Creating a virtual archery experience

Göbel, Sebastian; Geiger, Christian; Heinze, Christin; Marinos, Dionysios

doi:10.1145/1842993.1843056

Cited by 21 publications

(7 citation statements)

References 4 publications

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“…Although a few sport simulators incorporating augmented or virtual reality have been developed, such as for rowing (Frisoli et al, 2008;Ruffaldi, Gonzales, et al, 2009;von Zitzewitz et al, 2008), canoeing (Tang, Carignan, & Olsson, 2006), bicycling (Carraro, Cortes, Edmark, & Ensor, 1998;Mestre, Maïano, Dagonneau, & Mercier, 2011), bobsledding (Kelly & Hubbard, 2000), archery (Göbel, Geiger, Heinze, & Marinos, 2010), gymnastics (Multon, Hoyet, Komura, & Kulpa, 2007), and dancing (Drobny & Borchers, 2010;Drobny, Weiss, & Borchers, 2009;Nakamura, Tabata, Ueda, Kiyofuji, & Kuno, 2005), these simulators have not been used to examine the effectiveness of augmented feedback for motor learning or to evaluate different visual feedback designs. The design of a visual feedback may have a significant impact on the outcome; for example, reduced visibility fostered learning more than did fully visible feedback (Robin et al, 2005).…”

Section: Visual Feedback In Complex Tasksmentioning

confidence: 99%

Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review

et al. 2012

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It is generally accepted that augmented feedback, provided by a human expert or a technical display, effectively enhances motor learning. However, discussion of the way to most effectively provide augmented feedback has been controversial. Related studies have focused primarily on simple or artificial tasks enhanced by visual feedback. Recently, technical advances have made it possible also to investigate more complex, realistic motor tasks and to implement not only visual, but also auditory, haptic, or multimodal augmented feedback. The aim of this review is to address the potential of augmented unimodal and multimodal feedback in the framework of motor learning theories. The review addresses the reasons for the different impacts of feedback strategies within or between the visual, auditory, and haptic modalities and the challenges that need to be overcome to provide appropriate feedback in these modalities, either in isolation or in combination. Accordingly, the design criteria for successful visual, auditory, haptic, and multimodal feedback are elaborated.

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Section: Visual Feedback In Complex Tasksmentioning

confidence: 99%

Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review

et al. 2012

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“…VR systems also have the potential to provide enhanced, immediate and direct feedback to participants [9]. Examples include a bobsleigh simulator for training the US bobsleigh team [36], a speedskating virtual environment for enhancing athlete visualisation and preparation for the 2002 Salt Lake City Olympics [5], and an archery system based on haptic feedback, motion tracking and custom graphical avatars [37]. There is some indication that various elements from VR and exertion interfaces are coming together in one solution [38].…”

Section: Exertion Inferfaces and Virtual Reality (Vr)mentioning

confidence: 99%

Advances in Sports Informatics Research

Sýkora

Chung

Folland

et al. 2015

Advances in Intelligent Systems and Computing

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Abstract. With advances in hardware and software, computer science based technologies within sports sciences are becoming more pervasive. This paper presents the growing field of applied computer science often referred to as "sports informatics", and considers some of the advancements that have been made by its relatively small, but growing research community. The review includes: feedback systems, team play analysis, image/motion analysis, exertion interfaces and virtual reality, and data mining and artificial intelligence.

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“…To date, many people have attempted to link physical play with virtual play with a variety of hardware devices to create an immersive environment (for example [3]) where players can see other player(s) and engage in a collaborative play. For such an augmented system to support spatially distributed interactions, possibly miles away, each player must be able to not only interact with each other, but also with the artifact (either virtual or physical), which gives players the feeling as if they are co-located.…”

Section: Introductionmentioning

confidence: 99%

Having Fun Over a Distance

Tang

Winoto

Wang

2015

Proceedings of the 33rd Annual ACM Conference Extended Abstracts on Human Factors in Computing Systems

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We present Alone Together, a collaborative virtual ball playing environment augmented with three sets of Microsoft Kinect. The play environment fulfills a 'sport over the distance' them via the attempt to mimic the real world ball-passing exercise (or rehabilitation sessions) except that the players can be miles away from each other, and they interact without a physical ball. Moreover, our system allows each player to see the other two and their physical environment respectively, which is a combination of the physical world where players are situated and the virtual world where they play with each other. Kinect sensors are used to map players' action into a virtual world including the passing of the virtual ball. The system prototype was tested with two groups of players; a revised version was pilot tested with 48 players and lead to the final version of the system. Pilot testing results were encouraging in that players reported collective fun and increased social bonding. Meanwhile, player anonymity increased players' willingness to play the virtual-ball game with a stranger, which indicates that the game might be more suitable for those with less social fluency.

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Creating a virtual archery experience

Cited by 21 publications

References 4 publications

Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review

Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review

Advances in Sports Informatics Research

Having Fun Over a Distance

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