A Research Agenda for Augmented and Virtual Reality in Architecture
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A Review About Augmented Reality Tools and Developing a Virtual Reality Application
Academic Journal of Science, CD-ROM. ISSN: 2165-6282 :: 03(02):139–146 (2014) $5(9,(:$%287$8*0(17('5($/,7<722/6$1' '(9(/23,1*$9,578$/5($/,7<$33/,&$7,21%$6('21 ('8&$7,21 0XVWDID8ODVDQG6DID0HUYH7DVFL )LUDW8QLYHULVLW\7XUNH\ Augmented Reality (AR) is a technology that gained popularity in recent years. It is defined as placement of virtual images over real view in real time. There are a lot of desktop applications which are using Augmented Reality. The rapid development of technology and easily portable mobile devices cause the increasing of the development of the applications on the mobile device. The elevation of the device technology leads to the applications and cause the generating of the new tools. There are a lot of AR Tool Kits. They differ in many ways such as used methods, Programming language, Used Operating Systems, etc. Firstly, a developer must find the most effective tool kits between them. This study is more of a guide to developers to find the best AR tool kit choice. The tool kit was examined under three main headings. The Parameters such as advantages, disadvantages, platform, and programming language were compared. In addition to the information is given about usage of them and a Virtual Reality application has developed which is based on Education. .H\ZRUGV Augmented reality, ARToolKit, Computer vision, Image processing. ,QWURGXFWLRQ Augmented reality is basically a snapshot of the real environment with virtual environment applications that are brought together. Basically it can be operated on every device which has a camera display and operation system. -
Virtual Reality Headsets
VIRTUAL REALITY HEADSETS LILY CHIANG VR HISTORY • Many companies (Virtuality, Sega, Atari, Sony) jumped on the VR hype in the 1990s; but commercialization flopped because both hardware and software failed to deliver on the promised VR vision. • Any use of the VR devices in the 2000s was limited to the military, aviation, and medical industry for simulation and training. • VR hype resurged after Oculus successful KickStarter campaign; subsequently acquired by Facebook for $2.4 bn. • Investments rushed into the VR industry as major tech firms such as Google, Samsung, and Microsoft and prominent VC firms bet big on the VR revolution. LIST OF VIRTUAL REALITY HEADSET FIRMS Company Name Entered Exited Disposition Company Name Entered Exited Disposition Company Name Entered Exited Disposition LEEP Optics 1979 1998 Bankrupt Meta Altergaze 2014 Ongoing VPL Research 1984 1990 Bankrupt SpaceGlasses 2012 Ongoing Archos VR 2014 Ongoing Division Group Sulon Cortex 2012 Ongoing AirVr 2014 Ongoing LTD 1989 1999 Acquired Epson Moverio Sega VR 1991 1994 Bankrupt BT-200 2012 Ongoing 360Specs 2014 Ongoing Virtuality 1991 1997 Acquired i2i iPal 2012 Ongoing Microsoft VictorMaxx 1992 1998 Bankrupt Star VR 2013 Ongoing Hololens Systems 2015 Ongoing Durovis Dive 2013 Ongoing Razr OSVR 2015 Ongoing Atari Jaguar VR 1993 1996 Discontinued Vrizzmo 2013 Ongoing Virtual I-O 1993 1997 Bankrupt Cmoar 2015 Ongoing CastAR 2013 Ongoing eMagin 1993 Ongoing Dior Eyes VR 2015 Ongoing VRAse 2013 Ongoing Virtual Boy 1994 1995 Discontinued Yay3d VR 2013 Ongoing Impression Pi -
An Augmented Reality Social Communication Aid for Children and Adults with Autism: User and Caregiver Report of Safety and Lack of Negative Effects
bioRxiv preprint doi: https://doi.org/10.1101/164335; this version posted July 19, 2017. The copyright holder for this preprint (which was not certified by peer review) is the author/funder. All rights reserved. No reuse allowed without permission. An Augmented Reality Social Communication Aid for Children and Adults with Autism: User and caregiver report of safety and lack of negative effects. An Augmented Reality Social Communication Aid for Children and Adults with Autism: User and caregiver report of safety and lack of negative effects. Ned T. Sahin1,2*, Neha U. Keshav1, Joseph P. Salisbury1, Arshya Vahabzadeh1,3 1Brain Power, 1 Broadway 14th Fl, Cambridge MA 02142, United States 2Department of Psychology, Harvard University, United States 3Department of Psychiatry, Massachusetts General Hospital, Boston * Corresponding Author. Ned T. Sahin, PhD, Brain Power, 1 Broadway 14th Fl, Cambridge, MA 02142, USA. Email: [email protected]. Abstract Background: Interest has been growing in the use of augmented reality (AR) based social communication interventions in autism spectrum disorders (ASD), yet little is known about their safety or negative effects, particularly in head-worn digital smartglasses. Research to understand the safety of smartglasses in people with ASD is crucial given that these individuals may have altered sensory sensitivity, impaired verbal and non-verbal communication, and may experience extreme distress in response to changes in routine or environment. Objective: The objective of this report was to assess the safety and negative effects of the Brain Power Autism System (BPAS), a novel AR smartglasses-based social communication aid for children and adults with ASD. BPAS uses emotion-based artificial intelligence and a smartglasses hardware platform that keeps users engaged in the social world by encouraging “heads-up” interaction, unlike tablet- or phone-based apps. -
