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Conference presentation: Mikhail Fominykh, Ekaterina Prasolova-Førland, Mikhail Morozov, Andrey Smorkalov, and Judith Molka-Danielsen: "Increasing Immersiveness into a 3D Virtual World: Motion-Tracking and Natural Navigation in vAcademia," in the International Conference on Applied Computing, Computer Science, and Computer Engineering (ICACC 2013), Saipan, USA, December 28–29, 2013, Elsevier.
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International Conference on Applied Computing, Computer Science, and Computer Engineering (ICACC 2013)
December 28–29, 2013 | Saipan, USA
Mikhail Fominykh and Ekaterina Prasolova-Førland Norwegian University of Science and Technology, Norway
Mikhail Morozov and Andrey Smorkalov Volga State University of Technology, Russia
Increasing Immersiveness into a 3D Virtual World
Motion-Tracking and Natural Navigation in vAcademia
Judith Molka-Danielsen Molde University College, Norway
VSUT
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Motivation: 3D Virtual Worlds
Strong affordances Serious challenges
Learning in 3D Virtual worlds still has experimental nature
3D Virtual worlds require significant improvement to make them more convenient for educators
and achieve better results
Exploring new ways of using 3D virtual worlds for learning
VSUT
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Goal: Increasing Immersiveness
Educational 3D Virtual World
Motion-tracking device
controlled by
accessed through
IPT or CAVE Head-mounted
device
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Goal: Increasing Immersiveness
vAcademia
Microsoft Kinect
controlled by
accessed through
ReaCTor CAVE Oculus Rift
VSUT
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Technology: vAcademia
Sophisticated learning tools + 3D virtual recording
VSUT
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Technology: Motion-Tracking with Kinect
Low cost motion sensing
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Technology: Cave Automatic Virtual Environments
Unconstrained moving + good field view
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Technology: Head-Mounted Display Oculus Rift
Low cost + good field view + fast tracking
VSUT
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Prototypes
o Virtualizing Real-life Lectures with vAcademia and Kinect
o Teaching Threshold Concepts with vAcademia and CAVE
o Training and Role playing with vAcademia and Oculus Rift
VSUT
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o ‘Traditional’ video recording of lectures and web conferences change the context of learning and do not provide immersion as in 3D virtual worlds
o ‘2D’ screen-capture recordings do not provide a possibility for collaborative work or a method for further developing the content
o Combining 3D recording in vAcademia with Kinect for advanced, immersive capturing of lectures
vAcademia and Kinect prototype: Motivation
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o A low-cost technological setup for translating real-life presentations and lectures into a 3D virtual world – Streaming real-life lectures into 3D virtual world – Automatically creating immersive 3D recordings
vAcademia and Kinect prototype: Goal
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vAcademia and Kinect prototype: Implementation
o Achievements and Challenges – Matching avatar, screen and pointer in real and virtual worlds – Recognizing natural and filtering unnatural gestures – Low accuracy, no turns, small area, overlaying objects – Too many restriction on the lecturer’s movements
VSUT
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Prototypes
o Virtualizing Real-life Lectures with vAcademia and Kinect
o Teaching Threshold Concepts with vAcademia and CAVE
o Training and Role playing with vAcademia and Oculus Rift
VSUT
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o In immersive VR, participants tend to react as if the scene they are seeing is real (e.g., by moving away from a threat)
o Threshold Concepts* - exploring new ways of learning that stimulate and enhance the potential of human creativity
o Implementation of learning scenarios o Integration of the capability of “VR-replay” feature
that is newly designed in this project to be functional between CAVE and vAcademia
vAcademia and CAVE prototype: Motivation
VSUT *Meyer, J. H. F. and Land, R. (2006). Threshold concepts and troublesome knowledge: issues of liminality.
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o Replaying one’s life-size avatar representation and seeing one’s previous actions
o Using the 3D recording feature of vAcademia in the CAVE for (1) revealing patterns of becoming aware of one's own reflective learning patterns and (2) deciding to use them consciously
o The ultimate objective is promoting students to overcome thresholds and enable them to identify what creativity in learning means in relation to their individual experiences in transformative processes
vAcademia and CAVE prototype: Goal
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vAcademia and CAVE prototype: Implementation (in progress)
VSUT
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Prototypes
o Virtualizing Real-life Lectures with vAcademia and Kinect
o Teaching Threshold Concepts with vAcademia and CAVE
o Training and Role playing with vAcademia and Oculus Rift
VSUT
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o Applying for the Threshold Concept scenarios o Extending the immersive experience with
affordability and mobility of the Head-mounted devices
o Multiple locations (without being restricted by a single CAVE facility we have access to)
o Multiple participants of collaborative scenarios (avoiding the rigid single-user CAVE setup)
vAcademia and Oculus Rift prototype: Motivation and Goals
VSUT
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vAcademia and Oculus Rift prototype: Implementation start
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Thank you!
Andrey Smorkalov [email protected]
Mikhail Morozov [email protected]
Multimedia Systems Laboratory Volga State University of Technology
http://mmlab.ru/
Acknowledgments
Mikhail Fominykh [email protected]
Ekaterina Prasolova-Førland [email protected]
Judith Molka-Danielsen [email protected]
vAcademia
Virtual Spaces LLC http://vacademia.com/
Virtual Environments & Computer Graphics Group University College London http://vecg.cs.ucl.ac.uk/
VSUT