообществах на эффективность преподавания, изучение психологических и социальных аспектов участия в цифровых сообществах, а также этических последствий, связанных с цифровыми сообществами. В результате анализа полученных результатов статья вносит свой вклад в обсуждение цифровой педагогики, предлагая рекомендации для преподавателей и намечая пути для будущих исследований. Благодаря умению управлять сложной динамикой цифровых сообществ педагоги смогут значительно улучшить свои педагогические навыки и в результате обогатить образовательный процесс инновационными практиками и совместной мудростью. this article focuses on the profound impact of digital communities on educators' professional development and reveals how pedagogical conceptualisation change and continuous learning through virtual platforms foster a paradigm shift. Through in-depth research, it emerges that digital communities serve not only as repositories of diverse educational resources, but also as dynamic environments where mutual knowledge sharing and collaborative learning thrive. Using a multi-faceted analytical approach, the study highlights the instrumental role of digital platforms in enabling educators to innovate teaching methodologies and navigate the complexities of contemporary pedagogy. The research highlights the importance of personalisation and adaptive learning technologies, including AI and immersive tools that enhance learning experiences by tailoring them to the individual needs of educators. The article advocates for educators' strategic participation in digital communities, emphasising the importance of connecting with communities that resonate with their professional aspirations and contributing to a collective pool of knowledge. The article outlines the future trajectory of digital education research, suggesting directions such as measuring the impact of participation in digital communities on teaching effectiveness, exploring the psychological and social aspects of participation in digital communities, and the ethical implications associated with digital communities. By analysing the findings, the article contributes to the digital pedagogy debate by offering recommendations for educators and outlining avenues for future research. By being able to manage the complex dynamics of digital communities, educators will be able to significantly improve their pedagogical skills and, as a result, enrich the educational process with innovative practices and collaborative wisdom.

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Enoch Oluwademilade Sodiya, Uchenna Joseph Umoga, Alexander Obaigbena, Boma Sonimitiem Jacks, Ejike David Ugwuanyi, Andrew Ifesinachi Daraojimba und Oluwaseun Augustine Lottu. „Current state and prospects of edge computing within the Internet of Things (IoT) ecosystem“. International Journal of Science and Research Archive 11, Nr. 1 (28.02.2024): 1863–73. http://dx.doi.org/10.30574/ijsra.2024.11.1.0287.

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The burgeoning growth of the Internet of Things (IoT) has prompted a paradigm shift in computing architectures, leading to the emergence and rapid evolution of edge computing. This review delves into the current state and prospects of edge computing within the IoT ecosystem, exploring its significance, challenges, and future potential. Edge computing, characterized by decentralized data processing at or near the source of data generation, has gained substantial traction owing to its ability to address critical concerns such as latency, bandwidth consumption, and privacy issues inherent in centralized cloud-based systems. By enabling data processing closer to the point of collection, edge computing minimizes latency and ensures real-time responses, making it indispensable for latency-sensitive applications like industrial automation, autonomous vehicles, and healthcare. The integration of edge computing with IoT devices has facilitated the creation of distributed computing architectures capable of handling massive data volumes generated by interconnected devices. This convergence enables efficient data aggregation, analysis, and decision-making at the network's edge, reducing the burden on centralized cloud infrastructure and optimizing resource utilization. Despite its numerous advantages, edge computing faces several challenges, including resource constraints, security vulnerabilities, and interoperability issues. Resource-constrained edge devices often lack the computational power and storage capacity required for complex analytics, necessitating innovative approaches to resource management and workload distribution. Moreover, the distributed nature of edge environments introduces new security risks, necessitating robust security measures to safeguard sensitive data and mitigate cyber threats. Looking ahead, the prospects of edge computing within the IoT ecosystem are promising, with advancements in edge hardware, software, and networking technologies driving innovation and adoption. Edge computing is poised to play a pivotal role in enabling the next wave of IoT applications, ranging from smart cities and autonomous systems to immersive experiences and personalized services. However, realizing the full potential of edge computing requires concerted efforts from industry stakeholders to address existing challenges and foster ecosystem-wide collaboration. The convergence of edge computing and IoT holds immense potential to revolutionize industries, reshape computing architectures, and empower a new era of intelligent, responsive, and decentralized systems.