Virtual and Augmented Reality
Virtual and Augmented Reality Virtual and Augmented Reality: An Educational Handbook By Zeynep Tacgin Virtual and Augmented Reality: An Educational Handbook By Zeynep Tacgin This book first published 2020 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2020 by Zeynep Tacgin All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-5275-4813-9 ISBN (13): 978-1-5275-4813-8 TABLE OF CONTENTS List of Illustrations ................................................................................... x List of Tables ......................................................................................... xiv Preface ..................................................................................................... xv What is this book about? .................................................... xv What is this book not about? ............................................ xvi Who is this book for? ........................................................ xvii How is this book used? .................................................. xviii The specific contribution of this book ............................. xix Acknowledgements ........................................................... -
CREANDO: Tool for Creating Pervasive Games to Increase the Learning Motivation in Higher Education Students
CREANDO: Tool for creating pervasive games to increase the learning motivation in higher education students Jeferson Arango-López a,b,⁎, Carlos C. Cerón Valdivieso a, Cesar A. Collazos a, b c,d Francisco Luis Gutiérrez Vela , Fernando Moreira a University of Cauca – FIET, Street 5 N° 4-70, Popayán, Colombia b University of Granada, ETSIIT, Department of Languages and Informatics Systems, Street Periodista Daniel Saucedo Aranda, s/n, 18071 Granada, Spain c Univ Portucalense, REMIT, IJP, Rua Dr. António Bernardino Almeida 541-619, 4200-072 Porto, Portugal d IEETA, Univ Aveiro, Aveiro, Portugal A R T I C L E I N F O A B S T R A C T Keywords: The pervasive games (PG) have had a great reception in recent years. This kind of games com- bines the Pervasive game virtual world with the real world to generate extensions of reality in terms of time, space and social Narrative interaction. These extensions have involved users in experiences as varied as those exposed by Learning motivation augmented reality and the location of the player or mixed reality scenarios. In the educational context, Digital transformation games have been integrated little by little into learning processes. Speci fically, PG have shown to have a higher level of immersion in people's daily activities. Therefore, a greater impact is generated when integrating the technologies of the PG and the narrative of a story that is told through the gaming experience. In order to explore some fields, we focus the study on the narrative and geolocation applied to close spaces, it is a way of giving an enriched experience to the player through a digital transformation perspective. -
Student Guide to Msc Studies Institute of Informatics, University of Szeged
Student Guide to MSc Studies Institute of Informatics, University of Szeged 2. Contact information Address: Árpád square 2, Szeged, Hungary Postal Address: Institute of Informatics 6701 Szeged, Hungary, P. O. Box 652. Telephone: +36 62 546396 Fax: +36 62 546397 E-mail: [email protected] Url: http://www.inf.u-szeged.hu 2 3. Contents 1. Title page................................................................................................................................1 2. Contact information...............................................................................................................2 3. Contents.................................................................................................................................3 4. Foreword................................................................................................................................4 5. Organization...........................................................................................................................5 6. Main courses..........................................................................................................................6 7. Education...............................................................................................................................8 8. Research...............................................................................................................................10 9. Miscellania...........................................................................................................................11 -
Augmented Reality, Virtual Reality, & Health
