EvaSurf: Efficient View-Aware Implicit Textured Surface Reconstruction.

Computer vision (CV) is widely expected to be the next big thing in mobile computing. The availability of a camera and a large number of sensors in mobile devices will enable CV applications that understand the environment and enhance people's lives through augmented reality. One of the problems yet to solve is how to transfer demanding state-of-the-art CV algorithms —designed to run on powerful desktop computers with several GPUs— onto energy-efficient, but slow, processors and GPUs found in mobile devices. To accommodate to the lack of performance, current CV applications for mobile devices are simpler versions of more complex algorithms, which generally run slowly and unreliably and provide a poor user experience. In this paper, we investigate ways to speed up demanding CV applications to run faster on mobile devices. We selected KinectFusion (KF) as a representative CV application. The KF application constructs a 3D model from the images captured by a Kinect. After porting it to an ARM platform, we applied several optimisation and parallelisation techniques using OpenCL to exploit all the available computing resources. We evaluated the impact on performance and power and demonstrate a 4× speedup with just a 1.38× power increase. We also evaluated the performance portability of our optimisations by running on a different platform, and assessed similar improvements despite the different multi-core configuration and memory system. By measuring processor temperature, we found overheating to be the main limiting factor for running such high-performance codes on a mobile device not designed for full continuous utilisation.

The study examined smart learning environments as a pathway to quality university education in Nigeria. The population of the study comprised all lecturers in the four government-owned universities in Bayelsa State. However, the researchers were unable to determine the precise number of lecturers at the time of this investigation due to data collection constraints. Based on the advice of Fox et al. (2007) and Meyer (1979), the researchers chose to adapt 384 samples from a population with an unconstrained range. The data used were collected through an online questionnaire; however, 296 lecturers responded by filling out the questionnaire. The findings reveal that smart learning tools such as projectors, internet facilities, computer-based test, mobile learning devices are readily available, while smart boards, video conferencing tools, digital cameras, and LMS are moderately available. On the contrary, virtual and augmented reality, smart classrooms, and gamification are not widely available, and the majority of the respondents are not familiar with them. There is an increased utilization of internet facilities, computer-based text, projectors, and mobile devices in the teaching processes, while other technologies such as LMS, smart boards, video conferencing tools, as well as virtual and augmented reality, gamification, and smart classes, are still emerging technologies. Lecturers have a positive perception of the utilization of smart learning technologies, noting that lack of adequate funds, lack of adequate electricity supply, and poor internet facilities were some of the major challenges in the utilization of SLE. Based on the findings, the researchers recommended, among others, that the universities should focus on improving the infrastructure, particularly reliable electricity supply and internet connectivity, and increase funding for the development of new smart learning systems, such as virtual reality, gamification, smart classrooms, etc.

Problem and goal. The article describes the processes of development of methods of teaching computer science in the organization of extracurricular activities, which contributes to the effectiveness of teaching computer science through the use of games and game forms of organization of extracurricular activities. The aim was to identify the features of the development of an interactive computer game, which is characterized in that it combines all the topics of the course of computer science grades 5-8 and allows to use the tools of an interactive whiteboard, combining them into a single system (grouping objects, working with layers, etc.), and also provides the ability to play using mobile devices, both in the classroom and remotely. This allowed us to take into account the peculiarities of the method of using interactive games in the process of teaching informatics in the conditions of extracurricular activities of students in grades 5-8 and to assess the effectiveness of training, increase motivation and consolidation of students’ knowledge in informatics and increase interest in the subject “Informatics”. Methodology. The development of a specially designed interactive game in the process of teaching informatics in the conditions of extracurricular activities of students in grades 5-8 is carried out by analyzing the possibility of didactic features of extracurricular activities in informatics of schoolchildren in grades 5-8, studying the psychological and pedagogical aspects of teaching students in the conditions of extracurricular activities in informatics using interactive games, observation, organization and conduct of pedagogical experiment and analysis of its results. Results. The possibilities and role of interactive game in the process of teaching informatics in the conditions of extracurricular activities of schoolchildren are revealed. This theoretical justification for the use of interactive games as a tool for development of extracurricular activities in informatics for school students grades 5-8. On the basis of the obtained data, an interactive computer game was developed, introduced and tested as a means of developing extracurricular activities in computer science, the contents of interactive game tasks were selected and systematized, the effectiveness of the method of using interactive games in extracurricular activities in computer science was tested. Conclusion. The results allowed us to conclude that the effectiveness of the game is entirely determined by the extent to which it is implemented educational goals due to the state standard of secondary education in computer science and information and communication technologies. Creation and application of interactive games in extracurricular activities on informatics of pupils of 5-8 classes should take into account general didactic principles (scientific character, availability, systematicity, visibility, continuity, etc.), as well as specific didactic principles due to the use of the advantages of interactive whiteboard - adaptability and interactivity of learning, the implementation of computer visualization capabilities, the development of intellectual potential of students.

