Designing soundscapes of virtual environments for crisis management training

Rudinsky, Jan; Hvannberg, Ebba Þóra; Helgason, Alexander Annas; Pétursson, Pétur

doi:10.1145/2317956.2318059

Cited by 6 publications

(8 citation statements)

References 3 publications

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“…Representation of Avatars and Agents in Interactive Virtual Environments. Virtual environments support more and more interactive and collaborative activities [14], such as physical and cognitive therapies [10,3], training [11,16,13], gaming, telepresence for meeting [17], and communication with conversational agents [15,12]. All of these applications require the representation of oneself or others in virtual space, in the form of (self-)avatars or virtual agents.…”

Section: State Of the Artmentioning

confidence: 99%

Guidelines for Inclusive Avatars and Agents: How Persons with Visual Impairments Detect and Recognize Others and Their Activities

Thévin

Machulla

2020

Lecture Notes in Computer Science

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Realistic virtual worlds are used in video games, in virtual reality, and to run remote meetings. In many cases, these environments include representations of other humans, either as stand-ins for real humans (avatars) or artificial entities (agents). Presence and individual identity of such virtual characters is usually coded by visual features, such as visibility in certain locations and appearance in terms of looks. For people with visual impairments (VI), this creates a barrier to detecting and identifying co-present characters and interacting with them. To improve the inclusiveness of such social virtual environments, we investigate which cues people with VI use to detect and recognize others and their activities in real-world settings. For this, we conducted an online survey with fifteen participants (adults and children). Our findings indicate an increased reliance on multimodal information: vision for silhouette recognition; audio for the recognition through pace, white cane, jewelry, breathing, voice and keyboard typing; sense of smell for fragrance, food smell and airflow; tactile information for length of hair, size, way of guiding or holding the hand and the arm, and the reactions of a guide-dog. Environmental and social cues indicate if somebody is present: e. g. a light turned on in a room, or somebody answering a question. Many of these cues can already be implemented in virtual environments with avatars and are summarized by us in a set of guidelines.

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Section: State Of the Artmentioning

confidence: 99%

Guidelines for Inclusive Avatars and Agents: How Persons with Visual Impairments Detect and Recognize Others and Their Activities

Thévin

Machulla

2020

Lecture Notes in Computer Science

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Section: Interaction Sciencementioning

confidence: 99%

“…Including these sounds in a training simulator can contribute to higher fidelity. Since communication between firefighters, police, the airport and health workers is paramount, such communication should be performed in noisy conditions in a training simulator [82].The discussion of fidelity assumes that the original model is a physical model. Examples of medical training include patients, hospitals and equipment, and in crisis management, the physical model includes transportation, an airfield, airplanes, passengers or casualties.…”

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confidence: 99%

A Framework for Monitoring Evolution and its Drivers in Training Simulators

Hvannberg

2019

JoIS

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Software systems evolve with societal, business and technological changes. Because of these changes, socio-technical systems need to adapt to new situations that were unknown at the time of design. Good knowledge of software system evolution can help with that adaption. Although the evolution of software systems has been broadly debated, little research has been conducted on the specific genre of software systems and even less empirical research has been performed on the evolution of interactive software. We propose a three-factor framework which consists of identifying the changes during the evolution of training simulators, the drivers for those changes and how the changes effect innovation and robustness of the training simulators. In reviewing the literature on training simulators, we argue for this framework. The contribution of this paper is a framework that can be used to carry out empirical studies on the evolution of training simulators. Interaction ScienceSoftware systems evolve with societal, business and technological changes. Software technologies are said to evolve in a Darwinian manner by co-evolving with human culture [1]. Societal changes, including the migration of people and workers, poverty, health and education, can influence how software systems evolve. Business operations and their marketplace can be drivers of the evolution of software systems. Furthermore, innovations in technologies for building software systems influence their evolution. Because of these changes, today's sociotechnical systems need to adapt to new situations that were unknown at the time of design [2]; good knowledge of interactive software system evolution can help with that adaptation. Sociotechnical systems cover hardware, software, personal and community aspects [3] and when we refer to interactive software systems in this paper, we are not limiting the discussion to the software and its users. An example of a sociotechnical system is a training simulator for managing the response to large scale accidents such as those involving aircraft or trains. It concerns the hardware used, the software developed, the trainers and trainees using the system, and the community surrounding the professions and stakeholders. The development of such training simulators is costly. Training simulators can be long-lived up to several decades and thus undergo various changes in the course of use. Examples of these are changes because of improved work processes that are discovered during training exercises or real response, or demand for higher fidelity as trainees, for example firefighters training to extinguish fires.Researchers have debated whether there exist such things as revolutionary products, or inventions, or if all are evolutionary [4, p.86], created in small steps visible only to the designer but invisible to the consumer [5, p.2]. Vicente [6] distinguished between revolutionary design and evolutionary design problems. Whereas in the former, the constraints decided on in past versions can change, in the latter, the constraints...

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“…CRISIS VE does not support sound as a form of feedback. Although it includes sounds to resemble the real-life environment [37], it does not notify the trainee of the success or failure of a task completion. While some research is underway for using haptic equipment, i.e.…”

Section: An Analysis Of a System Master Plan With Respect To Feedbackmentioning

confidence: 99%

Feedback in a Training Simulator for Crisis Management Compared to Feedback in a Real-Life Exercise

Druzhinina

Hvannberg

2013

IFIP Advances in Information and Communication Technology

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Designing feedback to trainees in a training simulator for complex cognitive domains is demanding but has not been given adequate attention. This paper aims to understand the importance of early work analysis in a real context during the design of such a simulator. More specifically, the aim of this research was to learn whether there were differences between the types of feedback given to the learner in an already planned design and a real-life training exercise. Therefore, a comparison between feedback given to trainees in a reallife training exercise and feedback planned for a virtual environment supporting training of crisis management was made. The results showed that there were several significant differences.

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Designing soundscapes of virtual environments for crisis management training

Cited by 6 publications

References 3 publications

Guidelines for Inclusive Avatars and Agents: How Persons with Visual Impairments Detect and Recognize Others and Their Activities

Guidelines for Inclusive Avatars and Agents: How Persons with Visual Impairments Detect and Recognize Others and Their Activities

A Framework for Monitoring Evolution and its Drivers in Training Simulators

Feedback in a Training Simulator for Crisis Management Compared to Feedback in a Real-Life Exercise

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