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Islam, Zubair Ul. „The Role of Social Media in Enhancing English Language Proficiency“. Journal of Language and Linguistics in Society, Nr. 24 (29.07.2022): 54–64. http://dx.doi.org/10.55529/jlls.24.54.64.

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In today's interconnected world, social media has emerged as a dynamic and influential platform that transcends geographical boundaries. Beyond its primary function of communication and networking, social media has increasingly played a pivotal role in the realm of education, particularly in enhancing English language proficiency. This abstract delves into the multifaceted ways in which social media contributes to the improvement of English language skills. The accessibility and ubiquity of social media platforms provide learners with a plethora of opportunities to engage with the English language. From reading articles and watching videos to participating in discussions and joining language-focused groups, individuals can immerse themselves in an English-rich environment that complements traditional language learning methods. Social media fosters interactive learning experiences. Through online language exchange partnerships, learners can connect with native speakers or proficient speakers of English, enabling realtime practice and feedback. Additionally, language learning applications and educational communities on platforms such as Facebook and Reedit facilitate collaborative learning and resource sharing. The gamification of language learning on social media adds an element of fun and motivation. Apps and challenges that encourage users to complete language-related tasks, quizzes, or word-of-the-day exercises create an engaging and enjoyable learning process. The social aspect of social media cannot be overlooked. Engaging with a global audience on platforms like Twitter or Instagram allows learners to explore diverse linguistic nuances and cultural contexts, thereby enriching their language skills. Engaging in discussions, commenting on posts, and even creating content in English contribute to language development. Social media analytics tools provide learners with valuable insights into their progress. Tracking language proficiency growth through language-learning apps or data analysis of social media interactions enables learners to set and achieve specific language goals. Social media has evolved into a powerful ally for those seeking to excel in the English language. This transformation underscores the adaptability of language learning in the digital age, opening new avenues for effective andenjoyable language acquisition.

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Yoshida, Shogo, Haoran Xie und Kazunori Miyata. „Omnidirectional Haptic Stimulation System via Pneumatic Actuators for Presence Presentation“. Sensors 23, Nr. 2 (04.01.2023): 584. http://dx.doi.org/10.3390/s23020584.

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Recently, remote meetings and work-from-home have become more common, reducing the opportunities for face-to-face communication. To facilitate communication among remote workers, researchers have focused on virtual space technology and spatial augmented reality technology. Although these technologies can enhance immersiveness in collaborative work, they face the challenge of fostering a sense of physical contact. In this work, we aimed to foster a sense of presence through haptic stimulation using pneumatic actuators. Specifically, we developed a choker-type wearable device that presents various pressure patterns around the neck; the pattern presented depends on the message the device must convey. Various combinations of haptic presentation are achieved by pumping air to the multiple pneumatic actuators attached to the choker. In addition, we conducted experiments involving actuators of different shapes to optimize the haptic presentation. When linked with a smartphone, the proposed device can present pressure patterns to indicate incoming calls and notifications, to give warning about an obstacle that one who is texting might miss while walking, and to provide direction to a pedestrian. Furthermore, the device can be used in a wide range of applications, from those necessary in daily living to those that enhance one’s experience in the realm of entertainment. For example, haptic feedback that synchronizes with the presence of a singer or with the rhythm of a song one listens to or with a performer’s movements during a stage performance will immerse users in an enjoyable experience.

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Whalen, Brian. „Introduction“. Frontiers: The Interdisciplinary Journal of Study Abroad 9, Nr. 1 (15.08.2003): vii—x. http://dx.doi.org/10.36366/frontiers.v9i1.112.

