The Virtual Reality Gorilla Exhibit

Allison, Don; Wills, Brian; Bowman, Douglas A.; Wineman, Jean; Hodges, Larry F.

doi:10.1109/38.626967

Cited by 45 publications

(26 citation statements)

References 6 publications

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“…However, when the designer has intentionally developed a VR system for enjoyment and education, positive subjective ratings of enjoyment abound (Allison et al 1997;Barab et al 2007;Bobick et al 1999;Dede et al 2005;Johnson et al 1999;Roussos et al 1999;Roussou et al 2006;Schell and Shochet 2001). This is the research space were the Virtual Trillium Trail resides.…”

Section: Overview Of Virtual Reality Research and Educationmentioning

confidence: 93%

The Virtual Trillium Trail and the empirical effects of Freedom and Fidelity on discovery-based learning

Harrington

2011

Virtual Reality

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The Virtual Trillium Trail is a new kind of desktop virtual reality application that crosses over into the area of geospatial, educational simulations. Visual fidelity significantly impacts intrinsic learning, activity in situ, and knowledge gained, independent of other factors. The main empirical contribution of this report is on the impact of the user interface design parameters of graphical fidelity and navigational freedom on learning outcomes. A planned orthogonal contrast, Two-way ANOVA with the factors of Visual Fidelity and Navigational Freedom-both scaled, and set to high and low levels-shows significant impacts on the variables of Salient Events, a proxy for discoverybased learning, and Knowledge Gained, as measured between a pre-test and a post-test. Thus, there is strong empirical evidence to support the use of desktop virtual environments, built with high-fidelity, photo-realistic, and free navigational game engine technology, as educational simulations for informal education. The high-level Visual Fidelity combined with the high-level Navigational Freedom condition showed a mean learning gain of 37.44% and is significantly superior to the low-level Visual Fidelity, low-level Navigational Freedom condition, ceteris paribus.

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Section: Overview Of Virtual Reality Research and Educationmentioning

confidence: 93%

The Virtual Trillium Trail and the empirical effects of Freedom and Fidelity on discovery-based learning

Harrington

2011

Virtual Reality

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“…To explain these bene"ts it has been suggested that one of the key properties of virtual environments is their ability to captivate: for example, Bricken and Byrne (1993) suggest that immersion in 3D environments is highly motivating, inducing users to spend more time on a given activity. Similarly, Allison, Wills, Bowman, Wineman and Hodges (1997) found that in their virtual gorilla project, users were highly engaged and very much enjoyed the experience (the users adopt the role of a gorilla in a virtual zoo, navigating the environment and watching other virtual gorillas respond to their presence).…”

Section: Introductionmentioning

confidence: 94%

Informing the design of a virtual environment to support learning in children

Scaife

Rogers

2001

International Journal of Human-Computer Studies

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“…The value of 3D interactivity has been supported by much prior research. For example, effective 3D interaction has been found to improve task performance by an order of magnitude over conventional 2D input for some scientific visualization tasks (van Dam, Forsberg, Laidlaw, LaViola, & Simpson, 2000); interactivity is also claimed to provide better spatial understanding for training and modeling, and to improve the user experience (Allison, Wills, Bowman, Wineman, & Hodges, 1997).…”

Section: Related Workmentioning

confidence: 99%

Domain-Specific Design of 3D Interaction Techniques: An Approach for Designing Useful Virtual Environment Applications

Chen

Bowman

2009

Presence: Teleoperators and Virtual Environments

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Few production virtual environment (VE) applications involve complex threedimensional (3D) interaction. Our long-term collaboration with architects and engineers in designing 3D user interfaces (3D UIs) has revealed some of the causes: existing interaction tasks and/or techniques are either too generic when isolated from the application context, or too specific to be reusable. We propose a new design approach called domain-specific design (DSD) that sits between the generic and specific design approaches, with an emphasis on using domain knowledge in 3D interaction techniques. We also describe an interaction design framework encompassing generic, domain-specific, and application-specific interaction tasks and techniques. This framework can be used by designers to think of ways to produce domain-specific interaction techniques. We present a particular DSD method, and demonstrate its use for the design of cloning techniques in a structural engineering application.Results from empirical studies demonstrate that interaction techniques produced with domain knowledge in mind outperformed other techniques by improving task efficiency, work flow, and usefulness of the 3D UI.

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The Virtual Reality Gorilla Exhibit

Abstract: The Virtual Reality Gorilla Exhibit teaches users about gorilla behaviors and social interactions. We present techniques for building the environment and the virtual gorillas that inhabit it. .

Cited by 45 publications

References 6 publications

The Virtual Trillium Trail and the empirical effects of Freedom and Fidelity on discovery-based learning

The Virtual Trillium Trail and the empirical effects of Freedom and Fidelity on discovery-based learning

Informing the design of a virtual environment to support learning in children

Domain-Specific Design of 3D Interaction Techniques: An Approach for Designing Useful Virtual Environment Applications

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