Realistic visualization

2013 ◽  
pp. 177-198
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.

scholarly journals The Impact of Visualization Format and Navigational Options on Laypeople’s Perception and Preference of Surgery Information Videos: Randomized Controlled Trial and Online Survey (Preprint)

2018 ◽  
Author(s):  
Marie Eggeling ◽  
Martina Bientzle ◽  
Thomas Shiozawa ◽  
Ulrike Cress ◽  
Joachim Kimmerle
Keyword(s):  
Decision Making ◽  
Knowledge Acquisition ◽  
Online Survey ◽  
Medical Information ◽  
Cruciate Ligament ◽  
Survey Study ◽  
Factual Knowledge ◽  
Significant Group ◽  
Realistic Visualization ◽  
The Impact

BACKGROUND Patients need to be educated about possible treatment choices in order to make informed medical decisions. As most patients are medical laypeople, they find it difficult to understand complex medical information sufficiently to feel confident about a decision. Multimedia interventions such as videos are increasingly used to supplement personal consultations with medical professionals. Former research has shown that such interventions may have a positive effect on understanding, decision making, and emotional reactions. However, it is thus far unclear how different features of videos influence these outcomes. OBJECTIVE We aimed to examine the impact of visualization formats and basic navigational options in medical information videos about cruciate ligament surgery on recipients’ knowledge gain, emotions, attitude, and hypothetical decision-making ability. METHODS In a between-group randomized experiment (Study 1), 151 participants watched 1 of 4 videos (schematic vs realistic visualization; available vs unavailable navigational options). In a separate online survey (Study 2), 110 participants indicated their preference for a video design. All participants were medical laypeople without personal experience with a cruciate ligament rupture and were presented with a fictional decision situation. RESULTS In Study 1, participants who used navigational options (n=36) gained significantly more factual knowledge (P=.005) and procedural knowledge (P<.001) than participants who did not have or use navigational options (n=115). A realistic visualization induced more fear (P=.001) and disgust (P<.001) than a schematic video. Attitude toward the surgery (P=.02) and certainty regarding the decision for or against surgery (P<.001) were significantly more positive after watching the video than before watching the video. Participants who watched a schematic video rated the video significantly higher than that by participants who watched a realistic video (P<.001). There were no significant group differences with regard to hypothetical decision making and attitude toward the intervention. In addition, we did not identify any influence of the visualization format on knowledge acquisition. In Study 2, 58 of 110 participants (52.7%) indicated that they would prefer a schematic visualization, 26 (23.6%) preferred a realistic visualization, 17 (15.5%) wanted either visualization, and 9 (8.2%) did not want to watch a video at all. Of the participants who wanted to watch a video, 91 (90.1%) preferred to have navigational options, 3 (3.0%) preferred not to have navigational options, and 7 (6.9%) did not mind the options. CONCLUSION Our study indicates that the perception of medical information videos is influenced by their design. Schematic videos with navigational options are the most helpful among all videos to avoid negative emotions and support knowledge acquisition when informing patients about an intervention. The visualization format and navigational options are important features that should be considered when designing medical videos for patient education. CLINICALTRIAL Deutsches Register Klinischer Studien DRKS00016003; https://www.drks.de/drks_web/ navigate.do?navigationId= trial.HTML&TRIAL_ID=DRKS00016003 (Archived by WebCite at http://www.webcitation.org/746ASSAhN)

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