Making WAVES: On the design of architectures for low-end distributed virtual environments

3D multi-user virtual environments (MUVE) bring new opportunities to foreign language teaching and learning as a platform for teaching practices. Due to immersive and interactive nature of 3D MUVE, these tools have gained popularity in the field of foreign language learning and teaching. The power of virtual learning environments lies in creating immersive 3-D spaces that give users a sense of learning by doing. Moreover, the environment is interactive and is much the same as real world interaction. MUVE provides strong support for synchronous collaborations, interactions, and immersive environments for experiential and constructivist learning settings. Some key features of the virtual worlds comprise the ability to construct 3D environments that simulate real world situations, as well as the ability to have a virtual identity to create a cross-cultural self and the ability to have participants from around the world acting virtually in designated roles that convey new types of learning within this environment.

A framework for multi-user distributed virtual environments (VEs) is proposed. The proposed framework, incorporating the functional and the interconnection models, attempts to represent common functionality communication issues, and requirements found in distributed multi-user VEs. The functional model concentrates in the distributed VE functionality, while the interconnection model concentrates in how the components are interconnected to realize the required functionality. The models have been specified using the unified modeling language. A telerobotics application case study, implemented based on distributed simulation and virtual reality standards, demonstrates the applicability and generality of this approach.

Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care.

Some members of the so-called virtual world deny that technology such as the virtual environment (VE) is value-laden. But there are a variety of complex issues which arise in VE that make it necessary to think about ethics and values in VE applications. Using VE in therapy and psychotherapy research or diagnostics leads to several ethical concerns. VE can impoverish those aspects of life that are essential to social development, interpersonal relations, and emotional growth. This paper will focus on the concept called "virtual world," a question of metaphysics. After reviewing general ethical principles, ethics in applied sciences will be described. Ethical decision-making, code of conduct, and specific issues in VE will be discussed. The VE community is challenged to set guidelines around VE, and its ethics and values. A set of measurement tools around ethical codes and values in a virtual world ought to be discursively gained in this virtual world and in real society as a whole.

Do World of Warcraft (MMORPG) players experience less loneliness and social anxiety in online world (virtual environment) than in real world (offline)?

There is increased interest in, and accelerating technological development of, internet-based persistent three-dimensional (3D) virtual environments. The applications of these `virtual worlds' are growing in the fields of entertainment and information assimilation such as virtual real estate, brand building, and marketing. Such applications could, in time, lead to serious economic and business transformation. However, there is a lack of empirical work examining differences between virtual worlds and traditional virtual channels such as websites, and suggesting effective entry strategies for organizations that seek to leverage their presence in virtual worlds. This paper attempts to provide a starting point for such a discussion. Results from our qualitative and quantitative analysis indicate that there is a significant difference in perceptions of trust, product diagnosticity, informativeness, and product descriptions between websites and virtual worlds. Results also suggest that organizations need to employ a synergy strategy when marketing experience goods in virtual worlds.

This brief article reports on the use of virtual reality and its effectiveness on improving and maintaining learners' intrinsic motivation or interest. Research suggests that interest contributes to learning. Therefore a study of the impact of interests is essential to an understanding of intrinsic motivation. Since the virtual environment provides a sense of presence, it may be possible to create scenarios to stimulate the learners' curiosity and interest. Eighteen students, 11 males and 7 females, between 21 and 32 years old, served as subjects for the study. The experiment consisted of the physical world environment using wooden blocks, and the virtual world using virtual blocks. Both worlds used color and shape as variables. The two variables consisted of three shapes (sphere, pyramid, and cube), and three colors (red, green, and blue). In both worlds, the wooden blocks and virtual blocks had to be manipulated and arranged in nine different patterns. The first experiment started with a two-block pattern. At each step the difficulty was increased by increasing the number of blocks. The subject's score was based on a ten-point scale instrument administered at the end of each experiment. The scores ranged from very weak to very strong. The results were used to identify a significant difference between the subjects' performance in the virtual world and in physical world with respect to curiosity, interest, and sense of control. The interest level comparison indicated that for all subjects scores in the virtual world were always higher than the scores in the physical world. The sense of control level comparison indicated that in the beginning scores in the virtualworld were not always higher than the scores in the physical world. However, after orientation to navigation through the virtual environment, the mean score gradually rose. This research demonstrates that the virtual world is more useful than the physical world (with respect of color and shape) in increasing the memory span of the learner.