University of Massachusetts Medical School eScholarship@UMMS National Network of Libraries of Medicine New National Network of Libraries of Medicine New England Region (NNLM NER) Repository England Region 2017-3 Augmented Reality, Virtual Reality, & Health Allison K. Herrera University of Massachusetts Medical School Et al. Let us know how access to this document benefits ou.y Follow this and additional works at: https://escholarship.umassmed.edu/ner Part of the Health Information Technology Commons, Library and Information Science Commons, and the Public Health Commons Repository Citation Herrera AK, Mathews FZ, Gugliucci MR, Bustillos C. (2017). Augmented Reality, Virtual Reality, & Health. National Network of Libraries of Medicine New England Region (NNLM NER) Repository. https://doi.org/ 10.13028/1pwx-hc92. Retrieved from https://escholarship.umassmed.edu/ner/42 Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. This material is brought to you by eScholarship@UMMS. It has been accepted for inclusion in National Network of Libraries of Medicine New England Region (NNLM NER) Repository by an authorized administrator of eScholarship@UMMS. For more information, please contact [email protected]. Augmented Reality, Virtual Reality, & Health Zeb Mathews University of Tennessee Corina Bustillos Texas Tech University Allison Herrera University of Massachusetts Medical School Marilyn Gugliucci University of New England Outline Learning Objectives Introduction & Overview Objectives: • Explore AR & VR technologies and Augmented Reality & Health their impact on health sciences, Virtual Reality & Health with examples of projects & research Technology Funding Opportunities • Know how to apply for funding for your own AR/VR health project University of New England • Learn about one VR project funded VR Project by the NNLM Augmented Reality and Virtual Reality (AR/VR) & Health What is AR and VR? F. -
(VR): a Case Study of the HTC Vive Pro Eye's Usability
healthcare Article Eye-Tracking for Clinical Ophthalmology with Virtual Reality (VR): A Case Study of the HTC Vive Pro Eye’s Usability Alexandra Sipatchin 1,*, Siegfried Wahl 1,2 and Katharina Rifai 1,2 1 Institute for Ophthalmic Research, University of Tübingen, 72076 Tübingen, Germany; [email protected] (S.W.); [email protected] (K.R.) 2 Carl Zeiss Vision International GmbH, 73430 Aalen, Germany * Correspondence: [email protected] Abstract: Background: A case study is proposed to empirically test and discuss the eye-tracking status-quo hardware capabilities and limitations of an off-the-shelf virtual reality (VR) headset with embedded eye-tracking for at-home ready-to-go online usability in ophthalmology applications. Methods: The eye-tracking status-quo data quality of the HTC Vive Pro Eye is investigated with novel testing specific to objective online VR perimetry. Testing was done across a wide visual field of the head-mounted-display’s (HMD) screen and in two different moving conditions. A new automatic and low-cost Raspberry Pi system is introduced for VR temporal precision testing for assessing the usability of the HTC Vive Pro Eye as an online assistance tool for visual loss. Results: The target position on the screen and head movement evidenced limitations of the eye-tracker capabilities as a perimetry assessment tool. Temporal precision testing showed the system’s latency of 58.1 milliseconds (ms), evidencing its good potential usage as a ready-to-go online assistance tool for visual loss. Conclusions: The test of the eye-tracking data quality provides novel analysis useful for testing upcoming VR headsets with embedded eye-tracking and opens discussion regarding expanding future introduction of these HMDs into patients’ homes for low-vision clinical usability. -
Augmented Reality for Unity: the Artoolkit Package JM Vezien Jan
Augmented reality for Unity: the ARToolkit package JM Vezien Jan 2016 ARToolkit provides an easy way to develop AR applications in Unity via the ARTookit package for Unity, available for download at: http://artoolkit.org/documentation/doku.php?id=6_Unity:unity_about The installation is covered in: http://artoolkit.org/documentation/doku.php?id=6_Unity:unity_getting_started Basically, you import the package via Assets--> Import Package--> custom Package Current version is 5.3.1 Once imported, the package provides assets in the ARToolkit5-Unity hierarchy. There is also an additional ARToolkit entry in the general menu of unity. A bunch of example scenes are available for trials in ARToolkit5-Unity-->Example scenes. The simplest is SimpleScene.unity, where a red cube is attached to a "Hiro" pattern, like the simpleTest example in the original ARToolkit tutorials. The way ARToolkit for Unity organises information is simple: • The mandatory component for ARToolkit is called a ARController. Aside from managing the camera parameters (for example, selecting the video input), it also records the complete list of markers your application will use, via ARMarker scripts (one per marker). • A "Scene Root" will contain everything you need to AR display. It is a standard (usually empty) object with a AR Origin script. the rest of the scene will be children of it. • The standard camera remains basically the same, but is now driven by a specific ARCamera script. By default, the camera is a video see-through (like a webcam). • Objects to be tracked are usually "empty" geomeries (GameObject--> Create empty) to which one attaches a special AR Tracked Object script. -
Performance in an Alternate Reality Game
