scholarly journals A Study on Design Requirement Development and Satisfaction for Future Virtual World Systems

2020 ◽  
Vol 12 (7) ◽  
pp. 112
Author(s):  
Bingqing Shen ◽  
Weiming Tan ◽  
Jingzhi Guo ◽  
Hongming Cai ◽  
Bin Wang ◽  
...  
Keyword(s):  
Trend Analysis ◽  
Virtual Worlds ◽  
Intelligent Agents ◽  
Virtual World ◽  
Mixed Reality ◽  
System Development ◽  
World System ◽  
Design Requirement ◽  
Ongoing Research ◽  
System Architectures

Virtual worlds have become global platforms connecting millions of people and containing various technologies. For example, No Man’s Sky (nomanssky.com), a cross-platform virtual world, can dynamically and automatically generate content with the progress of user adventure. AltspaceVR (altvr.com) is a social virtual reality platform supporting motion capture through Microsoft’s Kinect, eye tracking, and mixed reality extension. The changes in industrial investment, market revenue, user population, and consumption drive the evolution of virtual-world-related technologies (e.g., computing infrastructure and interaction devices), which turns into new design requirements and thus results in the requirement satisfaction problem in virtual world system architecture design. In this paper, we first study the new or evolving features of virtual worlds and emerging requirements of system development through market/industry trend analysis, including infrastructure mobility, content diversity, function interconnectivity, immersive environment, and intelligent agents. Based on the trend analysis, we propose a new design requirement space. We, then, discuss the requirement satisfaction of existing system architectures and highlight their limitations through a literature review. The feature-based requirement satisfaction comparison of existing system architectures sheds some light on the future virtual world system development to match the changing trends of the user market. At the end of this study, a new architecture from an ongoing research, called Virtual Net, is discussed, which can provide higher resource sufficiency, computing reliability, content persistency, and service credibility.

Virtual Reality (VR) in Pediatrics: Innovative Perspectives With Special Reference To Clinical Applications and Pediatric Rehabilitation

2021 ◽  
Author(s):  
Stefan Bittmann
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Virtual World ◽  
Mixed Reality ◽  
Clinical Applications ◽  
Virtual Space ◽  
Data Glove ◽  
Input Devices ◽  
Head Mounted Displays

Virtual reality (VR) is the term used to describe representation and perception in a computer-generated, virtual environment. The term was coined by author Damien Broderick in his 1982 novel “The Judas Mandala". The term "Mixed Reality" describes the mixing of virtual reality with pure reality. The term "hyper-reality" is also used. Immersion plays a major role here. Immersion describes the embedding of the user in the virtual world. A virtual world is considered plausible if the interaction is logical in itself. This interactivity creates the illusion that what seems to be happening is actually happening. A common problem with VR is "motion sickness." To create a sense of immersion, special output devices are needed to display virtual worlds. Here, "head-mounted displays", CAVE and shutter glasses are mainly used. Input devices are needed for interaction: 3D mouse, data glove, flystick as well as the omnidirectional treadmill, with which walking in virtual space is controlled by real walking movements, play a role here.

scholarly journals Supporting STEAM learning through student-developed Mixed Reality (MR) experiences

2021 ◽  
Vol 3 (1) ◽  
pp. 6-7
Author(s):  
Kathryn MacCallum
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Virtual Worlds ◽  
Virtual World ◽  
Teaching And Learning ◽  
Mixed Reality ◽  
Learning Experience ◽  
Low Cost ◽  
Computational Thinking ◽  
The Real

