Gamified AR/VR Character Rendering and Animation-Enabling Technologies

Papaefthymiou, Margarita; Kateros, Steve; Georgiou, Stylianos; Lydatakis, Nikos; Zikas, Paul; Bachlitzanakis, Vasileios; Papagiannakis, George

doi:10.1007/978-3-319-49607-8_13

Cited by 9 publications

(4 citation statements)

References 19 publications

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“…= 0.56). The findings are consistent with Papaefthymiou et al (2017), which supports the use of AR technology and others to promote character creation [14]. It is also consistent with the findings of Hui Ye et al (2020) which indicated that using AR animation makes character design better and easier [15].…”

Section: Discussionsupporting

confidence: 88%

Animation - AR Silhouette Model to Create Character Identity Innovation for Computer Art Pre-Production

Chujitarom¹,

Panichruttiwong²

2020

TEM Journal

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The research objectives are: (1) to develop an Animation-AR (AAR) Silhouette Model to Create Character Identity Innovation for Computer Art Pre- Production; (2) to evaluate the model; and (3) to study the effect of using the model. The sample group are 7 experts who have taught computer art for more than 5 years. The results of the research were: (1) the model consists of 3 elements: Input Factors, AAR Silhouette Process, and Character Identity Innovation; (2) the result of a satisfaction model based on expert assessment is at the highest level (xˉ = 4.33, S.D. = 0.69); and (3) the results of the trial using the model found that the Character Identity Innovation displays a high level of satisfaction.

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Section: Discussionsupporting

confidence: 88%

Animation - AR Silhouette Model to Create Character Identity Innovation for Computer Art Pre-Production

Chujitarom¹,

Panichruttiwong²

2020

TEM Journal

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“…Although there are articles that have analyzed the role of virtual narrators [7] or the user of the virtual solution having a sense of presence [10], unfortunately only two of the applications analyzed used a narrator and only one was human-like, which shows that this potential is not yet being fulfilled.…”

Section: Discussionmentioning

confidence: 99%

“…Virtual museums can serve as a tool for learning by entertainment, where learning takes place through active exploration, collaborating with virtual agents [9], or as an interaction with a virtual narrator that is humanlike and capable of communicating, while using the museum. The use of different narrators is recommended to give the user of a virtual solution a sense of presence [10] where it is possible to interact with artefacts (smart objects), which are technically simple embedded systems equipped with sensors, actuators, and networking capabilities [11]. The Ars Electronica Center for Electronic Art in Linz, Austria, which houses a CAVE-projection VR in which users stand between six walls of a room-sized cube, is considered to be the first museum to use virtual solutions in its exhibitions [12].…”

Section: Learning In Museumsmentioning

confidence: 99%

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Virtual Museums as Learning Agents

Daniela

2020

Sustainability

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Virtual solutions for exhibiting museum collections are no longer a novelty, as such experiences already exist in the world, but the remote use of museum collections for learning purposes has so far not been widely used in the educational environment. This article analyzes virtual museum applications by evaluating them from a learning perspective, including 25 criteria in the evaluation rubric divided into three groups: (i) Technical performance; (ii) information architecture; and (iii) educational value. This will enable educators to select the most appropriate material for their specific learning purpose and to plan the most appropriate learning strategies by organizing training sessions to acquire knowledge that can be enhanced by museum information and teaching students digital skills in evaluating information available in the digital environment, analyzing its pros and cons to teach them how to develop new innovative solutions. The research is carried out from a phenomenological perspective; to be more precise, virtual museums are analyzed using the principles of transcendental design and a hermeneutic design is used to interpret the resulting data. A total of 36 applications of virtual museums were analyzed, whereupon the results were compiled using static data analysis software, while 13 applications were used for the hermeneutic data analysis. The results suggest that the strength of virtual museums is in information architecture, but less attention is paid to the educational value of the material, which points to the need to change the principles of virtual museum design and emphasizes the role of teachers in using virtual museums as learning agents.

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