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This volume of Frontiers: The Interdisciplinary Journal of Study Abroad offers a wide variety of approaches and topics in international education research. First, readers will note the geographic diversity that the articles represent; they examine study abroad topics in Africa, Argentina, Costa Rica, France, Nepal, Thailand, and Vietnam. Second, the articles cover a wide-range of issues, including language acquisition, risk management, recruitment of minority students for study abroad, evaluation of cultural integration, and financial inequities in study abroad. Third, this volume contains articles by a variety of authors, including U.S.-based study abroad administrators, faculty members, and on-site resident directors. Finally, the modes of inquiry are as varied as the topics and authors. Research approaches in this volume include survey instruments, interviews, participant observation, case studies, literature review, as well as analytical essays. This diversity of geography, issues, authors, and modes of inquiry has from the beginning characterized the content of Frontiers and been one of its chief strengths. When the first volume of Frontiers appeared in 1995, one was hard pressed to find many research-based and analytical studies in the field, let alone the diversity of such work that this volume represents. In this regard, Frontiers has matured along with the field of international education, and today, almost ten years later, this volume reflects the growing importance being placed on research on the critical aspects of our work. The opening article by Lilli Engle and John Engle, “Study Abroad Levels: Toward a Classification of Program Types,” offers a revolutionary perspective by which international educators may categorize and judge study abroad programs. Their proposed typology makes qualitative distinctions between study abroad program models based on their view of a spectrum of cultural immersion. Frontiers readers will find their analysis provocative, stimulating study abroad professionals to examine programming in useful ways. In “Women and Cultural Learning in Costa Rica: Reading the Contexts,” Adele Anderson reviews research on Costa Rica’s cultural context, student adjustment and tourism theory, relating them to American student experiences, and she includes data from ethnographic observations and interviews collected during three years as a resident director of short-term programs. Anderson introduces a tool that may be used by resident directors to guide student cultural adjustment more systematically. Mark Ritchie, an on-site resident director in Thailand, provides a very useful analysis of study abroad risk management in his article, “Risk Management in Study Abroad: Lessons from the Wilderness.” Ritchie draws upon the principles of wilderness education, especially as it is conducted in developing countries, in offering recommendations for study abroad risk management. Readers will appreciate his suggestions for reducing risk by applying the experiential techniques of wilderness education. J. Scott Van Der Meid’s study, “Asian Americans: Factors Influencing the Decision to Study Abroad,” examines the factors that influence Asian American students’ decision to study abroad, and provides useful suggestions for considering ways to increase study abroad participation among this population. As the field of study abroad continues to seek ways to increase minority participation in study abroad, Van Der Meid’s study offers a model for examining this question among all ethnic groups. In their analysis of an innovative Vietnam study abroad program, “History Lived and Learned: Students and Vietnam Veterans in an Integrative Study Abroad Course,” Raymond Scurfield, Leslie Root, and Andrew Wiest et al, analyze the collaborative learning experience of students and Vietnam veterans in a program that combined the teaching of Vietnam culture and military history with an exploration of the mental health aspects of combat and post-war recovery of the veterans. This article discusses the lessons learned from the experience of designing and implementing a study abroad program that integrates history education with therapeutic objectives. Jennifer Coffman and Kevin Brennan analyze the economic imbalance of African educational exchange with the United States in their article, “African Studies Abroad: Meaning and Impact of America’s Burgeoning Export Industry.” Coffman and Brennan recommend developing more equitable models of reciprocity by examining the economics of U.S. – African exchanges, and by reconsidering the ways in which African study abroad programs are conceived and implemented in light of their social and intellectual impact. “Development of Oral Communication Skills Abroad” by Christina Isabelli-Garcia examines the impact of a semester study abroad program in Argentina on the second language acquisition of three American university Spanish learners. Isabelli-Garcia’s study measures the development of two aspects of communications skills: first, fluency and performance in the oral functions of narration, and, second, description and supporting an opinion. Her study provides insight into the conditions of a study abroad program that best promote the acquisition of improved oral communication skills in a target language. In “Studying Abroad in Nepal: Assessing Impact,” Patricia Farrell and Murari Suvedi present the perceived impact of studying in Nepal on students’ academic program, personal development, and intellectual development. Using a survey instrument as well as interviews and case studies, the authors link the reported outcomes to the objectives of the study abroad program. We are pleased to include in this volume of Frontiers an essay by Patti McGill Peterson, “New Directions for the Global Century.” McGill Peterson’s analysis of the changing and challenging context for global education inspires us to meet the demands of the 21st century with determination, creativity, and enhanced global collaboration. This volume of Frontiers concludes with reviews of books of interest to international educators, each relating to diverse intellectual foundations of the field: Jean-Philippe Mathy’s Extrême-Occident: French Intellectuals and America, Louis Menand’s The Metaphysical Club: A Story of Ideas in America, and First Great Triumph: How Five Americans Made Their Country a World Power by Warren Zimmermann. We encourage our readers to continue to suggest books of interest, and to submit reviews for consideration. The update on the Forum on Education Abroad that appears at the back of this volume reflects the continuing fruitful collaboration between Frontiers and the Forum. Together with the Forum, Frontiers will continue to encourage and support research studies on study abroad topics, and to disseminate this research as widely as possible. The next volume of Frontiers, due to be published in November, 2004, will be our tenth anniversary volume. It is appropriate that this anniversary volume will be a Special Issue that focuses on the assessment of the learning outcomes of study abroad, a topic that reflects the maturation of a field that is now beginning to document the results of its activity. Other Special Issues that are in the planning stages include: curriculum integration and study abroad, the arts and study abroad, and student development and study abroad. Finally, I want to thank the new sponsors of Frontiers who, together with our existing sponsors, make the publication of this journal possible. The sponsors of Frontiers are institutions with a strong commitment to international education, and we are proud to be supported by them. The editorial board takes seriously its responsibility to provide the very best writing about and research on study abroad to our readers, and the support of our sponsors makes this mission possible. Brian J. Whalen Editor

