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The article discusses the question of “How to convey the experience in a virtual environment to third parties?” and explains the different technical implementations which can be used for live streaming and recording of a mixed reality experience. The real-world applications of our approach include education, entertainment, e- sports, tutorials, and cinematic trailers, which can benefit from our research by finding a suitable solution for their needs. We explain and outline our Mixed Reality systems as well as discuss the experience of recorded demonstrations of different VR applications, including the need for calibrated camera lens parameters based on realtime encoder values.
A visual and spatial feedback system for orientation in virtual sets of virtual TV studios was developed and evaluated. It is based on a green proxy object, which moves around in the acting space by way of four transparent wires. A separate unit controls four winches and is connected to an engine, which renders the virtual set. A new developed plugin registers a virtual object’s position with the proxy object which imitates the virtual object’s movement on stage. This will allow actors to establish important eye contact with a virtual object and feel more comfortable in a virtual set. Furthermore, interaction with the virtual object and its proxy can be realised through a markerless actor tracking system. Several possible scenarios for user application were recorded and presented to experts in the broadcast industry, who evaluated the potential of SpiderFeedback in interviews and by questionnaires.
The interpretation process of complex data sets makes the integration of effective interaction techniques crucial. Recent work in the field of human-computer interaction has shown that there is strong evidence that multimodal user interaction, i.e. the integration of various input modalities and interaction techniques into one comprehensive user interface, can improve human performance when interacting with complex data sets. However, it is still unclear which factors make these user interfaces superior to unimodal user interfaces. The contribution of this work is an analytical comparison of a multimodal and a unimodal user interface for a scientific visualization application. We show that multimodal user interaction with simultaneously integrated speech and gesture input improves user performance regarding efficiency and ease of use.
Broader use of virtual reality environments and sophisticated animations spawn a need for spatial sound. Until now, spatial sound design has been based very much on experience and trial and error. Most effects are hand-crafted, because good design tools for spatial sound do not exist. This paper discusses spatial sound authoring and its applications, including shared virtual reality environments based on VRML. New utilities introduced by this research are an inspector for sound sources, an interactive resource manager, and a visual soundscape manipulator. The tools are part of a sound spatialization framework and allow a designer/author of multimedia content to monitor and debug sound events. Resource constraints like limited sound spatialization channels can also be simulated.
The Sound Spatialization Framework is a C++ toolkit and development environment for providing advanced sound spatialization for virtual reality and multimedia applications. The Sound Spatialization Framework provides many powerful display and user-interface features not found in other sound spatialization software packages. It provides facilities that go beyond simple sound source spatialization: visualization and editing of the soundscape, multiple sinks, clustering of sound sources, monitoring and controlling resource management, support for various spatialization backends, and classes for MIDI animation and handling.
Education at the University of Aizu is focussed upon computer science. Besides being the subject matter of many courses, however, the computer also plays a vital role in the educational process itself, both in the distribution of instructional media, and in providing students with valuable practical experience. All students have unlimited access (24-hours-a-day) to individual networked workstations, most of which are multimedia-capable (even video capture is possible in two exercise rooms). Without software and content tailored for computer-aided instruction, the hardware becomes an expensive decoration. In any case, there is a need to better educate the instructors and students in the use of the equipment. In the interest of facilitating effective, collaborative use of network-based computers in teaching, this article explores the impact that a network environment can have on such activities. First, as a general overview, and to examine the motivation for the use of a network environment in teaching, this article reviews a range of different styles of collaboration. Then the article shows what kind of tools are available for use, within the context of what has come to be called Computer-Supported Cooperative Work (CSCW).
The task of the Center for Language Research is to provide content-based English language instruction for students of computer science and engineering. As such, we find ourselves at the confluence of many of the streams currently running through the English Language Teaching profession, including English for Science and Technology (EST), English for Academic Purposes (EAP), English for Specific Purposes (ESP), Computer-assisted language learning (CALL), content-based instruction, and multimedia applications in foreign language pedagogy. This paper describes our initial attempts to construct a number of World Wide Web pages where students will be able to study EST, EAP, and computer science topics on their own in a multimedia environment.