Awareness of toddlers' initial cognitive experiences with virtual reality

Abstract In this study Virtual Reality technology was used to simulate a toddler's first few days' experiences in daycare and improve the caregiver's understanding of their state of mind. The virtual worlds were developed in accordance with toddlers' way of thinking and from their cognitive and visual viewpoint. The aim of the research was to investigate whether the caregiver's awareness to the cognitive experiences that toddlers undergo in their first days in kindergarten improves through a VR simulation of toddlers' worlds. Six cognitive elements of toddlers were simulated: object constancy; trial and error; perspective of height; perspective of things; egocentricity and imagination. The participants in this study were 40 (female) caregivers who work with infants aged 6 months to 4 years in private daycare. The findings indicate that experiencing a virtual world that reflects the real world of children improves the caregiver's awareness to the cognitive experiences that toddlers undergo in their first days in a kindergarten or daycare.     

增强现实技术在虚拟演播室系统中的应用

虚拟演播室是虚拟现实技术和视频合成技术相结合的产物,其场景是计算机生成的三维场景,由于人们对虚拟场景和复杂度的无限要求,使得场景的实时显示十分困难,使用基于图像的绘制技术构造虚拟空间能够较好地解决这个问题。在虚拟演播室中,演员需要与三维运动虚拟物体进行交互,运用增强现实技术,可以将三维虚拟物体与基于图象绘制的虚拟场景融合在一起。     

中点偏移算法构建分形山的病态值分析及解决

本文在对大量数据进行检验的基础上,对建分形山的中点偏移算法及其参数进行了分析,并发现病态值的出现,经分析后,提出解决方案。     

Meetings and meeting modeling in smart environments

In this paper we survey our research on smart meeting rooms and its relevance for augmented reality meeting support and virtual reality generation of meetings in real time or off-line. The research reported here forms part of the European 5th and 6th framework programme projects multi-modal meeting manager (M4) and augmented multi-party interaction (AMI). Both projects aim at building a smart meeting environment that is able to collect multimodal captures of the activities and discussions in a meeting room, with the aim to use this information as input to tools that allow real-time support, browsing, retrieval and summarization of meetings. Our aim is to research (semantic) representations of what takes place during meetings in order to allow generation, e.g. in virtual reality, of meeting activities (discussions, presentations, voting, etc.). Being able to do so also allows us to look at tools that provide support during a meeting and at tools that allow those not able to be physically present during a meeting to take part in a virtual way. This may lead to situations where the differences between real meeting participants, human-controlled virtual participants and (semi-) autonomous virtual participants disappear.

佩戴式虚拟现实技术

佩戴式虚拟现实系统可以让用户带着计算机进入真实世界 ,所以它对诸如医生、军人、消防队员等有着非常多的应用。本文介绍了佩戴式虚拟现实系统的概念、应用和产品 ,重点阐述了佩戴式虚拟现实系统的构成和关键技术     

应用遥编程的大时延遥操作技术

如何克服通信线路中的大时延和有限带宽,是空间遥机器人面临的最重要的一个问题．本文 阐述了应用遥编程技术提高大时延遥操作的稳定性和操作精度的基本思想．提出了一种将操 作区分段,采取复合控制策略的遥操作方法．同时介绍了基于遥编程概念的遥操作实验系统 的设计及其试验结果．     

利用VRML构建虚拟商店

本文首先提出了将虚拟现实技术应用到电子商务中的思想,接着详细介绍了基于ＶＲＭＬ的虚拟的实现过程,最后对电子的发展趋势进行了展望。     

水电工程设计系统仿真探讨

阐述了水电工程设计系统仿真的主要内容,提出了以CATIA三维设计软件为中心的水电工程设计系统仿真路线,并结合工程实例,开展了三维设计、有限元计算、虚拟现实等设计仿真应用,实现了数据共享,提高了设计仿真的效率和质量,为水电工程开展全方位仿真模拟提供了新的思路。     

碾压混凝土坝浇筑进度三维仿真

随着虚拟现实技术的发展,三维仿真作为一种全新角度的管理方法和技术手段在工程进度管理中起到越来越重要的作用。本文讨论了基于OSG图形引擎和QT应用程序开发框架的大坝浇筑仿真系统的开发方法。该系统并可根据施工的高程数据来生成相应的浇筑情况。基于上述方法设计实现了一个碾压混凝土坝浇筑过程三维仿真系统。     

Interactive augmented reality system for enhancing library instruction in elementary schools

Due to limited budgets and manpower, most elementary schools in Taiwan do not plan or provide library instruction for students. Although students can use libraries, they typically lack the knowledge needed to use library resources effectively. Consequently, students have difficulty finding the books they need and can easily become overwhelmed by the massive amount of information in libraries. Computer-assisted instruction for teaching basic library skills to large numbers of students is an appealing method. Particularly, developing augmented reality (AR) technologies for learning have garnered considerable attention in education research. Many researchers and scholars believe that integrating teaching and AR enhances student learning performance and motivation. This work develops an educational AR system based on situated learning theory, and applies innovative augmented reality interactive technology to a library’s learning environment. Student library knowledge can be enhanced via the proposed augmented reality library instruction system (ARLIS). Experimental results demonstrate that student learning performance is improved significantly by using the proposed ARLIS. Moreover, this work demonstrates that using the proposed ARLIS for library instruction results in the same learning performance as conventional librarian instruction and there is no gender difference on learning performance between the proposed ARLIS and conventional librarian instruction. Moreover, the proposed library instruction system overcomes shortcomings of personal teaching skills of librarians that may adversely affect student learning performance by conveying the same learning content to all students. Additionally, the proposed system results in better learning performance for learners with the field-dependent cognitive style than learners with the field-independent cognitive style. Further, the proposed system provides more benefits in terms of library skills of application and comprehension than conventional librarian instruction. Moreover, the learning performance of students is not affected by their gaming skills. Therefore, student gaming skills do not need to be considered when adopting the proposed system in library instruction programs.