Intelligent mobile image sensing powered by deep learning analyzes images captured by cameras from mobile devices, such as smartphones or smartwatches. It supports numerous mobile applications, such as image classification, face recognition, and camera scene detection. Unfortunately, mobile devices often lack the resources necessary for deep learning, leading to increased inference latency and rapid battery consumption. Moreover, the inference accuracy may decline over time due to potential data drift. To address these issues, we introduce a new cost-efficient framework, called Corun, designed to simultaneously handle multiple inference queries and continual model retraining/fine-tuning of a pre-trained model on a single commodity GPU in an edge server to significantly improve the inference throughput, upholding the inference accuracy. The scheduling method of Corun undertakes offline profiling to find the maximum number of concurrent inferences that can be executed along with a retraining job on a single GPU without incurring an out-of-memory error or significantly increasing the latency. Our evaluation verifies the cost-effectiveness of Corun. The inference throughput provided by Corun scales with the number of concurrent inference queries. However, the latency of inference queries and the length of a retraining epoch increase at substantially lower rates. By concurrently processing multiple inference and retraining tasks on one GPU instead of using a separate GPU for each task, Corun could reduce the number of GPUs and cost required to deploy mobile image sensing applications based on deep learning at the edge.

This dissertation explores the potential of a virtual reality serious game to help people understand the complexity of a nature-based attraction, and leverage this to cultivate a connectedness to the ecosystem, working towards increasing pro-environmental behaviour. Specifically, this research examines what design considerations are necessary in working towards these goals. To this end, the opportunities in the tourism space for serious games and virtual reality were investigated through a site visit and subsequent pilot application. The opportunities were used to create a set of objectives for a virtual reality serious game artefact. Through several iterations the artefact was developed and modified, and was used to analyse the design considerations relevant to building a videogame around a nature-based tourism attraction. Further to this, design considerations around influencing a player’s connectedness to the attraction were investigated. Iterations One and Two were developed as part of Associate Professor Alexandra Coghlan’s project on VR games and reef conservation through tourism. The final iteration formed part of this dissertation. Utilising a Design Science methodology, the artefact was developed through a series of iterative activities. The Design, Play, Experience (DPE) Framework, a serious game specific extension of the Mechanics-Dynamics-Aesthetics (MDA) Framework, is used to guide the development and evaluation process. While design considerations for creating serious games exists in literature, theory has neglected those specific to nature-based attractions and those around creating a connection between real-world attractions and players. Through the iterative process, a virtual reality serious game is created around the Great Barrier Reef, the chosen nature-based tourism attraction context for the work. Involvement in the project during the Pilot, Iteration One and Iteration Two was as a paid employee for Associate Professor Alexandra Coghlan. Through the first two iterations of design science, the work identifies a series of design considerations for creating virtual reality serious games about nature-based tourism attractions for visitors. From a gameplay perspective, designers can look to engage players with non-typical elements of the attraction, while using both completely player-controlled and completely simulated events and actions from the attraction to show the attraction’s complexity. Towards teaching visitors about the attraction, designers shouldn’t focus on accuracy but interpretation when representing the environment and allow the player to conduct detrimental activities so they can see the consequences of those actions. Designers can utilize virtual reality to showcase unique perspectives, both from a literal vantage point in the attraction, and to help embody the player as the attraction. Finally, designers can create a visual language that separates the videogame components and the simulated real-world components to ensure visitors know how to interpret various elements. Through the final iteration of design science, the work identifies several more design considerations pertaining specifically to creating a sense of connectedness between the visitor and the tourism attraction. Designers should highlight knowledge about the attraction that pertains to its struggles or threats not necessarily to for visitors to remember, but to create emotional moments. Designers should find ways to evoke different emotions from a typical visit to the attraction or find ways to evoke similar emotions towards different elements of the attraction. Designers can consider the emotional journey the visitor goes on while playing the videogame and make clear connections to the real-world attraction through various stages of their journey. Designers can highlight actions that mimic pro-environmental behaviour in the videogame to help visitors continue those actions in the real-world. The findings seek to better enable videogame creators and designers to create systems around complex ecosystems, towards encouraging pro-environmental behaviour in players. The significance of this dissertation is that it gives videogame designers new lenses to look at their designs through, to better capture the complexity of an ecosystem into a simplified, interactive and educational videogame, while ensuring their videogame brings people closer emotionally to the attraction.

