In this paper we present our ongoing work in setting up a multi-user framework that supports video texturing on avatars, creating added value for both gaming and collaborative work applications. Limiting the data propagation and bandwidth usage is a key goal when targeting a scalable application that will be deployed on a general-purpose network such as the Internet. We therefore present a number of techniques that can be used in these circumstances, including increased client responsibilities and multicast communications. By making full use of the increased client processing power and bandwidth, we can relieve the server of many of its traditional roles. At the same time, we can target a range of network-enabled devices by handing over control of quality parameters to the individual clients. Through the combination of real-time video distribution and animated avatars, we aim to achieve an increased level of immersion in the virtual world.

This work describes our efforts in creating a general object interaction framework for dynamic collaborative virtual environments. Furthermore, we increase the realism of the interactive world by using a rigid body simulator to calculate all actor and object movements. The main idea behind our interactive platform is to construct a virtual world using only objects that contain their own interaction information. As a result, the object interactions are application independent and only a single scheme is required to handle all interactions in the virtual world. In order to have more dynamic interactions, we also created a new and efficient way for human users to dynamically interact within virtual worlds through their avatar. In particular, we show how inverse kinematics can be used to increase the interaction possibilities and realism in collaborative virtual environments. This results in a higher feeling of presence for connected users and allows for easy, on-the-fly creation of new interactions. For the distribution of both the interactive objects and the dynamic avatar interactions, we keep the network load as low as possible. To demonstrate the effectiveness of our techniques, we incorporate them into an existing CVE framework.

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This paper describes our efforts in bringing haptics closer to current dynamic virtual environments (VE). These interactive 3D worlds make more and more use of physical simulations in order to increase realism. As a first step in closing the gap, we propose haptic travel that allows users to feel how their virtual representation navigates through the simulated world. In this work, we show how we coupled stable haptic rendering to physical simulation in order to achieve this. By generating a force feedback field, based on the user's input in combination with collision information provided by a rigid body simulator, we managed to provide the user with useful information on what is happening to its virtual representation. A humanoid animated character, which represents the user, is coupled to the rigid body object that represents the user in physical space. This character is animated according to the travel motions that the physical object makes, depending on user input from the haptic device. Our approach is suitable for a whole set of applications and input devices and can reduce the number of devices necessary to interact in VEs.

Abstract. In this paper, we present a virtual learning environment which supports the learning process of long term sick children. By focusing on 3D Virtual Environments technology chronically ill students can still be 'telepresent' in their classroom. Analysis of existing ICT-based solutions reveal weaknesses including the absence of social involvement, the high cost of developing, and mobility issues. Our system, however, is based on concrete user needs, is educational sound and relevant, and offers a scalable and affordable solution. To this end we incorporate innovative hardware, software and connectivity features, set in a user friendly user interface based on 3D technologies. We believe our system (re)establishes high quality communication between the sick children and their regular school and classroom learning environment. Furthermore, even after school pupils are attracted to meet each other in the virtual learning environment in order to communicate and share information.