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Reski, Nico, Aris Alissandrakis und Andreas Kerren. „An Empirical Evaluation of Asymmetric Synchronous Collaboration Combining Immersive and Non-Immersive Interfaces Within the Context of Immersive Analytics“. Frontiers in Virtual Reality 2 (17.01.2022). http://dx.doi.org/10.3389/frvir.2021.743445.

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Collaboration is an essential part of data analysis, allowing multiple users to combine their expertise and to debate about the interpretation of data discoveries using their contextual knowledge. The design of collaborative interfaces within the context of Immersive Analytics remains challenging, particularly due to the various user-centered characteristics of immersive technologies. In this article, we present the use case of a system that enables multiple users to synchronously explore the same data in a collaborative scenario that combines immersive and non-immersive interfaces in an asymmetric role setup. Such a setup allows for bridging the gap when applying heterogeneous display and interaction technologies, enabling each analyst to have an independent and different view of the data, while maintaining important collaborative aspects during the joint data exploration. We developed an immersive VR environment (head-mounted display, 3D gestural input) and a non-immersive desktop terminal (monitor, keyboard and mouse) centered around spatio-temporal data exploration. Supported through a real-time communication interface, synchronous collaborative features are integrated in both interfaces, facilitating the users in their ability to establish a shared context and to make spatio-temporal references. We conducted an empirical evaluation with five participant pairs (within-subject design) to investigate aspects of usability, user engagement, and collaboration during a confirmative analysis task. Synthesis of questionnaire results in combination with additional log file analysis, audio activity analysis, and observations, revealed good usability scores, high user engagement, as well as overall close and balanced collaboration of enthusiastic pairs during the task completion independent of their interface type, validating our system approach in general. Further supported through the self-constructed Spatio-Temporal Collaboration Questionnaire, we are able to contribute with discussion and considerations of the presented scenario and the synchronous collaborative features for the design of similar applications.

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Porwol, Lukasz, Agustin Garcia Pereira und Catherine Dumas. „Transforming e-participation: VR-dialogue – building and evaluating an AI-supported framework for next-gen VR-enabled e-participation research“. Transforming Government: People, Process and Policy, 13.10.2022. http://dx.doi.org/10.1108/tg-12-2021-0205.