Pain management in children often is inadequate, and the single most common painful procedure in children who are hospitalized is needle procedures. Virtual reality (VR) is a promising and engaging intervention that may help to decrease anxiety and pain in children undergoing painful procedures. Our aim for this study is to investigate patient satisfaction and pain reduction by using a three-dimensional VR interactive game as a distraction. In this randomized clinical trial, we enrolled 64 children aged 7 to 16 years who were scheduled for venous cannulation. Patients assigned to the control group were adherent to our standard of care, including topical numbing cream, positioning, and distraction by a specialized pain nurse. In the study group, children were adherent to the standard of care and were distracted by an interactive VR game. Primary outcomes were patient satisfaction and the procedural pain assessed by using a visual analog score; secondary outcomes were the procedural time and any adverse events. We found a high level of patient satisfaction with using the VR custom-made three-dimensional interactive game. All children (28 of 28 [100%]) in the VR group answered that they would prefer VR as a distraction for a later procedure, a borderline significant result compared with that of the control group (26 of 31 [84.9%]). No significant difference was found in pain scores and procedural times between the 2 groups. The number of adverse effects was low, with no significant difference between the 2 groups. We found no difference in pain scores but higher satisfaction when using VR versus standard care as part of a multimodal approach for management of procedural pain in children.

Background Vestibular rehabilitation therapy is a safe, effective and non-invasive treatment for the uncompensated peripheral vestibular lesions. Virtual reality can be utilized in vestibular rehabilitation. There are no standardized guidelines settled in the literature involving virtual reality settings for the treatment of the peripheral vestibular lesions. Aim of the Work To study the efficacy of virtual reality (VR) interventions in vestibular rehabilitation in patients with peripheral vestibular disorders. Methods The following databases were examined: PubMed, Google scholar andEmbase. The following search terms were utilized: (Virtual reality – video games – Vestibular rehabilitation – peripheral vestibular dysfunction). Results Based on the inclusion and exclusion criteria, four studies were selected for inclusion in this study. Statistical analysis was done using outcome measures as Dizziness Handicap Inventory (DHI) and Activities-specific Balance Confidence questionnaire (ABC). This study found that virtual reality interventions can improve balance function in patients with peripheral vestibular disorders. Conclusions This study suggests that virtual reality has potential clinical benefit for vestibular rehabilitation in peripheral vestibular dysfunction compared with conventional vestibular rehabilitation.

Mobile devices and mobile computing play an important role in the day to day life of people. Nowadays mobile devices are capable of doing very complex applications. But because of the resource scarcity of mobile devices, the compute intensive applications, like computer vision applications, are still found to be very difficult to execute on mobile devices. As a solution cyber foraging, where mobile devices offload either computation or data or both to a device within their network, can be applied. This paper explains our work in which we have successfully implemented a principal component analysis(PCA) based face recognition using VMBased cloudlet. In the face detection phase we are using a skin color based approach to extract the face region by which the accuracy and speed of the application is found to be increased.

In this paper we present a system that uses the human ability to control a video game on a mobile device using electroencephalographic (EEG) Mu rhythms. The signals were obtained using a specially designed electrode cap and equipment, and sent through a Bluetooth connection to a PC that processes it in real time. The signal was then mapped onto two control signals and sent through wireless connection to a mobile gaming device BreakOut. We have also investigated the human's ability to play the video game by manipulating neuronal motor cortex activity in the presence of a visual feedback environment. The participants played the video game by using their thoughts only with up to 80% accuracy over controlling the target.

