The Web. Webgl, Webvr and Gltf GDC, February 2017
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Travail De Bachelor 2018 Outil De Sensibilisation Ludique
Travail de Bachelor 2018 Outil de sensibilisation ludique Serious game – AcquOie Game Etudiant-e : Taylan Caloz-Üregen Professeur : David Wannier HES-SO Valais-Wallis • rue de la Plaine 2 • 3960 Sierre +41 27 606 89 11 • [email protected] • www.hevs.ch Source de l’iMage d’illustration en page de tire : Donnée personnelle Résumé Ce docuMent traite des serious games, ou jeux sérieux en français. Nous commencerons par définir ce type de jeux qui Mélange pour la plupart l’aspect ludique des jeux vidéo et un côté pédagogique. Nous nous intéresserons aux réels objectifs d’un serious game afin de savoir si le développeMent et la conception d’une telle application sont pertinents. Ensuite, nous nous attarderons sur l’analyse des différents besoins nécessaires à l’élaboration de ce type de jeux. Nous définirons les besoins de notre client, ressortis lors de notre entretien, que nous veillerons à satisfaire avec le développeMent de notre application. Nous établirons un état de l’art afin de faire ressortir les éléMents intéressants qui ont déjà été conçus dans le Milieu des jeux sérieux : le développeMent durable et l’eau en particulier. Nous nous pencherons enfin sur les différentes plateforMes et technologies sur lesquelles nous pouvons concevoir ce type de jeu. Une fois la plateforMe choisie, nous analyserons les différentes technologies perMettant de concevoir au Mieux un serious game. Nous étudierons différentes librairies JavaScript, ainsi que des Moteurs de jeu transpilé (développé selon un langage, puis traduit et coMpilé en JavaScript). Puis nous passerons à la partie conception de notre jeu sérieux. Nous dresserons une liste des Métiers du jeu vidéo, et nous développerons dans le détail les différentes étapes de sa conception : scénario, graphisMe, architecture de notre projet, les Modes de jeux et les différentes Manières de sauvegarder les données du jeu. -
Garder Le Contrôle Sur Sa Navigation Web
Garder le contrôle sur sa navigation web Christophe Villeneuve @hellosct1 @[email protected] 21 Septembre 2018 Qui ??? Christophe Villeneuve .21 Septembre 2018 La navigation… libre .21 Septembre 2018 Depuis l'origine... Question : Que vous faut-il pour aller sur internet ? Réponse : Un navigateur Mosaic Netscape Internet explorer ... .21 Septembre 2018 Aujourd'hui : ● Navigations : desktop VS mobile ● Pistage ● Cloisonnement .21 Septembre 2018 Ordinateur de bureau .21 Septembre 2018 Les (principaux) navigateurs de bureau .21 Septembre 2018 La famille… des plus connus .21 Septembre 2018 GAFAM ? ● Acronyme des géants du Web G → Google A → Apple F → Facebook A → Amazon M → Microsoft ● Développement par des sociétés .21 Septembre 2018 Exemple (R)Tristan Nitot .21 Septembre 2018 Firefox : ● Navigateur moderne ● Logiciel libre, gratuit et populaire ● Développement par la Mozilla Fondation ● Disponible pour tous les OS ● Respecte les standards W3C ● Des milliers d'extensions ● Accès au code source ● Forte communauté de développeurs / contributeur(s) .21 Septembre 2018 Caractéristiques Mozilla fondation ● Prise de décisions stratégiques pour leur navigateur Mozilla ● Mozilla Fondation n'a pas d'actionnaires ● Pas d'intérêts non Web (en-tête) ● Manifesto ● Etc. 2004 2005 2009 2013 2017 .21 Septembre 2018 Manifeste Mozilla (1/) ● Internet fait partie intégrante de la vie moderne → Composant clé dans l’enseignement, la communication, la collaboration,les affaires, le divertissement et la société en général. ● Internet est une ressource publique mondiale → Doit demeurer ouverte et accessible. ● Internet doit enrichir la vie de tout le monde ● La vie privée et la sécurité des personnes sur Internet → Fondamentales et ne doivent pas être facultatives https://www.mozilla.org/fr/about/manifesto/ .21 Septembre 2018 Manifeste Mozilla (2/) ● Chacun doit pouvoir modeler Internet et l’usage qu’il en fait. -
Webgl™ Optimizations for Mobile