Mixed reality (MR) provides new opportunities for creative and innovative learning. MR supports the merging of real and virtual worlds to produce new environments and visualisations where physical and digital objects co-exist and interact in real-time (MacCallum & Jamieson, 2017). The MR continuum links both virtual and augmented reality, whereby virtual reality (VR) enables learners to be immersed within a completely virtual world, while augmented reality (AR) blend the real and the virtual world. MR embraces the spectrum between the real and the virtual; the mix of the virtual and real worlds may vary depending on the application. The integration of MR into education provides specific affordances which make it specifically unique in supporting learning (Parson & MacCallum, 2020; Bacca, Baldiris, Fabregat, Graf & Kinshuk, 2014). These affordance enable students to support unique opportunities to support learning and develop 21st-century learning capabilities (Schrier, 2006; Bower, Howe, McCredie, Robinson, & Grover, 2014).   In general, most integration of MR in the classroom tend to be focused on students being the consumers of these experiences. However by enabling student to create their own experiences enables a wider range of learning outcomes to be incorporated into the learning experience. By enabling student to be creators and designers of their own MR experiences provides a unique opportunity to integrate learning across the curriculum and supports the develop of computational thinking and stronger digital skills. The integration of student-created artefacts has particularly been shown to provide greater engagement and outcomes for all students (Ananiadou & Claro, 2009).   In the past, the development of student-created MR experiences has been difficult, especially due to the steep learning curve of technology adoption and the overall expense of acquiring the necessary tools to develop these experiences. The recent development of low-cost mobile and online MR tools and technologies have, however, provided new opportunities to provide a scaffolded approach to the development of student-driven artefacts that do not require significant technical ability (MacCallum & Jamieson, 2017). Due to these advances, students can now create their own MR digital experiences which can drive learning across the curriculum.   This presentation explores how teachers at two high schools in NZ have started to explore and integrate MR into their STEAM classes.  This presentation draws on the results of a Teaching and Learning Research Initiative (TLRI) project, investigating the experiences and reflections of a group of secondary teachers exploring the use and adoption of mixed reality (augmented and virtual reality) for cross-curricular teaching. The presentation will explore how these teachers have started to engage with MR to support the principles of student-created digital experiences integrated into STEAM domains.

scholarly journals Simulating Interactive Learning Scenarios with Intelligent Pedagogical Agents in a Virtual World through BDI-Based Agents

2013 ◽  
Vol 3 (2) ◽  
pp. 41 ◽  
Author(s):  
Mohamed Soliman ◽  
Christian Guetl
Keyword(s):  
Virtual Worlds ◽  
Intelligent Agents ◽  
Virtual World ◽  
Pedagogical Agents ◽  
Learning Effectiveness ◽  
Bdi Agents ◽  
The Road ◽  
Functional Richness ◽  
Intelligent Behavior ◽  
Agent Platforms

<span style="font-size: 10.0pt; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-fareast-font-family: SimSun; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Intelligent Pedagogical Agents (IPAs) are designed for pedagogical purposes to support learning in 3D virtual learning environments. Several benefits of IPAs have been found adding to support learning effectiveness. Pedagogical agents can be thought of as a central point of interaction between the learner and the learning environment. And hence, the intelligent behavior and functional richness of pedagogical agents have the potential to reward back into increased engagement and learning effectiveness. However, the realization of those agents remains to be a challenge based on intelligent agents in virtual worlds. This paper reports the challenging reasons and most importantly an approach for simplification. A simulation based on BDI agents is introduced opening the road for several extensions and experimentation before implementation of IPAs in a virtual world can take place. The simulation provides a proof-of concept based on three intelligent agents to represent an IPA, a learner, and learning object implemented in JACK and Jadex intelligent agent platforms. To that end, the paper exhibits the difficulties, resolutions, and decisions made when designing and implementing the learning scenario in both domains of the virtual world and the agent-based simulation while comparing the two agent platforms.</span>

scholarly journals Living in Virtual and Real Worlds: A Didactic Experience

Proceedings ◽  
2019 ◽  
Vol 31 (1) ◽  
pp. 83
Author(s):  
Lasala ◽  
Jara ◽  
Alamán
Keyword(s):  
Virtual Environment ◽  
Virtual Worlds ◽  
Real World ◽  
Student Motivation ◽  
Virtual World ◽  
Mixed Reality ◽  
Pilot Experiment ◽  
The Real ◽  
Proposal A ◽  
New Form

During the last decade some technologies have achieved the necessary maturity to allow the widespread emergence of Virtual Worlds; many people are living an alternative life in them. One objective of this paper is to argue that the blending of real and virtual worlds has been happening for centuries, and in fact is the mark of “civilization”. This project presents a proposal to improve student motivation in the classroom, through a new form of recreation of a mixed reality environment. To this end, two applications have been created that work together between the real environment and the virtual environment: these applications are called “Virtual Craft” and “Virtual Touch”. Virtual Craft is related with the real world and Virtual Touch is related with the virtual world. These applications are in constant communication with each other, since both students and teachers carry out actions that influence the real or virtual world. A gamification mechanics was used in the recreated environment, in order to motivate the students to carry out the activities assigned by the teacher. For the evaluation of the proposal, a pilot experiment with Virtual Craft was carried out in a Secondary Educational Center in Valls (Spain).