Advances in robotics have led to breakthroughs in several areas, including the development of humanoid robots. There are now several different models of humanoid robots available, but operating them remains a difficult challenge. Current operator control interfaces for humanoid robots often require very experienced operators and significant amounts of time for planning. A large amount of the planning and cognitive load is attributable to the operator attempting to gain adequate three-dimensional (3D) situation awareness and task awareness while viewing an interface on a flat, two-dimensional (2D) screen. Virtual reality (VR) has enormous potential to provide benefits to allow the operator to quickly and accurately understand the state of a robot in a scanned 3D environment and to issue accurate commands with less cognitive load. In the gaming sphere, VR headsets remain a new and promising interface for playing video games. In some cases, existing video games are being ported over to VR and, in others, brand new games are being designed with VR in mind. Control schemes and best practices for VR are emerging within the video game industry. This paper aims to leverage their lessons learned and to apply them to the teleoperation of humanoid robots.

Video games are popular as entertainment tools. Yet, they can also be used as tools for other activities, including relaxation and meditation. Virtual reality (VR) games have enhanced player experiences thanks to immersive applications, such as VR cinema, virtual browsing, and virtual spaces that can be used as an extension of the physical area. Among those applications, VR shows promise for relaxing and therapeutic applications. However, most of these applications position users in a passive interaction with their environment. This project explores if relaxation and mindfulness in VR can be achieved through active player engagement, where users directly control their character and provide input. Two versions of a relaxing video game were made: (1) a PC version where the player flies and explores natural landscapes in-game on a classical PC gaming setup (i.e., a monitor display, keyboard, and gamepad); (2) a VR version, where the game is played via head-mounted display (HMD), specifically the Oculus Quest. I used a brain-computer interface (BCI), specifically the "Emotiv Insight" Electroencephalography (EEG) headband, to record participants' brainwave activities while playing the game. Based on the results of my study, I found a statistically significant difference on both theta and alpha brainwave frequencies (i.e., the brainwaves that express relaxation and engagement) between the PC and VR versions of the game. Furthermore, I collected qualitative impressions of both the PC and VR games, where participants reported their subjective levels of relaxation after each version. The results of the survey show that participants experienced enhanced relaxations states in VR compared to PC. This thesis contributes empirical evidence that VR games can be used to further enhance relaxation states in players and show promise for applications in mindfulness and meditation through active player engagement.--Author's abstract

Learning anatomy by virtual reality and augmented reality. A scope review

Virtual reality (VR) has become an alternative medium for entertainment purposes, ranging from watching a movie to playing video games. Given the increasing use of VR for video gaming, the current study investigated whether VR gaming might affect the video gaming user experience (UX). We compared three different gaming platforms, namely desktop computer, Oculus Rift, and HTC Vive, in terms of gaming UX satisfaction. A total of 48 participants were randomly assigned to one of the three gaming platforms. Participants played a first-person shooter video game for ten minutes and provided game UX satisfaction ratings. Results revealed no statistically significant differences across the three platforms in video game UX satisfaction levels. Participants, however, rated desktop gaming as significantly more usable, when compared to the two VR conditions. In addition, sense of presence was a strong predictor of game UX satisfaction. Taken together, these results indicate that VR gaming may not always be a better alternative to traditional desktop gaming in terms of video game UX satisfaction, while at the same time providing further support for the putative role sense of presence plays in game satisfaction.

Since the advent of the Internet, educators have realised its potential as a medium for teaching. The term e-learning has been introduced to describe this Internet-based education. Although e-learning applications are popular, much research is now underway to improve the features they provide. For example, the addition of synchronous communication methods and multimedia is being studied. With the introduction of wireless networks, mobile devices are also being investigated as a medium to present learning content. Currently, the use of 3-dimensional (3D) graphics is being explored for creating virtual learning environments online. Virtual reality (VR) is already being used in multiple disciplines for teaching various tasks. This chapter focuses on describing some VR systems, and also discusses the current state of e-learning on mobile devices. We also present the VR learning environment that we have developed, incorporating many of the techniques mentioned above for both desktop and mobile devices.

Convergence is a term that has been gaining increasing attention across the globe. Conceptually situated between technological and socio-cultural domains – as has been intensely debated between the technological and social determinists since the birth of computer mediated communication (CMC) – mobile culture is no exception. It is powered by inter-operable and multi-functional mobile telecommunication technologies, which are also becoming increasingly high functional especially via fixed-mobile convergence, interconnecting fixed and wireless broadband networks. Wide diffusion and convergence of digital communication technologies – wired and wireless – in recent years have resulted in the emergence of two key paradigmatic convergences: between technology and sociality, and between productivity and play. I will first elucidate these convergences; I will then discuss cultural characteristics of specific East Asian cultures, focusing on South Korea, China, and Japan.