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Purpose The purpose of this study is to explore whether immersive virtual reality (VR) can complement e-participation and help alleviate some major obstacles that hinder effective communication and collaboration. Immersive virtual reality (VR) can complement e-participation and help alleviate some major obstacles hindering effective communication and collaboration. VR technologies boost discussion participants' sense of presence and immersion; however, studying emerging VR technologies for their applicability to e-participation is challenging because of the lack of affordable and accessible infrastructures. In this paper, the authors present a novel framework for analyzing serious social VR engagements in the context of e-participation. Design/methodology/approach The authors propose a novel approach for artificial intelligence (AI)-supported, data-driven analysis of group engagements in immersive VR environments as an enabler for next-gen e-participation research. The authors propose a machine-learning-based VR interactions log analytics infrastructure to identify behavioral patterns. This paper includes features engineering to classify VR collaboration scenarios in four simulated e-participation engagements and a quantitative evaluation of the proposed approach performance. Findings The authors link theoretical dimensions of e-participation online interactions with specific user-behavioral patterns in VR engagements. The AI-powered immersive VR analytics infrastructure demonstrated good performance in automatically classifying behavioral scenarios in simulated e-participation engagements and the authors showed novel insights into the importance of specific features to perform this classification. The authors argue that our framework can be extended with more features and can cover additional patterns to enable future e-participation immersive VR research. Research limitations/implications This research emphasizes technical means of supporting future e-participation research with a focus on immersive VR technologies as an enabler. This is the very first use-case for using this AI and data-driven infrastructure for real-time analytics in e-participation, and the authors plan to conduct more comprehensive studies using the same infrastructure. Practical implications The authors’ platform is ready to be used by researchers around the world. The authors have already received interest from researchers in the USA (Harvard University) and Israel and run collaborative online sessions. Social implications The authors enable easy cloud access and simultaneous research session hosting 24/7 anywhere in the world at a very limited cost to e-participation researchers. Originality/value To the best of the authors’ knowledge, this is the very first attempt at building a dedicated AI-driven VR analytics infrastructure to study online e-participation engagements.

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Ens, Barrett, Sarah Goodwin, Arnaud Prouzeau, Fraser Anderson, Florence Y. Wang, Samuel Gratzl, Zac Lucarelli, Brendan Moyle, Jim Smiley und Tim Dwyer. „Uplift: A Tangible and Immersive Tabletop System for Casual Collaborative Visual Analytics“. IEEE Transactions on Visualization and Computer Graphics, 2020, 1. http://dx.doi.org/10.1109/tvcg.2020.3030334.

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Kickmeier-Rust, Michael D., Susan Bull und Gerhilde Meissl-Egghart. „Collaborative Language Learning in Immersive Virtual Worlds: Competence-based Formative Feedback and Open Learner Modeling“. International Journal of Serious Games 1, Nr. 2 (19.06.2014). http://dx.doi.org/10.17083/ijsg.v1i2.5.

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The uptake of information and communication technologies in the classrooms is a key trend over the past years and decades. Teachers are using Moodle courses, e-Portfolios, Google Docs, perhaps learning games or virtual worlds such as OpenSim for educational purposes. A second trend pushes towards a formatively inspired assessment and feedback, often combined with attempts of educational data mining and learning analytics. In this paper we present a role model for teaching English as a second language using OpenSim and a tool that enables teachers to perform real-time learning analytics and direct formative feedback and interventions in the virtual learning session. Also we present an approach to aggregate and store the learning information into open learner models.

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Müller, Christoph, Michael Krone, Markus Huber, Verena Biener, Dominik Herr, Steffen Koch, Guido Reina, Daniel Weiskopf und Thomas Ertl. „Interactive Molecular Graphics for Augmented Reality Using HoloLens“. Journal of Integrative Bioinformatics 15, Nr. 2 (13.06.2018). http://dx.doi.org/10.1515/jib-2018-0005.

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AbstractImmersive technologies like stereo rendering, virtual reality, or augmented reality (AR) are often used in the field of molecular visualisation. Modern, comparably lightweight and affordable AR headsets like Microsoft’s HoloLens open up new possibilities for immersive analytics in molecular visualisation. A crucial factor for a comprehensive analysis of molecular data in AR is the rendering speed. HoloLens, however, has limited hardware capabilities due to requirements like battery life, fanless cooling and weight. Consequently, insights from best practises for powerful desktop hardware may not be transferable. Therefore, we evaluate the capabilities of the HoloLens hardware for modern, GPU-enabled, high-quality rendering methods for the space-filling model commonly used in molecular visualisation. We also assess the scalability for large molecular data sets. Based on the results, we discuss ideas and possibilities for immersive molecular analytics. Besides more obvious benefits like the stereoscopic rendering offered by the device, this specifically includes natural user interfaces that use physical navigation instead of the traditional virtual one. Furthermore, we consider different scenarios for such an immersive system, ranging from educational use to collaborative scenarios.