WebGL™ Optimizations for Mobile Lorenzo Dal Col Senior Software Engineer, ARM 1 Agenda 1. Introduction to WebGL™ on mobile . Rendering Pipeline . Locate the bottleneck 2. Performance analysis and debugging tools for WebGL . Generic optimization tips 3. PlayCanvas experience . WebGL Inspector 4. Use case: PlayCanvas Swooop . ARM® DS-5 Streamline . ARM Mali™ Graphics Debugger 5. Q & A 2 Bring the Power of OpenGL® ES to Mobile Browsers What is WebGL™? Why WebGL? . A cross-platform, royalty free web . It brings plug-in free 3D to the web, standard implemented right into the browser. Low-level 3D graphics API . Major browser vendors are members of . Based on OpenGL® ES 2.0 the WebGL Working Group: . A shader based API using GLSL . Apple (Safari® browser) . Mozilla (Firefox® browser) (OpenGL Shading Language) . Google (Chrome™ browser) . Opera (Opera™ browser) . Some concessions made to JavaScript™ (memory management) 3 Introduction to WebGL™ . How does it fit in a web browser? . You use JavaScript™ to control it. Your JavaScript is embedded in HTML5 and uses its Canvas element to draw on. What do you need to start creating graphics? . Obtain WebGLrenderingContext object for a given HTMLCanvasElement. It creates a drawing buffer into which the API calls are rendered. For example: var canvas = document.getElementById('canvas1'); var gl = canvas.getContext('webgl'); canvas.width = newWidth; canvas.height = newHeight; gl.viewport(0, 0, canvas.width, canvas.height); 4 WebGL™ Stack What is happening when a WebGL page is loaded . User enters URL . HTTP stack requests the HTML page Browser . Additional requests will be necessary to get Space User JavaScript™ code and other resources WebKit JavaScript Engine . -
473335 1 En Bookfrontmatter 1..29
Advances in Intelligent Systems and Computing Volume 931 Series Editor Janusz Kacprzyk, Systems Research Institute, Polish Academy of Sciences, Warsaw, Poland Advisory Editors Nikhil R. Pal, Indian Statistical Institute, Kolkata, India Rafael Bello Perez, Faculty of Mathematics, Physics and Computing, Universidad Central de Las Villas, Santa Clara, Cuba Emilio S. Corchado, University of Salamanca, Salamanca, Spain Hani Hagras, Electronic Engineering, University of Essex, Colchester, UK László T. Kóczy, Department of Automation, Széchenyi István University, Gyor, Hungary Vladik Kreinovich, Department of Computer Science, University of Texas at El Paso, El Paso, TX, USA Chin-Teng Lin, Department of Electrical Engineering, National Chiao Tung University, Hsinchu, Taiwan Jie Lu, Faculty of Engineering and Information Technology, University of Technology Sydney, Sydney, NSW, Australia Patricia Melin, Graduate Program of Computer Science, Tijuana Institute of Technology, Tijuana, Mexico Nadia Nedjah, Department of Electronics Engineering, University of Rio de Janeiro, Rio de Janeiro, Brazil Ngoc Thanh Nguyen, Faculty of Computer Science and Management, Wrocław University of Technology, Wrocław, Poland Jun Wang, Department of Mechanical and Automation Engineering, The Chinese University of Hong Kong, Shatin, Hong Kong The series “Advances in Intelligent Systems and Computing” contains publications on theory, applications, and design methods of Intelligent Systems and Intelligent Computing. Virtually all disciplines such as engineering, natural -
SRJC CS42 5363 Sp 2021 Syllabus Final V2
CS42: Introduction to Game Coding Section 5363, Spring 2021 Course Syllabus Instructor: Ethan Wilde (he/him/his), [email protected] Course Description This course introduces students to the design, development, and coding of simple graphical computer-based games. During the course, students will be introduced to various game engines and development environments. Students will gain experience working individually and in a team environment. Emphasis is placed on engaging players through compelling application of game mechanics, dynamics, and aesthetics, as well as on playtesting and iterative development to ensure user-centered design goals are met. Recommended Preparation: Course completion of CS 110A and/or programming experience Prerequisites: None Whether you want to become a member of a professional AAA game development team, or just want to try your hand as an independent game developer, mastery of the game development process, including coding, is essential to those goals. We will work with the ECMA-compliant JavaScript language and real-world tools to develop proficiency in the creation of browser- based, mobile and console games. This course will follow the Transformational Process in development of final game projects. Student Learning Outcomes Students will be able to: 1. Understand and apply systems-level thinking and game development methodology best practices to the design and development of simple graphical computer-based games. 2. Develop team-based game creation skills that cover game logic sequencing; storyboarding; artistic and technical coordination; and understanding of technical requirements and limitations. Upon completion of the course, students will be able to: 1. Explain factors that motivate game players and apply those to the design of games that satisfy the needs of players. -
