Parallel realistic visualization of particle‐based fluid

2021 ◽  
Vol 32 (3-4) ◽  
Author(s):  
Qiaorui Chen ◽  
Shuai Zhang ◽  
Yao Zheng
Keyword(s):  
Realistic Visualization

scholarly journals Realistic Virtual Cables in a 2D Environment Representing a 3D Virtual Reality

2018 ◽  
Vol 14 (08) ◽  
pp. 169
Author(s):  
Boris Ivanov Evstatiev
Keyword(s):  
Virtual Reality ◽  
Electrical Engineering ◽  
Control Point ◽  
Common Point ◽  
Suggested Method ◽  
New Method ◽  
Engineering Equipment ◽  
Realistic Representation ◽  
Realistic Visualization ◽  
2D Space

A new method for the realistic visualization of virtual cables in a 2D environment, which is representing a 3D virtual reality, is presented in this paper. They are described with two consecutive cubic Bezier curves, whose common point is movable. Experiment was carried out and the optimal proportions for the parameters of the curves were obtained in order to achieve a realistic representation of cables. The suggested method has been developed for and implemented in the Engine for Virtual Electrical Engineering Equipment. The obtained results show that it is easy to manipulate the route of the virtual cables in 2D space and that they look realistic for any position of the control point.

Techniques for Realistic Visualization of Fluids: A Survey

2002 ◽  
Vol 21 (1) ◽  
pp. 65-82 ◽  
Author(s):  
Neeharika Adabala ◽  
Swami Manohar
Keyword(s):  
Realistic Visualization

scholarly journals Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations

2021 ◽  
Author(s):  
Alexander Skulmowski ◽  
Steve Nebel ◽  
Martin Remmele ◽  
Günter Daniel Rey
Keyword(s):  
Theoretical Basis ◽  
Perceptual Load ◽  
Cognitive Model ◽  
Three Dimensions ◽  
Cognitive Effects ◽  
Learner Characteristics ◽  
Educational Implications ◽  
Three Stages ◽  
Realistic Visualization ◽  
Cognitive Model Of Learning

Abstract The use of realistic visualizations has gained considerable interest due to the proliferation of virtual reality equipment. This review is concerned with the theoretical basis, technical implementation, cognitive effects, and educational implications of using realistic visualizations. Realism can be useful for learners, but in several studies, more abstract illustrations have resulted in higher performance. Furthermore, a preference for realistic visualization has been declared as being based on misconceptions regarding the cognitive system. However, we argue that this perspective is unable to fully explain the conflicting results found in the literature. To fill this theoretical gap, we devised a model to describe and compare the various levels of realism found in visualizations. We define realism as a combination of three dimensions: geometry, shading, and rendering. By varying these dimensions, it is possible to create a variety of realistic graphics. Thus, when comparing different visualizations, the realism of each of these three dimensions needs to be considered individually. Based on this technical definition, we introduce a cognitive model of learning with realistic visualizations that includes three different stages: perception, schema construction, and testing. At these three stages, variables such as the perceptual load generated by the visualization, learner characteristics influencing how well details are processed, and test types that demand concrete or flexible representations can affect whether realism fosters or hinders learning. Using the cognitive model presented in this paper, more accurate predictions and recommendations concerning the use of realism can be formulated.

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