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Johnson, Andrew E., Luc Renambot, G. Elisabeta Marai, Daria Tsoupikova, Michael E. Papka, Lance Long, Dana Plepys et al. „Electronic Visualization Laboratory's 50th Anniversary Retrospective: Look to the Future, Build on the Past“. PRESENCE: Virtual and Augmented Reality, 05.04.2024, 1–127. http://dx.doi.org/10.1162/pres_a_00421.

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Abstract September 2023 marks the 50th Anniversary of the Electronic Visualization Laboratory (EVL) at University of Illinois Chicago (UIC). EVL's introduction of the CAVE Automatic Virtual Environment in 1992, the first widely replicated, projection-based, walk-in, virtual-reality (VR) system in the world, put EVL at the forefront of collaborative, immersive data exploration and analytics. However, the journey did not begin then. Since its founding in 1973, EVL has been developing tools and techniques for real-time, interactive visualizations – pillars of VR. But EVL's culture is also relevant to its successes, as it has always been an interdisciplinary lab that fosters teamwork, where each person's expertise contributes to the development of the necessary tools, hardware, system software, applications, and human interface models to solve problems. Over the years, as multidisciplinary collaborations evolved and advanced scientific instruments and data resources were distributed globally, the need to access and share data and visualizations while working with colleagues, local and remote, synchronous and asynchronous, also became important fields of study. This paper is a retrospective of EVL's past 50 years that surveys the many networked, immersive, collaborative visualization and VR systems and applications it developed and deployed, lessons learned, and future plans.

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Kim, Haedong, Tyler Hartleb, Khalid Bello, Faisal Aqlan, Richard Zhao und Hui Yang. „Behavioral Modeling of Collaborative Problem Solving in Multiplayer Virtual Reality Manufacturing Simulation Games“. Journal of Computing and Information Science in Engineering, 02.08.2023, 1–11. http://dx.doi.org/10.1115/1.4063089.

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Abstract Collaborative problem solving (CPS) is considered critical professional skills. In the manufacturing field, engineers often confront challenges due to a lack of CPS skills in their team. Although rigorous assessment of CPS is indispensable for developing effective teaching methods, little work has been done to model CPS quantitatively. In addition, most current approaches are retrospective analyses based on post-task data such as surveys or interviews, lacking the capability to monitor learning dynamics over time. Advancements in virtual reality (VR) show great potential in gamification and learning analytics in education. VR-enabled immersive and interactive multi-user environments facilitate the development of simulation games in fields where hands-on experiences and practices are expensive. Sensors in VR systems allow us to collect in-process user behavioral data, which provide an opportunity to develop CPS assessment methods. This paper presents a VR multi-user manufacturing environment for virtual hands-on experiences, as well as a behavioral modeling method for analyzing the CPS skills of participants. First, we develop Virtual Factory, where users play simulation games of various manufacturing paradigms. Second, we collected data of action logs from a sample of participants and used the same pattern to generate more data. Third, the behavioral data are modeled as dynamic networks for each player. Last, network features are calculated, and a CPS scoring method is driven from them. Experimental results show the strong potential of VR and proposed behavioral modeling for bringing gamification to engineering education and monitoring individual CPS dynamics.

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Noor, Ahmed. „Envisioning engineering education and practice in the coming intelligence convergence era — a complex adaptive systems approach“. Open Engineering 3, Nr. 4 (01.01.2013). http://dx.doi.org/10.2478/s13531-013-0122-9.