2018 Webist Lnbip (20)
Client-Side Cornucopia: Comparing the Built-In Application Architecture Models in the Web Browser Antero Taivalsaari1, Tommi Mikkonen2, Cesare Pautasso3, and Kari Syst¨a4, 1Nokia Bell Labs, Tampere, Finland 2University of Helsinki, Helsinki, Finland 3University of Lugano, Lugano, Swizerland 4Tampere University, Tampere, Finland [email protected], [email protected], [email protected], [email protected] Abstract. The programming capabilities of the Web can be viewed as an afterthought, designed originally by non-programmers for relatively simple scripting tasks. This has resulted in cornucopia of partially over- lapping options for building applications. Depending on one's viewpoint, a generic standards-compatible web browser supports three, four or five built-in application rendering and programming models. In this paper, we give an overview and comparison of these built-in client-side web ap- plication architectures in light of the established software engineering principles. We also reflect on our earlier work in this area, and provide an expanded discussion of the current situation. In conclusion, while the dominance of the base HTML/CSS/JS technologies cannot be ignored, we expect Web Components and WebGL to gain more popularity as the world moves towards increasingly complex web applications, including systems supporting virtual and augmented reality. Keywords|Web programming, single page web applications, web com- ponents, web application architectures, rendering engines, web rendering, web browser 1 Introduction The World Wide Web has become such an integral part of our lives that it is often forgotten that the Web has existed only about thirty years. The original design sketches related to the World Wide Web date back to the late 1980s. -
SV Webgl/Webvr GDC 2019 Meetup
SV WebGL/WebVR GDC 2019 Meetup The Khronos Group WebGL Update from Browser Implementers ● Demos ● WebGL 2.0 Update ● WebGL 2.0 Compute ● Key extensions being developed ○ KHR_parallel_shader_compile ○ WEBGL_multi_draw and WEBGL_multi_draw_instanced ○ WEBGL_video_texture ● WebGL in multithreaded WebAssembly ● Acknowledgments ● Speaker List Demos Filament Wolfenstein Babylon.js Three.js Ray-Traced with WebGL 1.0 WebGL 2.0 Update ● WebGL working group is focusing on conformance - getting all implementations to pass the top-of-tree conformance test suites ○ James Darpinian, Google; Jeff Gilbert, Mozilla; Lin Sun, Intel ● Many corner cases of the OpenGL and OpenGL ES specs have been uncovered and resolved since last snapshot ● Will lead to improved portability of applications ● Also resolving bug reports from customers and turning these into conformance tests where applicable and possible ● Please keep these coming! WebGL 2.0 Compute ● Single largest recent WebGL advancement is support for compute shaders ● Developed by Intel’s Web Graphics team in Shanghai ○ Jiajia/Jiawei/Xinghua/Jie/Jiajie/Yunfei/Yizhou/Yunchao ● Adds OpenGL ES 3.1 compute shaders to WebGL ● Draft specification is online ● Available in current Chromium builds on Windows and Linux Trying WebGL 2.0 Compute ● Use Chrome Canary on Windows or Dev Channel on Linux ● On Windows: ○ --use-cmd-decoder=passthrough --enable-webgl2-compute-context ○ Optionally: --use-angle=gl ● On Linux: ○ --use-cmd-decoder=passthrough --enable-webgl2-compute-context --use-gl=angle ● First ComputeBoids -
Exploring the Uncanny Valley Effect in Virtual Reality for Social Phobia
