Framework for remote collaborative interaction in virtual environments based on proximity

González-Franco, Mar; Hall, Mark; Hansen, Devon David; Jones, Karl O.; Hannah, Paul; Bermell-García, Pablo

doi:10.1109/3dui.2015.7131746

Cited by 8 publications

(3 citation statements)

References 14 publications

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“…It should be noted that the amenability of tangible interfaces for collaborative work has made them promising tools for facilitating collaboration over long distances by augmenting teleconferencing (see for example Bouabid et al, 2014;Gonzalez-Franco et al, 2015), and for strengthening communications in co-Foro de Educación, v. 14, n. 20, enero-junio 2016, pp. 305-325. e-ISSN: 1698-7802 located meetings by means of smart boards and digital Post-It notes (see for example Haller et al, 2010).…”

Section: Tangibles and Collaborationmentioning

confidence: 99%

Citizen Engagement through Tangible Data Representation

Jofre

Szigeti

Diamond³

2016

FdE

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We begin with the premise that data literacy is a fundamental facet of citizen education in this information age, and that an engaged citizenry in a democracy not only requires access to data, but also the capacity to manipulate and examine the data from multiple perspectives. The visualization of data elucidates trends and patterns in the phenomena that the data represents, and opens accessibility to understanding complicated human and natural processes represented by data sets. Research indicates that interacting with a visualization amplifies cognition and analysis. A single visualization may show only one facet of the data. To examine the data from multiple perspectives, engaged citizens need to be able to construct their own visualizations from a data set. Many tools for data visualization have responded to this need, allowing non-data experts to manipulate and gain insights into their data, but most of these tools are restricted to the computer screen, keyboard, and mouse. Cognition and analysis may be strengthened even more through embodied interaction with data. We present here the rationale for the design of a tool that allows users to probe a data set, through interactions with graspable (tangible) three-dimensional objects, rather than through a keyboard and mouse interaction. We argue that the use of tangibles facilitates understanding abstract concepts, and facilitates many concrete learning scenarios. Another advantage of using tangibles over screen-based tools is that they foster collaboration, which can promote a productive working and learning environment. We speculate that collaborative data exploration can be a productive educational activity for citizens in their communities and in the classroom, and we suggest our tool as a means to do this.

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Section: Tangibles and Collaborationmentioning

confidence: 99%

Citizen Engagement through Tangible Data Representation

Jofre

Szigeti

Diamond³

2016

FdE

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show abstract

“…It should be noted that the amenability of tangible interfaces for collaborative work has made them promising tools for facilitating collaboration over long distances by augmenting teleconferencing (see for example Bouabid et al, 2014;Gonzalez-Franco et al, 2015), and for strengthening communications in co-located meetings by means of smart boards and digital Post-It notes (see for example Haller et al, 2010). MIT Media Lab's inFORM is a dynamic shape display that can render 3D content physically, so users can interact with the physical world around it, for example moving objects on the table's surface (Leithinger et al, 2014).…”

Section: Tangibles and Collaborationmentioning

confidence: 99%

Materializing data

Jofre¹,

Szigeti²,

Diamond³

2016

DAT

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The visualization of data elucidates trends and patterns in the phenomena that the data represents, and opens accessibility to understanding complicated human and natural processes represented by data sets. Research indicates that interacting with a visualization amplfies cognition and analysis. A single visualization may show only one facet of the data. To examine the data from multiple perspectives, engaged citizens need to be able to construct their own visualizations from a data set. Many tools for data visualization have responded to this need, allowing non-data experts to manipulate and gain insights into their data, but most of these tools are restricted to the computer screen, keyboard, and mouse. Cognition and analysis may be strengthened even more through embodied interaction with data, whether through data sculpture or haptic and tangible interfaces. We present here the rationale for the design of a tool that allows users to probe a data set, through interactions with graspable (tangible) three-dimensional objects, rather than through a keyboard and mouse interaction. We argue that the use of tangibles facilitates understanding abstract concepts, and facilitates many concrete learning scenarios. Another advantage of using tangibles over screen-based tools is that they foster collaboration, which can promote a productive working and learning environment.

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“…Similarly, these realistic behaviors can also influence training, and several authors have already used VR as a tool for training and rehearsal in medical situations (Seymour et al, 2002;von Websky et al, 2013), disaster relief training (Farra et al, 2013), and other skill trainings related to motor control (Kishore et al, 2014;Padrao et al, 2016). However, while VR may be an excellent approach for isolated training, it is increasingly complex to use for collaborative training or faceto-face setups (Churchill and Snowdon, 1998;Monahan et al, 2008;Bourdin et al, 2013;Gonzalez-Franco et al, 2015). In such scenarios, systems require several computers, complex network synchronization, and labor-intensive application development.…”

mentioning

confidence: 99%

Immersive Mixed Reality for Manufacturing Training

et al. 2017

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In complex manufacturing a considerable amount of resources is focused on training workers and developing new skills. Increasing the effectiveness of those processes and reducing the investment required is an outstanding issue. In this paper, we present an experiment (n = 20) that shows how modern metaphors such as collaborative mixed reality can be used to transmit procedural knowledge and could eventually replace other forms of face-to-face training. We implemented a mixed reality setup with seethrough cameras attached to a Head-Mounted Display. The setup allowed for real-time collaborative interactions and simulated conventional forms of training. We tested the system implementing a manufacturing procedure of an aircraft maintenance door. The obtained results indicate that performance levels in the immersive mixed reality training were not significantly different than in the conventional face-to-face training condition. These results and their implications for future training and the use of virtual reality, mixed reality, and augmented reality paradigms in this context are discussed in this paper.

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Framework for remote collaborative interaction in virtual environments based on proximity

Cited by 8 publications

References 14 publications

Citizen Engagement through Tangible Data Representation

Citizen Engagement through Tangible Data Representation

Materializing data

Immersive Mixed Reality for Manufacturing Training

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