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AbstractSome of the recent attempts for improving and transforming engineering education are reviewed. The attempts aim at providing the entry level engineers with the skills needed to address the challenges of future large-scale complex systems and projects. Some of the frontier sectors and future challenges for engineers are outlined. The major characteristics of the coming intelligence convergence era (the post-information age) are identified. These include the prevalence of smart devices and environments, the widespread applications of anticipatory computing and predictive / prescriptive analytics, as well as a symbiotic relationship between humans and machines. Devices and machines will be able to learn from, and with, humans in a natural collaborative way. The recent game changers in learnscapes (learning paradigms, technologies, platforms, spaces, and environments) that can significantly impact engineering education in the coming era are identified. Among these are open educational resources, knowledge-rich classrooms, immersive interactive 3D learning, augmented reality, reverse instruction / flipped classroom, gamification, robots in the classroom, and adaptive personalized learning. Significant transformative changes in, and mass customization of, learning are envisioned to emerge from the synergistic combination of the game changers and other technologies. The realization of the aforementioned vision requires the development of a new multidisciplinary framework of emergent engineering for relating innovation, complexity and cybernetics, within the future learning environments. The framework can be used to treat engineering education as a complex adaptive system, with dynamically interacting and communicating components (instructors, individual, small, and large groups of learners). The emergent behavior resulting from the interactions can produce progressively better, and continuously improving, learning environment. As a first step towards the realization of the vision, intelligent adaptive cyber-physical ecosystems need to be developed to facilitate collaboration between the various stakeholders of engineering education, and to accelerate the development of a skilled engineering workforce. The major components of the ecosystems include integrated knowledge discovery and exploitation facilities, blended learning and research spaces, novel ultra-intelligent software agents, multimodal and autonomous interfaces, and networked cognitive and tele-presence robots.

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Zimmerman, Heather Toomey, Susan M. Land, Lillyanna Faimon und Yu-Chen Chiu. „Mobile augmented reality supporting families’ immersive collaborative learning: Learning-on-the-move for place-based geoscience sense-making“. International Journal of Computer-Supported Collaborative Learning, 26.07.2023. http://dx.doi.org/10.1007/s11412-023-09399-9.

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AbstractWe investigated how families experienced immersion as they collaboratively made sense of geologic time and geoscience processes during a place-based, learning-on-the-move (LOTM) experience mediated by a mobile augmented reality (MAR) app. Our team developed an MAR app, Time Explorers, that focused on how rock-water interactions shaped Appalachia over millions of years. Data were collected at the Children’s Garden at the Arboretum at Penn State. Data sources were videos of app usage, point-of-view camera recordings with audio capturing family conversations, and interviews from 17 families (51 people). The analytical technique was interaction analysis, in which episodes of family sense-making were identified and developed into qualitative vignettes focused on how immersion did or did not support learning about geoscience and geologic time. We analyzed how design elements supported sensory, actional, narrative, and social immersion through photo-taking, discussion prompts, and augmented reality visualizations. Findings showed that sensory and social immersion supported sense-making conversations and observational inquiry, while narrative and actional immersion supported deep family engagement with the geoscience content. At many micro-sites of learning, families engaged in multiple immersive processes where conversations, observational inquiry, and deep engagement with the geoscience came together during LOTM. This analysis contributes to the CSCL literature on theory related to LOTM in outdoor informal settings, while also providing design conjectures in an immersive, family-centered, place-based LOTM framework.

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Keener, Eliza. „Benefits of First2 Network immersive bridge programs at Fairmont State University“. Proceedings of the West Virginia Academy of Science 95, Nr. 2 (18.04.2023). http://dx.doi.org/10.55632/pwvas.v95i2.1001.

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Eliza Keener, Dept of Engineering Technology, Fairmont State University, Fairmont, WV 26554, and Landon Brewer, Dept of Natural Sciences, Fairmont State University, Fairmont, WV 26554. Benefits of First2 Network immersive bridge programs at Fairmont State University. The First2 Network’s Immersion program at Fairmont State University provides a college bridge experience for incoming students in science, technology and engineering and math (STEM). The First2 Network’s goal is to guide and assist rural, first-generation, and other underrepresented STEM college students. The summer immersion bridge experience immerses students into college life. Students stay in dorms and learn what it’s like to be away from home while engaging in a program which includes real research projects in collaboration with professors and peer mentors, introductions to campus resources, and social events. This program helps students get acclimated to college, making it an easier adjustment. The immersive experience also provides connections and a safe space that students can go to when they have questions or need help. As students who attended the immersive program during the summer of 2022, we can say that it helped us greatly. Not only did we learn about all the resources on campus, but we got real lab experience. We were lab partners conducting analytical chemistry research on lead in paint. We performed all the lab work with supervision and guidance from chemistry professors and lab assistants. At the end of the 2 weeks, we presented our research to students, faculty, and family members. This immersion program was resume and experience building, that helped us make connections with our peers that a have persisted throughout our first year.

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