EXPLORING THE UNCANNY VALLEY EFFECT EXPLORING IN VIRTUAL REALITY THE UNCANNY VALLEY EFFECT FOR SOCIAL PHOBIA IN VIRTUAL REALITY FOR GLOSSOPHOBIA DIGITAL AND INTERACTION DESIGN MASTER DEGREE RESEARCH THESIS 1 EXPLORING THE UNCANNY VALLEY EFFECT IN VIRTUAL REALITY FOR SOCIAL PHOBIA AUTHOR Milena Stefanova, 913150 SUPERVISOR Prof. Margherita Pillan CO-SUPERVISOR Prof. Alberto Gallace 2020 ”NOTHING IN LIFE IS TO BE FEARED, IT IS ONLY TO BE UNDERSTOOD. NOW IS THE TIME TO UNDERSTAND MORE, SO THAT WE MAY FEAR LESS.” -MARIE CURIE EXPLORING THE UNCANNY VALLEY EFFECT IN VIRTUAL REALITY FOR SOCIAL PHOBIA THANK YOU To PROF. PILLAN, for not only supervising this thesis work, but for helping me understand better how to combine and balance in me being a software engineer and a designer at the same time. Already in the first semester she told me “When logic meets design, that’s a jackpot.“ This became like a mantra for me, reminding why I wanted to learn about design in first place. To PROF. GALLACE, for his advice on this thesis. I have learned a lot, which shaped the direction of my research topic. To ALL MY PROFESSORS during these two years. As Albert Einstein says, “Student is not a container you have to fill but a torch you have to light up.“ I came to Politecnico di Milano inspired to learn new things. I am leaving with knowledge and even more inspired to learn more. 6 To my partner, RICCARDO, for the support in the full meaning of the word. To my parents, MARGARITA and PLAMEN, for feeding my striving for improvement. -
Faculteit Bedrijf En Organisatie Unity 5 Versus
Faculteit Bedrijf en Organisatie Unity 5 versus Unreal Engine 4: Artificiële intelligentie van 3D vijanden voor een HTML5 project Matthias Caryn Scriptie voorgedragen tot het bekomen van de graad van Bachelor in de toegepaste informatica Promotor: Joeri Van Herreweghe Co-promotor: Steven Delrue Academiejaar: 2015-2016 Derde examenperiode Faculteit Bedrijf en Organisatie Unity 5 versus Unreal Engine 4: Artificiële intelligentie van 3D vijanden voor een HTML5 project Matthias Caryn Scriptie voorgedragen tot het bekomen van de graad van Bachelor in de toegepaste informatica Promotor: Joeri Van Herreweghe Co-promotor: Steven Delrue Academiejaar: 2015-2016 Derde examenperiode Samenvatting Rusty Bolt is een Belgische indie studio. Deze studio wilt een nieuw project starten voor een 3D spel in een HyperText Markup Language 5 (HTML5) browser die intensief gebruik zal maken van artificiële intelligentie (AI) en Web Graphics Library (WebGL). Na onderzoek via een requirements-analyse van verschillende mogelijkheden van game engines komen we terecht bij twee opties namelijk Unity 5, die Rusty Bolt al reeds gebruikt, of de Unreal Engine 4, wat voor hen onbekend terrein is. Qua features zijn ze enorm verschillend, maar ze voldoen elk niet aan één voorwaarde die Rusty Bolt verwacht van een game engine. Zo biedt Unity Technologies wel een mogelijkheid om software te bouwen in de cloud. De broncode van Unity wordt niet openbaar gesteld, tenzij men er extra voor betaalt. Deze game engine is dus niet volledig open source in tegenstelling tot Unreal Engine 4. We vergelijken dan verder ook deze twee engines, namelijk Unity 5 en Unreal Engine 4. We tonen aan dat deze engines visueel verschillen van features, maar ook een andere implementatie van de AI hanteren. -
An Authoring Tool for Educators to Make Virtual Labs
An authoring tool for educators to make virtual labs Dimitrios Ververidis1, Giannis Chantas1, Panagiotis Migkotzidis1, Eleftherios Anastasovitis1, Anastasios Papazoglou-Chalikias1, Efstathios Nikolaidis1, Spiros Nikolopoulos1, Ioannis Kompatsiaris1, Georgios Mavromanolakis2, Line Ebdrup Thomsen3, Antonios Liapis4, Georgios Yannakakis4, Marc Müller5, and Fabian Hadiji5 1 Centre of Research and Technology, Hellas, Greece ? 2 Ellinogermaniki Agogi 3 Aalborg University 4 University of Malta 5 goedle.io Gmbh Abstract. This paper focuses on the design and implementation of a tool that allows educators to author 3D virtual labs. The methodology followed is based on web 3D frameworks such as three.js and WordPress that allowed us to develop simplified interfaces for modifying Unity3D templates. Two types of templates namely one for Chemistry and one for Wind Energy labs were developed that allow to test the generalization, user-friendliness and usefulness of such an approach. Results have shown that educators are much interested on the general concept, but several improvements should be made towards the user-friendliness and the in- tuitiveness of the interfaces in order to allow the inexperienced educators in 3D gaming to make such an attempt. 1 Introduction Educational organizations often use electronic games in order to facilitate learn- ing. These games simulate real-life situations, and allow the learner to be trained in a controlled environment. 3D games have been significantly improved in the last years with the advent of Virtual Reality (VR) technologies. Their matu- rity has raised the interest of several organizations in order to be exploited in education and training [9],[12]. However, several barriers such as the high cost and the luck of proper design prevent their expansion. -
