The Importance of Spatial Audio in Modern Games and Virtual Environments

2018 ◽  
Author(s):  
James Broderick ◽  
Jim Duggan ◽  
Sam Redfern
Keyword(s):  
Virtual Environments ◽  
Spatial Audio

Implementing Advanced Characteristics of X3D Collaborative Virtual Environments for Supporting e-Learning

2016 ◽  
pp. 2215-2240
Author(s):  
Christos Bouras ◽  
Vasileios Triglianos ◽  
Thrasyvoulos Tsiatsos
Keyword(s):  
Virtual Environments ◽  
Dimensional Space ◽  
Three Dimensional ◽  
Spatial Audio ◽  
Collaborative Virtual Environments ◽  
Learning Techniques ◽  
E Learning ◽  
Support Principle ◽  
Training Area ◽  
Three Dimensional Space

Three dimensional Collaborative Virtual Environments are a powerful form of collaborative telecommunication applications, enabling the users to share a common three-dimensional space and interact with each other as well as with the environment surrounding them, in order to collaboratively solve problems or aid learning processes. Such an environment is “EVE Training Area tool” which is supported by “EVE platform”. This tool is a three-dimensional space where participants, represented by three-dimensional humanoid avatars, can use a variety of e-collaboration tools. This paper presents advanced functionality that has been integrated on “EVE Training Area tool” in order to support: (a) multiple collaborative learning techniques (b) Spatial audio conferencing, which is targeted to support principle 3 (augmenting user's representation and awareness). Furthermore the paper presents technological and implementation issues concerning the evolution of “EVE platform” in order to support this functionality.

Implementing Advanced Characteristics of X3D Collaborative Virtual Environments for Supporting e-Learning

2014 ◽  
Vol 12 (1) ◽  
pp. 13-37 ◽  
Author(s):  
Christos Bouras ◽  
Vasileios Triglianos ◽  
Thrasyvoulos Tsiatsos
Keyword(s):  
Virtual Environments ◽  
Dimensional Space ◽  
Three Dimensional ◽  
Spatial Audio ◽  
Collaborative Virtual Environments ◽  
Learning Techniques ◽  
E Learning ◽  
Support Principle ◽  
Training Area ◽  
Three Dimensional Space

Three dimensional Collaborative Virtual Environments are a powerful form of collaborative telecommunication applications, enabling the users to share a common three-dimensional space and interact with each other as well as with the environment surrounding them, in order to collaboratively solve problems or aid learning processes. Such an environment is “EVE Training Area tool” which is supported by “EVE platform”. This tool is a three-dimensional space where participants, represented by three-dimensional humanoid avatars, can use a variety of e-collaboration tools. This paper presents advanced functionality that has been integrated on “EVE Training Area tool” in order to support: (a) multiple collaborative learning techniques (b) Spatial audio conferencing, which is targeted to support principle 3 (augmenting user's representation and awareness). Furthermore the paper presents technological and implementation issues concerning the evolution of “EVE platform” in order to support this functionality.

Implementing Advanced Characteristics of X3D Collaborative Virtual Environments for Supporting e-Learning

2016 ◽  
pp. 1223-1248
Author(s):  
Christos Bouras ◽  
Vasileios Triglianos ◽  
Thrasyvoulos Tsiatsos
Keyword(s):  
Virtual Environments ◽  
Dimensional Space ◽  
Three Dimensional ◽  
Spatial Audio ◽  
Collaborative Virtual Environments ◽  
Learning Techniques ◽  
E Learning ◽  
Support Principle ◽  
Training Area ◽  
Three Dimensional Space

Three dimensional Collaborative Virtual Environments are a powerful form of collaborative telecommunication applications, enabling the users to share a common three-dimensional space and interact with each other as well as with the environment surrounding them, in order to collaboratively solve problems or aid learning processes. Such an environment is “EVE Training Area tool” which is supported by “EVE platform”. This tool is a three-dimensional space where participants, represented by three-dimensional humanoid avatars, can use a variety of e-collaboration tools. This paper presents advanced functionality that has been integrated on “EVE Training Area tool” in order to support: (a) multiple collaborative learning techniques (b) Spatial audio conferencing, which is targeted to support principle 3 (augmenting user's representation and awareness). Furthermore the paper presents technological and implementation issues concerning the evolution of “EVE platform” in order to support this functionality.

The sense of presence in virtual environments:

2003 ◽  
Vol 15 (2) ◽  
pp. 69-71 ◽  
Author(s):  
Thomas W. Schubert
Keyword(s):  
Virtual Environments ◽  
Coding Theory ◽  
Model Building ◽  
Self Report ◽  
Survey Study ◽  
Spatial Presence ◽  
Component Structure ◽  
Sense Of Presence ◽  
Being There ◽  
Measure Sense

Abstract. The sense of presence is the feeling of being there in a virtual environment. A three-component self report scale to measure sense of presence is described, the components being sense of spatial presence, involvement, and realness. This three-component structure was developed in a survey study with players of 3D games (N = 246) and replicated in a second survey study (N = 296); studies using the scale for measuring the effects of interaction on presence provide evidence for validity. The findings are explained by the Potential Action Coding Theory of presence, which assumes that presence develops from mental model building and suppression of the real environment.

Dreamlike and Playful Virtual Environments to Inspire Children’s Divergent Thinking

2020 ◽  
pp. 1-11
Author(s):  
Jérôme Guegan ◽  
Claire Brechet ◽  
Julien Nelson
Keyword(s):  
Virtual Environments ◽  
Divergent Thinking ◽  
Idea Generation ◽  
Combined Processes ◽  
Office Environment ◽  
School Aged Children

Abstract. Computers have long been seen as possible tools to foster creativity in children. In this respect, virtual environments present an interesting potential to support idea generation but also to steer it in relevant directions. A total of 96 school-aged children completed a standard divergent thinking task while being exposed to one of three virtual environments: a replica of the headmistress’s office, a replica of their schoolyard, and a dreamlike environment. Results showed that participants produced more original ideas in the dreamlike and playful environments than in the headmistress’s office environment. Additionally, the contents of the environment influenced the selective exploration of idea categories. We discuss these results in terms of two combined processes: explicit references to sources of inspiration in the environment, and the implicit priming of specific idea categories.

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