Living in both the real and virtual worlds

2001 ◽  
Vol 9 (2) ◽  
pp. 213-225
Author(s):  
NADIA MAGNENAT-THALMANN
Keyword(s):  
Virtual Worlds ◽  
Intelligent Agents ◽  
Virtual World ◽  
Virtual Human ◽  
Medical Simulation ◽  
Exotic Animals ◽  
Virtual Self ◽  
Enormous Amount ◽  
Virtual Actors ◽  
Human Touch

What is the cyberworld and what is it for? Until now, most virtual worlds have shown interplanetary worlds where aliens or exotic animals live. In the future, virtual worlds will be populated by virtual actors and these actors will act in different situations. For example, in medical simulation, where they will be used as models for surgery, or where such virtual actors will play our roles in telecommunications processes or in entertainment, where we could join a virtual ballet or concert and be, as a virtual self, part of the virtual world. We will also be able, as a virtual human, to interact with virtual actors and explain all kinds of situations. The virtual actors will embody intelligent agents and give a human touch to the interaction with the computer. It will be as if we could deal with kind, affordable and smart humans who will be at our disposal at any time, with a lot of knowledge, and who will help us to understand, to learn and to experience situations that would be impossible without them. The door is then open to an enormous amount of new experience coming from the virtual world.

scholarly journals METAMODEL FOR SAFETY AND SECURITY INTEGRATED SYSTEM ARCHITECTURE MODELING

2021 ◽  
Vol 1 ◽  
pp. 2027-2036
Author(s):  
Aschot Kharatyan ◽  
Julian Tekaat ◽  
Sergej Japs ◽  
Harald Anacker ◽  
Roman Dumitrescu
Keyword(s):  
Information And Communication Technologies ◽  
Systems Engineering ◽  
System Development ◽  
Autonomous Driving ◽  
Integrated System ◽  
Product Complexity ◽  
System Architectures ◽  
Failure Propagation ◽  
Architecture Modeling ◽  
Systemic Development

AbstractAs digitization progresses, the integration of information and communication technologies in technical systems is constantly increasing. Fascinating value potentials are emerging (e.g. autonomous driving), but also challenges in the system development. The constantly increasing product complexity and degree of networking require a systemic development, which is fulfilled by established approaches of Model-Based Systems Engineering (MBSE). To ensure the reliability of tomorrow's systems, an integrative and early consideration of security and safety is additionally required. In order to show the possibility and consequences of failures and attacks, the paper develops a modeling language that links established and partly isolated security and safety approaches within a consistent metamodel. The developer is enabled to synthesize system architectures transparently on an interdisciplinary level and to analyze attack and failure propagation integratively. The approach uncovers synergetic and especially contrasting goals and effects of architectural designs in terms of safety and security in order to make adequate architectural decisions based on trade-off analyses.

Facilitating 3D Virtual World Learning Environments Creation by Non-Technical End Users through Template-Based Virtual World Instantiation

2013 ◽  
Vol 4 (1) ◽  
pp. 32-48 ◽  
Author(s):  
Chang Liu ◽  
Ying Zhong ◽  
Sertac Ozercan ◽  
Qing Zhu
Keyword(s):  
Learning Environments ◽  
Virtual Worlds ◽  
Virtual World ◽  
Three Dimensional ◽  
End Users ◽  
Preliminary Evaluation ◽  
3D Design ◽  
Domain Specific ◽  
Functional Learning ◽  
Preliminary Experimental Data