Adaptivity of 3D Web Content in Web-Based Virtual Museums a Quality of Service and Quality of Experience Perspective
ADAPTIVITY OF 3D WEB CONTENT IN WEB-BASED VIRTUAL MUSEUMS A QUALITY OF SERVICE AND QUALITY OF EXPERIENCE PERSPECTIVE Hussein Bakri A Thesis Submitted for the Degree of PhD at the University of St Andrews 2019 Full metadata for this item is available in St Andrews Research Repository at: http://research-repository.st-andrews.ac.uk/ Please use this identifier to cite or link to this item: http://hdl.handle.net/10023/18453 This item is protected by original copyright Adaptivity of 3D Web Content in Web-Based Virtual Museums A Quality of Service and Quality of Experience Perspective Hussein Bakri This thesis is submitted in partial fulfilment for the degree of Doctor of Philosophy (PhD) at the University of St Andrews December 2018 Abstract The 3D Web emerged as an agglomeration of technologies that brought the third dimension to the World Wide Web. Its forms spanned from being systems with limited 3D capabilities to complete and complex Web-Based Virtual Worlds. The advent of the 3D Web provided great opportunities to museums by giving them an innovative medium to disseminate collections’ information and associated interpretations in the form of digital artefacts, and virtual reconstructions thus leading to a new revolutionary way in cultural heritage curation, preservation and dissemination thereby reaching a wider audience. This audience consumes 3D Web material on a myriad of devices (mobile devices, tablets and personal computers) and network regimes (WiFi, 4G, 3G, etc.). Choreographing and presenting 3D Web components across all these heterogeneous platforms and network regimes present a significant challenge yet to overcome. The challenge is to achieve a good user Quality of Experience (QoE) across all these platforms. -
Interaction with Webvr 360° Video Player: Comparing Three Interaction Paradigms
This is the accepted manuscript of the article, which has been published in Rosenberg E. et al. (eds) 2017 IEEE Virtual Reality (VR). IEEE. ISBN: 978-1-5090-6647-6. ISSN: 2375-5334. https://doi.org/10.1109/VR.2017.7892285 Interaction with WebVR 360° Video Player: Comparing Three Interaction Paradigms Toni Pakkanen*¹ Jaakko Hakulinen¹ Tero Jokela² Ismo Rakkolainen¹ Jari Kangas¹ Petri Piippo² Roope Raisamo¹ Marja Salmimaa² ¹ School of Information Sciences, University of Tampere, Finland ² Nokia Technologies, Nokia Corporation, Finland ABSTRACT [9]. As we used a Leap Motion sensor, which has a smaller Immersive 360° video needs new ways of interaction. We compared recognition area, we used similar movement based clockwise and three different interaction methods to find out which one of them is counterclockwise rotation gestures for rewind/fast forward instead. the most applicable for controlling 360° video playback. The Since pointing is perceived as a difficult action to do with gestures compared methods were: remote control, pointing with head [7], we chose static pose gestures instead. orientation, and hand gestures. A WebVR-based 360° video player In our approach, we used one-handed gestures, which had was built for the experiment. stationary hand postures, with small hand movements to initiate actions. The chosen gestures are commonly used and similar to the Keywords: Immersive 360° video, interaction methods, gestures. gestures users have been reported to suggest for similar tasks. The remote control and head pointing user interfaces included in the Index Terms: H.5.1 [Information Interfaces and Presentation]: study are currently the industry de-facto standard interaction Multimedia Information Systems — Artificial, augmented, and methods for 360° video playback.