The structural salience of landmarks: results from an on-line study and a virtual environment experiment

2012 ◽  
Vol 57 (1) ◽  
pp. 37-50 ◽  
Author(s):  
Florian Röser ◽  
Kai Hamburger ◽  
Antje Krumnack ◽  
Markus Knauff
2013 ◽  
Vol 8 (1-2) ◽  
pp. 5-11
Author(s):  
Kinga Dancsházy ◽  
György Hampel

The goal of the project developed under the Leonardo da Vinci programme, "SME's e-learning to e-work efficiently" was to provide a practical and useful support for the preparation of e-managers and e-workers of small and medium-sized enterprises working in a virtual environment and to be able to be useful e-team members of virtual teams. To achieve the goals the following tasks were carried out: (1) Specification of needs; (2) Development of the on-line toolkit; (3) Development of the training material; (4) Training the e-tutors; (5) Development of the testing methodology; (6) Pilot testing on the target group; (7) Accreditation of the modules; (8) Continuous dissemination and promotion activities. The three main products of the project are the sectoral survey report, the on-line toolkit and twelve e-learning modules. All products arc developed to support e-work in a virtual environment.


2019 ◽  
Vol 28 (3) ◽  
pp. 282-295
Author(s):  
Robin Welsch ◽  
Heiko Hecht ◽  
David R. Kolar ◽  
Michael Witthöft ◽  
Tanja Legenbauer

2003 ◽  
Vol 13 (4-6) ◽  
pp. 273-286
Author(s):  
Manuel Vidal ◽  
Mark Lipshits ◽  
Joseph McIntyre ◽  
Alain Berthoz

In order to bring new insights into the processing of 3D spatial information, we conducted experiments on the capacity of human subjects to memorize 3D-structured environments, such as buildings with several floors or the potentially complex 3D structure of an orbital space station. We had subjects move passively in one of two different exploration modes, through a visual virtual environment that consisted of a series of connected tunnels. In upright displacement, self-rotation when going around corners in the tunnels was limited to yaw rotations. For horizontal translations, subjects faced forward in the direction of motion. When moving up or down through vertical segments of the 3D tunnels, however, subjects facing the tunnel wall, remaining upright as if moving up and down in a glass elevator. In the unconstrained displacement mode, subjects would appear to climb or dive face-forward when moving vertically; thus, in this mode subjects could experience visual flow consistent with rotations about any of the 3 canonical axes. In a previous experiment, subjects were asked to determine whether a static, outside view of a test tunnel corresponded or not to the tunnel through which they had just passed. Results showed that performance was better on this task for the upright than for the unconstrained displacement mode; i.e. when subjects remained "upright" with respect to the virtual environment as defined by subject's posture in the first segment. This effect suggests that gravity may provide a key reference frame used in the shift between egocentric and allocentric representations of the 3D virtual world. To check whether it is the polarizing effects of gravity that leads to the favoring of the upright displacement mode, the experimental paradigm was adapted for orbital flight and performed by cosmonauts onboard the International Space Station. For these flight experiments the previous recognition task was replaced by a computerized reconstruction task, which proved to be more efficient in terms of the time required to achieve reliable results. Suppressing gravity did not immediately affect relative performance between the two modes, indicating that on-line graviceptor information is not directly responsible for this differential effect. Trends in the evolution of responses over the course of a 10-day mission, however, suggest that human subjects might adapt their ability to represent internally complex 3D displacements.


Author(s):  
María Teresa Lozano Albalate ◽  
José Luis Alejandre Marco ◽  
Ana Allueva Pinilla ◽  
Raquel Trillo Lado

During the last decades, the use of virtural environments and platforms to leverage the learning-teaching processes has increased enormously. However, there exists few virtual initiatives to discuss and promote good practices on these environtments. This paper presents the initiative Virtual USATIC (Ubicuo y Social: Aprendizaje con TIC), a conference with a totally virtual format, whose main goal is to provide a virtual environment where people involved in higher education (students, professors, etc.) can share and discuss their experiences about the use of Information and Communication Technologies in learning processes. Moreover, the conference also promotes the participation of the attendants to on-line tutorials, courses and virtual training workshops on specific topics (Digital Right Managements of material, Accesability and Usuability of materials, etc.) where all participants can learn and experience  on issues related to the conference. This iniciative started on June 2013 and has been repeated every year since then. So, different parameters to evaluate its evolution and success are described along this paper.


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