2D and 3D virtual interactive laboratories of physics on Unity platform

González, J D; Escobar, J H; Sánchez, Huertas; Hoz, Juan De la; Beltrán, J R

doi:10.1088/1742-6596/935/1/012069

Cited by 20 publications

(8 citation statements)

References 19 publications

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“…Possible types of interactions are, for example, picking up, moving, adding or removing objects, and triggering visual or auditory actions via key presses or avatar movements (Keil et al 2019). Modern game engines also apply physics models that enable realistic simulation of dynamic 3D sounds, lighting, gravity, or object collisions based on object shapes, speed and weight (Edler et al 2019a, b;González et al 2017). These capabilities suggest game engines as suitable solutions for the development of a multitude of geographic visualization and simulation scenarios as well as for spatial research design.…”

Section: The Capabilities Of Game Enginesmentioning

confidence: 99%

Creating Immersive Virtual Environments Based on Open Geospatial Data and Game Engines

Keil

Edler

Schmitt

et al. 2021

KN J. Cartogr. Geogr. Inf.

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Modern game engines like Unity allow users to create realistic 3D environments containing terrains as well as natural and artificial objects easily and swiftly. In addition, recent advances of game engine capabilities enable effortless implementation of virtual reality (VR) compatibility. 3D environments created with VR compatibility can be experienced from an egocentric and stereoscopic perspective that surpasses the immersion of the ‘classical’ screen-based perception of 3D environments. Not only game developers benefit from the possibilities provided by game engines. The ability to use geospatial data to shape virtual 3D environments opens a multitude of possibilities for geographic applications, such as construction planning, spatial hazard simulations or representation of historical places. The multi-perspective, multimodal reconstruction of three-dimensional space based on game engine technology today supports the possibility of linking different approaches of geographic work more closely. Free geospatial data that can be used for spatial reconstructions is provided by numerous national and regional official institutions. However, the file format of these data sources is not standardized and game engines only support a limited number of file formats. Therefore, format transformation is usually required to apply geospatial data to virtual 3D environments. This paper presents several workflows to apply digital elevation data and 3D city model data from OpenStreetMap and the Open.NRW initiative to Unity-based 3D environments. Advantages and disadvantages of different sources of geospatial data are discussed. In addition, implementation of VR compatibility is described. Finally, benefits of immersive VR implementation and characteristics of current VR hardware are discussed in the context of specific geographic application scenarios.

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Section: The Capabilities Of Game Enginesmentioning

confidence: 99%

Creating Immersive Virtual Environments Based on Open Geospatial Data and Game Engines

Keil

Edler

Schmitt

et al. 2021

KN J. Cartogr. Geogr. Inf.

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“…In Indonesia, a research team used 3DVL to teach physical optics across five high schools in Semarang City and determined that the software used across a spectrum of users was excellent which allowed students to easily comprehend difficult and abstract concepts [46]. This need for 3DVLs in physics teaching is also supported by another study from Colombia in which the researchers used the Unity platform to create multiple 3D tutorials on physics concepts [47]. The 3DVL was also stated to be a highly useful tool due to limited physics teaching laboratory availability, lack of materials, lack of qualified staff, and the students' difficulty in seeing abstract physics concepts.…”

Section: Supporting International Studiesmentioning

confidence: 97%

The Physics Classroom in an Online 3D Virtual World: A Thai High School Teacher Needs Analysis

Sarapak¹,

Sukman²,

Kong-In³

et al. 2023

IJIET

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The study set out to examine the actual and desired needs of Thai high school physics teachers in the 2021 academic year from a sample of 44 teachers in Thailand’s northeastern Surin Province. Also, assessment was undertaken concerning each teacher’s ‘order of needs’ from the 41 items presented for evaluation to the teachers. Moreover, there were three main categories in the study’s assessments. These were the teachers’ opinions on the use of 3-dimension virtual learning (3DVL) teaching media in physics for, 1) a mechanics laboratory, 2) an electromagnetism laboratory, 3) and a wave, sound, and light laboratory. The questionnaire was examined by five experts with a confidence value of 0.97. The data were analyzed using descriptive statistics including the mean and standard deviation. Moreover, a modified version of the priority needs index (PNIModified) was used to assess the ‘order of needs’ of each teacher in teaching a 3DVL. The results of the study revealed that physics teachers believed that the overall readiness in teaching and learning management of the three groups of physics laboratories were at a moderate level. The teachers also felt that the need for computer-assisted teaching materials and 3DVL science and physics laboratories for high school students was at a high level in all three categories. Concerning each teacher’s ‘order of needs,’ it was determined that the top five teaching needs were for the spectral studies of hot gases (1), followed by teaching parallax (2), the need to teach light interference patterns (3), the polarization of light (4) and then light diffraction and diffraction grating (5).

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“…The mobile application was developed in Unity 3D, a cross-platform game engine used to develop mobile, desktop, console, and virtual reality applications. Over the last few years, unity 3D has become increasingly popular for the development of interactive applications [22], [23], in part due to its multi-platform capabilities. Unity 3D features add-ons (called "assets" in Unity) such as GameCreator [24] and Dialogue [25] that can facilitate the development through visual scripting [23], which follows a similar logic to pseudo-code and Nassi-Schneiderman's diagrams [26].…”

Section: Software Developmentmentioning

confidence: 99%

Design of an eOSCE for the Chilean Healthcare Context

2022

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Objective Structured Clinical Examination (OSCE) is the standard to assess and train clinical skills in healthcare students. However, conducting an OSCE demands expensive resources such as time, qualified personnel, and adequate facilities. The aim to provide more cost-effective examinations has promoted the emergence of electronic versions of OSCEs (eOSCEs). However, existing eOSCEs available in the market do not adequately adapt to diverse local contexts. For a Spanish-speaking country such as Chile, implementing foreign eOSCEs requires to adjust the examination to unfamiliar terminology, archetypes, and procedures, thus hindering the quality of the assessment. This article reports on the design of Ch-eOSCE, an eOSCE tailored for the Chilean local context and culture. Ch-eOSCE is comprised of a mobile application and a back-end system. A prototype of the application was developed and tested with three healthcare experts to gather their perception of usability and coherence, yielding an overall evaluation of 4.5 in a scale range of 5. The preliminary results reveal that Ch-eOSCE has the potential to become a viable solution for a context-specific eOSCE for the Chilean healthcare context.

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2D and 3D virtual interactive laboratories of physics on Unity platform

Cited by 20 publications

References 19 publications

Creating Immersive Virtual Environments Based on Open Geospatial Data and Game Engines

Creating Immersive Virtual Environments Based on Open Geospatial Data and Game Engines

The Physics Classroom in an Online 3D Virtual World: A Thai High School Teacher Needs Analysis

Design of an eOSCE for the Chilean Healthcare Context

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