VirtualDive - a VR-based educational virtual environment

Popovici, Dorin-Mircea; Querrec, Ronan; Harrouet, Fabrice; Gal, Christophe Le; Serbanati, Luca-Dan; Morvan, Sylvain

doi:10.1109/synasc.2005.79

Cited by 4 publications

(5 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Among these studies, “Artificial Fishes” [12, 13] aim to increase the presence of virtual underwater simulations by realistically expressing objects' movements or actions in virtual underwater environments using AI. The “Virtual Oceanarium” [9] and “VirtualDive” [14] projects involve autonomous objects in virtual underwater environments that can react to users' actions. This allows users to observe situations similar to real underwater ecologies and then explore them by making contact with virtual fish via simple actions or special interaction devices.…”

Section: Related Researchmentioning

confidence: 99%

Design and Assessment of a Virtual Underwater Multisensory Effects Reproducing Simulation System

Kim

Youn

Ji³

et al. 2014

International Journal of Distributed Sensor Networks

View full text Add to dashboard Cite

With current developments in virtual reality technology and advances in the marine industry, various virtual underwater simulation systems that help users to indirectly experience the marine environment via a variety of virtual contents are being developed. In general, underwater simulation systems that use virtual reality developed using three-dimensional graphics technology. Therefore, they are limited in terms of their ability to imbue users with a sense of immersion and presence. In addition, the expansion of the sensory range, with which users can actually experience various underwater environmental phenomena while they are in underwater simulations, is still insufficient. This paper proposes an immersive multisensory effect reproduction system that provides an improved sense of underwater reality for users. The results of comparative user evaluation tests conducted regarding the sense of reality imbued with our proposed system indicate that its sensory presence effect is superior to that of conventional systems.

show abstract

Section: Related Researchmentioning

confidence: 99%

Design and Assessment of a Virtual Underwater Multisensory Effects Reproducing Simulation System

Kim

Youn

Ji³

et al. 2014

International Journal of Distributed Sensor Networks

View full text Add to dashboard Cite

show abstract

“…In the following, a virtual entity, briefly called entity, is the set of all informational shapes, as introduced in Popovici, Serbanati and Harrouet (2003), which complete its meaning (Figure 10). By using various criteria, we can structure the set of entities within the virtual environment.…”

Section: Virtual Environment's Architecturementioning

confidence: 99%

“…The interactions between agents are of cause-effect type: any change of the agent's state represents a possible cause and may be followed by a stimulus emission. In our approach, the stimulus contains information regarding the agent state (Popovici, Serbanati & Gerval, 2003). All the agent's actions are followed by stimuli emissions.…”

Section: Agent's Architecturementioning

confidence: 99%

Educative Distributed Virtual Environments for Children

Poppvici

Gerval

Chevaillier

et al. 2004

International Journal of Distance Education Technologies

View full text Add to dashboard Cite

This paper presents a distributed virtual reality environment for children called EVE-Environnements Virtuels pour Enfants. The virtual environment architecture is reactive agents based. The FCM-like dynamic action planning mechanism assures agent's adaptability to its environment changes. This virtual environment supports cooperation among members of a dispersed team engaged in a concurrent context. By the means of their avatars, special cases of agents, users are allowed to interact and to give decisions using cooperative mechanisms. A user-friendly interface enables teachers to create their own stories that fit with children's pedagogical requirements and generate new virtual environments according to the teacher's specifications. The implementation is based on DeepMatrix as environment server, VRML and Java as languages and Cortona VRML plug-in from ParallelGraphics. It is actually running on the Internet: http://eve.enib.fr

show abstract

“…A virtual environment (VE) has been defined as a computer-generated environment used to simulate the real environment (RE) (Gupta et al, 2008 ). The development of VEs have increased in the last years in different areas, such as security (Passos et al, 2016 ), health (Kalyvioti and Mikropoulos, 2014 ), education (Popovici et al, 2005 ), rehabilitation (Orihuela-Espina et al, 2013 ) and entertainment (Macedonia, 2000 ), among others. VEs have gained popularity for task training because they provide a relaxed, non-threatening environment that allow users to learn from their mistakes without irreversible consequences (Bertram et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

“…In using VEs for training, however, it is necessary to understand how the transfer occurs and what factors enable the mobilization of knowledge when a new knowledge is constructed by abstraction and the learner is confronted with variable situations. Many success cases have been reported of using VEs as training tools (Rouiller and Goldstein, 1993 ; Webber et al, 2001 ; Popovici et al, 2005 ; Yang et al, 2007 ; Kiper et al, 2014 ), yet some studies were unable to show any transfer (Bossard et al, 2008 ; Khan et al, 2015 ). This previous evidence supports the fact that the transfer of knowledge from VE to RE is possible, but, there are unresolved issues.…”

Section: Introductionmentioning

confidence: 99%

Effect of the level of task abstraction on the transfer of knowledge from virtual environments in cognitive and motor tasks

Hernández-Castañón

Castillo-Ávila

Reyes-Meza

et al. 2023

Front. Behav. Neurosci.

View full text Add to dashboard Cite

IntroductionVirtual environments are increasingly being used for training. It is not fully understood what elements of virtual environments have the most impact and how the virtual training is integrated by the brain on the sought-after skill transference to the real environment. In virtual training, we analyzed how the task level of abstraction modulates the brain activity and the subsequent ability to execute it in the real environment and how this learning generalizes to other tasks. The training of a task under a low level of abstraction should lead to a higher transfer of skills in similar tasks, but the generalization of learning would be compromised, whereas a higher level of abstraction facilitates generalization of learning to different tasks but compromising specific effectiveness.MethodsA total of 25 participants were trained and subsequently evaluated on a cognitive and a motor task following four training regimes, considering real vs. virtual training and low vs. high task abstraction. Performance scores, cognitive load, and electroencephalography signals were recorded. Transfer of knowledge was assessed by comparing performance scores in the virtual vs. real environment.ResultsThe performance to transfer the trained skills showed higher scores in the same task under low abstraction, but the ability to generalize the trained skills was manifested by higher scores under high level of abstraction in agreement with our hypothesis. Spatiotemporal analysis of the electroencephalography revealed higher initial demands of brain resources which decreased as skills were acquired.DiscussionOur results suggest that task abstraction during virtual training influences how skills are assimilated at the brain level and modulates its manifestation at the behavioral level. We expect this research to provide supporting evidence to improve the design of virtual training tasks.

show abstract

VirtualDive - a VR-based educational virtual environment

Cited by 4 publications

References 13 publications

Design and Assessment of a Virtual Underwater Multisensory Effects Reproducing Simulation System

Design and Assessment of a Virtual Underwater Multisensory Effects Reproducing Simulation System

Educative Distributed Virtual Environments for Children

Effect of the level of task abstraction on the transfer of knowledge from virtual environments in cognitive and motor tasks

Contact Info

Product

Resources

About