The Malthusian Paradox: Performance in an Alternate Reality Game ELIZABETH EVANS, MARTIN FLINTHAM, SARAH MARTINDALE University of Nottingham Nottingham NG81BB, UK { elizabeth.evans, martin.flintham, sarah.martindale }@nottingham.ac.uk Tel: +44 115 748 4041 Fax: +44 115 823 2551 URL: www.nottingham.ac.uk Abstract. The Malthusian Paradox is a transmedia alternate reality game (ARG) created by artists Dominic Shaw and Adam Sporne played by 300 participants over three months. We explore the design of the game, which cast players as agents of a radical organisation attempting to uncover the truth behind a kidnapping and a sinister biotech corporation, and highlight how it redefined performative frames by blurring conventional performer and spectator roles in sometimes discomforting ways. Players participated in the game via a broad spectrum of interaction channels, including performative group spectacles and 1-to-1 engagements with game characters in public settings, making use of low- and high-tech physical and online artefacts including bespoke and third party websites. Players and game characters communicated via telephony and social media in both a designed and an ad-hoc manner. We reflect on the production and orchestration of the game, including the dynamic nature of the strong episodic narrative driven by professionally produced short films that attempted to respond to the actions of players; and the difficulty of designing for engagement across hybrid and temporally expansive performance space. We suggest that an ARG whose boundaries -
Augmented Reality and Its Aspects: a Case Study for Heating Systems
Augmented Reality and its aspects: a case study for heating systems. Lucas Cavalcanti Viveiros Dissertation presented to the School of Technology and Management of Bragança to obtain a Master’s Degree in Information Systems. Under the double diploma course with the Federal Technological University of Paraná Work oriented by: Prof. Paulo Jorge Teixeira Matos Prof. Jorge Aikes Junior Bragança 2018-2019 ii Augmented Reality and its aspects: a case study for heating systems. Lucas Cavalcanti Viveiros Dissertation presented to the School of Technology and Management of Bragança to obtain a Master’s Degree in Information Systems. Under the double diploma course with the Federal Technological University of Paraná Work oriented by: Prof. Paulo Jorge Teixeira Matos Prof. Jorge Aikes Junior Bragança 2018-2019 iv Dedication I dedicate this work to my friends and my family, especially to my parents Tadeu José Viveiros and Vera Neide Cavalcanti, who have always supported me to continue my stud- ies, despite the physical distance has been a demand factor from the beginning of the studies by the change of state and country. v Acknowledgment First of all, I thank God for the opportunity. All the teachers who helped me throughout my journey. Especially, the mentors Paulo Matos and Jorge Aikes Junior, who not only provided the necessary support but also the opportunity to explore a recent area that is still under development. Moreover, the professors Paulo Leitão and Leonel Deusdado from CeDRI’s laboratory for allowing me to make use of the HoloLens device from Microsoft. vi Abstract Thanks to the advances of technology in various domains, and the mixing between real and virtual worlds. -
094 on Reinforcing Learning in Engineering Education by Means of Interactive Pen Displays
03 Engineering Education 160-227_Layout 1 18/09/2012 1:35 π.μ. Page 202 40th annual 23-26 September 2012 conference Thessaloniki, Greece Engineering Education Research 094 On Reinforcing Learning in Engineering Education by Means of Interactive Pen Displays J. Fabra1, J. Civera, J. R. Asensio Department of Computer Science and Systems Engineering Universidad de Zaragoza, Spain {jfabra, jcivera, jrasensi}@unizar.es Conference Topic: Engineering Education Research, Information and Communication Technologies. Keywords: ICT in Education, Interactive Pen Displays, Tablet PC, Engineering Education, Poll Analysis he use of traditional blackboards imposes several constraints in the learning experience, being the most relevant: 1) the unidirectional communication channel they provide; 2) their limited T graphical possibilities; and 3) the impossibility of recovering the sequential flow of the lecture once it has finished. In engineering lectures, these constraints represent serious limitations. In order to overcome them, digital slides have been traditionally used. More recently, digital displays and tablets have been used to further improve the learning process. Interactive Pen Displays (from Wacom manufacturer) are display devices with some particularities over Tablet PC’s that naturally overcome most of these constraints. First, existing software provides endless display possibilities (geometric drawings, colors, simulations, graphs…). Also, not only the lecture re- sults can be accurately recorded, but also the whole lecture process in its temporal dimension. This frees students from the tedious task of recording and taking notes and provides richer resources for their posterior autonomous work, as well as allowing recordings to be uploaded as learning objects to collaborative learning environments such as Blackboard or Moodle, for instance.