This paper presents a template-based solution to overcome technical barriers non-technical computer end users face when developing functional learning environments in three-dimensional virtual worlds (3DVW). iVirtualWorld, a prototype of a platform-independent 3DVW creation tool that implements the proposed solution, facilitates 3DVW learning environment creation through semantics-based abstract 3DVW representation and template-based 3DVW instantiation. iVirtualWorld provides a wizard to guide the 3DVW creation process, and hide low-level programming and 3D design details through higher-level abstracts supported by pre-defined templates. Preliminary evaluation of the effectiveness of iVirtualWorld showed positive results. The contribution of this study is threefold: 1) It provides a paradigm for investigating and developing 3DVW building tools from end users’ perspective; 2) It develops a prototype of a 3DVW building tool, which gives educators a framework to easily create educational virtual worlds using domain-specific concepts; 3) It conducts empirical research and collected preliminary experimental data for evaluation.

The Persistence of Subsistence and the Limits to Development Studies: The Challenge of Tanzania

Africa ◽  
2000 ◽  
Vol 70 (4) ◽  
pp. 614-652 ◽  
Author(s):  
Tony Waters
Keyword(s):  
Rural Areas ◽  
Urban Areas ◽  
Third World ◽  
Industrial Revolution ◽  
System Development ◽  
Arable Land ◽  
World System ◽  
Development Studies ◽  
Capitalist System ◽  
Rural Tanzania

AbstractThere are two general approaches to assessing what is known as ‘development’. First, there are classical accounts focusing on Europe's development during the industrial revolution. They describe how urban areas expanded at the expense of the social and economic resources of the rural areas, disrupting an independent subsistence peasantry. A major consequence is that today all Europeans are dependent socially, politically, and economically on the modern capitalist system. The second (more common) approach to development focuses on the modern Third World. This approach assumes that, as with Europe, the entire Third World is dependent on the modern capitalist system. Development studies focus on the assessment of how Third World countries can most effectively engage world capitalism. Discussion is typically reduced to comparisons between world systems theory and neoclassical economics. The Tanzanian government has used standard policies grounded in neoclassical and world‐system assumptions since independence. But both policies failed to produce the predicted economic growth. This article argues that both policies failed because the Tanzanian peasantry, like the early modern European peasantry, is not dependent on the operation of world capitalism for basic subsistence. In fact, as studies have shown, rural Tanzania is only weakly incorporated into the capitalist world system, and in consequence has not been an easy target for what world‐system theorists call ‘peripheral integration’. What makes Tanzania different is the fact that the rural peasantry do not use market mechanisms in the distribution of the ‘means of production’, especially arable land for swidden agriculture, or, for that matter, labour or cattle.

scholarly journals 3D AutoSysLab Prototype - A Social, Immersive and Mixed Reality Approach for Collaborative Learning Environments

2012 ◽  
Vol 2 (2) ◽  
pp. 15 ◽  
Author(s):  
Frederico Menine Schaf ◽  
Suenoni Paladini ◽  
Carlos Eduardo Pereira
Keyword(s):  
Virtual Environments ◽  
Virtual Worlds ◽  
New Technologies ◽  
Mixed Reality ◽  
Research Area ◽  
Learning Objects ◽  
Traditional Learning ◽  
Web Technologies ◽  
3D Virtual Worlds ◽  
Great Acceptance

<span style="color: #000000;"><span style="font-family: Times New Roman,serif;"><span style="font-size: x-small;">Recent evolutions of social networks, virtual environments, Web technologies and 3D virtual worlds motivate the adoption of new technologies in education, opening successive innovative possibilities. These technologies (or tools) can be employed in distance education scenarios, or can also enhance traditional learning-teaching (blended or hybrid learning scenario). It is known and a wide advocated issue that laboratory practice is essential to technical education, foremost in engineering. In order to develop a feasible implementation to this research area, a prototype was developed, called 3DAutoSysLab, in which a metaverse is used as social collaborative interface, experiments (real or simulated) are linked to virtual objects, learning objects are displayed as interactive medias, and guiding/feedback are supported via an autonomous tutoring system based on user's interaction data mining. This prototype is under test, but preliminary applied results indicate great acceptance and increase of motivation of students.</span></span></span>

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