Multi-reality games

Casas, Llogari; Ciccone, Loïc; Cimen, Gokcen; Wiedemann, Pablo; Fauconneau, Matthias; Sumner, Robert W.; Mitchell, Kim

doi:10.1145/3284398.3284411

Cited by 6 publications

(2 citation statements)

References 19 publications

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“…In this respect, sharing photos can be viewed as one kind of sharing, and our questionnaires can be adapted to address other F2F activities. These can be slight variants of photo sharing such as sharing artwork in the virtual cultural heritage domain [1], but also extends to other contexts such as sharing and watching videos together [29], sharing knowledge (e.g., teaching children by doing [51]), or even collocated F2F games (e.g., board games [9]). Due to the generality of our surfaced experience components and scale constucts, researchers and practitioners can easily adapt our contributed questionnaires for other sharing tasks.…”

Section: Measuring Sharing Activities Across Contextsmentioning

confidence: 99%

Measuring and Understanding Photo Sharing Experiences in Social Virtual Reality

Kong

Röggla

et al. 2019

Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems

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Millions of photos are shared online daily, but the richness of interaction compared with face-to-face (F2F) sharing is still missing. While this may change with social Virtual Reality (socialVR), we still lack tools to measure such immersive and interactive experiences. In this paper, we investigate photo sharing experiences in immersive environments, focusing on socialVR. Running context mapping (N=10), an expert creative session (N=6), and an online experience clustering questionnaire (N=20), we develop and statistically evaluate a questionnaire to measure photo sharing experiences. We then ran a controlled, within-subject study (N=26 pairs) to compare photo sharing under F2F, Skype, and Facebook Spaces. Using interviews, audio analysis, and our questionnaire, we found that socialVR can closely approximate F2F sharing. We contribute empirical findings on the immersiveness differences between digital communication media, and propose a socialVR questionnaire that can in the future generalize beyond photo sharing.

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Section: Measuring Sharing Activities Across Contextsmentioning

confidence: 99%

Measuring and Understanding Photo Sharing Experiences in Social Virtual Reality

Kong

Röggla

et al. 2019

Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems

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“…For example, Billinghurst et al [31] focused on the implementation of Mag-icBook, the first example for transitional interfaces concept. Also, Casas et al [32] introduced the concept of Multi-Reality Games that encompasses interactions with real and virtual objects to span the entire spectrum of RVC.…”

Section: ) Spanning or Transitions Between Different States Of Concep...mentioning

confidence: 99%

A Review of Milgram and Kishino’s Reality-Virtuality Continuum and a Mathematical Formalization for Combining Multiple Reality-Virtuality Continua

Pamparău¹

2023

IJACSA

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We explore in this paper theoretical contributions that are related to Milgram and Kishino's Reality Virtuality Continuum by conducting a systematic literature review. From this study, we draw inspiration for our proposed mathematical formalization of combining multiple Reality-Virtuality Continua in a single, mixed reality experience. Also, we provide a definition for XR transition protocol. To complete our contribution, we discuss two potential examples that will exemplify our formalization and identify future work to be addressed.

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Postdigital Videogames Literacies: Thinking With, Through, and Beyond James Gee’s Learning Principles

Bacalja,

Nichols,

Robinson

et al. 2024

Postdigit Sci Educ

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This article is a collective response to the 2003 iteration of James Paul Gee’s What Video Games Have to Teach Us About Learning and Literacy. Gee’s book, a foundational text for those working in game studies, literacy studies, and education, identified 36 principles of ‘good learning’ which he argued were built into the design of good games, and which have since been used to unsettle the landscape of formal education. This article brings together 21 short theoretical and empirical contributions which centre postdigital perspectives to re-engage with, and extend, the arguments first raised by Gee regarding the relationship between videogames and learning. Organised into five groups, these contributions suggest that concepts and attitudes associated with the postdigital offer new thinking tools for challenging grand narrative claims about the educative potential of technologies while also providing rich analytical frames for revisiting Gee’s claims in terms of postdigital videogame literacies.

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Multi-reality games

Abstract: Figure 1: (i.) Our Multi-Reality game starts with objects and characters from the real world. (ii.) Physical assets get animated using photo-realistic AR. (iii.) Moving a step forward in the RVC, the user interacts with a scene where physical and virtual assets coexist. (iv.

Cited by 6 publications

References 19 publications

Measuring and Understanding Photo Sharing Experiences in Social Virtual Reality

Measuring and Understanding Photo Sharing Experiences in Social Virtual Reality

A Review of Milgram and Kishino’s Reality-Virtuality Continuum and a Mathematical Formalization for Combining Multiple Reality-Virtuality Continua

Postdigital Videogames Literacies: Thinking With, Through, and Beyond James Gee’s Learning Principles

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