<div class="section abstract"><div class="htmlview paragraph">The current approach for new Advanced Driver Assistance System (ADAS) and Connected and Automated Driving (CAD) function development involves a significant amount of public road testing which is inefficient due to the number miles that need to be driven for rare and extreme events to take place, thereby being very costly also, and unsafe as the rest of the road users become involuntary test subjects. A new development, evaluation and demonstration method for safe, efficient, and repeatable development, demonstration and evaluation of ADAS and CAD functions called Vehicle-in-Virtual –Environment (VVE) was recently introduced as a solution to this problem. The vehicle is operated in a large, empty, and flat area during VVE while its localization and perception sensor data is fed from the virtual environment with other traffic and rare and extreme events being generated as needed. The virtual environment can be easily configured and modified to construct different testing scenarios on demand. This paper focuses on the VVE approach and introduces the coordinate transformations needed to sync pose (location and orientation) in the virtual and physical worlds and handling of localization and perception sensor data using the highly realistic 3D simulation model of a recent autonomous shuttle deployment site in Columbus, Ohio as the virtual world. As a further example that uses multiple actors, the use of VVE for Vehicle-to-VRU communication based Vulnerable Road User (VRU) safety is presented in the paper using VVE experiments and real pedestrian(s) in a safe and repeatable manner. VVE experiments are used to demonstrate the efficacy of the method.</div></div>

This paper reports the results of three studies, each of which investigated the sense of presence within virtual environments as a function of visual display parameters. These factors included the presence or absence of head tracking, the presence or absence of stereoscopic cues, and the geometric field of view used to create the visual image projected on the visual display. In each study, subjects navigated a virtual environment and completed a questionnaire designed to ascertain the level of presence experienced by the participant within the virtual world. Specifically, two aspects of presence were evaluated: (1) the sense of “being there” and (2) the fidelity of the interaction between the virtual environment participant and the virtual world. Not surprisingly, the results of the first and second study indicated that the reported level of presence was significantly higher when head tracking and stereoscopic cues were provided. The results from the third study showed that the geometric field of view used to design the visual display highly influenced the reported level of presence, with more presence associated with a 50 and 90° geometric field of view when compared to a narrower 10° geometric field of view. The results also indicated a significant positive correlation between the reported level of presence and the fidelity of the interaction between the virtual environment participant and the virtual world. Finally, it was shown that the survey questions evaluating several aspects of presence produced reliable responses across questions and studies, indicating that the questionnaire is a useful tool when evaluating presence in virtual environments.

SummaryThe execution of agent‐based simulations (ABSs) on hardware accelerator devices such as graphics processing units (GPUs) has been shown to offer great performance potentials. However, in heterogeneous hardware environments, it can become increasingly difficult to find viable partitions of the simulation and provide implementations for different hardware devices. To automate this process, we present OpenABLext, an extension to OpenABL, a model specification language for ABSs. By providing a device‐aware OpenCL backend, OpenABLext enables the co‐execution of ABS on heterogeneous hardware platforms consisting of central processing units, GPUs, and field programmable gate arrays (FPGAs). We present a novel online dispatching method that efficiently profiles partitions of the simulation during run‐time to optimize the hardware assignment while using the profiling results to advance the simulation itself. In addition, OpenABLext features automated conflict resolution based on user‐specified rules, supports graph‐based simulation spaces, and utilizes an efficient neighbor search algorithm. We show the improved performance of OpenABLext and demonstrate the potential of FPGAs in the context of ABS. We illustrate how co‐execution can be used to further lower execution times. OpenABLext can be seen as an enabler to tap the computing power of heterogeneous hardware platforms for ABS.

Distributed virtual environment (DVE) systems model and simulate the activities of thousands of entities interacting in a virtual world over a wide area network. These systems are composed of many servers each of which is responsible to manage multiple clients who want to participate in the virtual world .each server delivers the information updated from different clients, to other client in virtual world .Lui & Chan proposed a three step algorithm for balancing the workload among the servers of the DVE, However they didn't take into consideration objects affecting the calculation. This paper presents an object driven partitioning algorithm to improve the performance of distributed virtual environment.

BackgroundSince their inception, virtual patients have provided health care educators with a way to engage learners in an experience simulating the clinician’s environment without danger to learners and patients. This has led this learning modality to be accepted as an essential component of medical education. With the advent of the visually and audio-rich 3-dimensional multi-user virtual environment (MUVE), a new deployment platform has emerged for educational content. Immersive, highly interactive, multimedia-rich, MUVEs that seamlessly foster collaboration provide a new hotbed for the deployment of medical education content.ObjectiveThis work aims to assess the suitability of the Second Life MUVE as a virtual patient deployment platform for undergraduate dental education, and to explore the requirements and specifications needed to meaningfully repurpose Web-based virtual patients in MUVEs.MethodsThrough the scripting capabilities and available art assets in Second Life, we repurposed an existing Web-based periodontology virtual patient into Second Life. Through a series of point-and-click interactions and multiple-choice queries, the user experienced a specific periodontology case and was asked to provide the optimal responses for each of the challenges of the case. A focus group of 9 undergraduate dentistry students experienced both the Web-based and the Second Life version of this virtual patient. The group convened 3 times and discussed relevant issues such as the group’s computer literacy, the assessment of Second Life as a virtual patient deployment platform, and compared the Web-based and MUVE-deployed virtual patients.ResultsA comparison between the Web-based and the Second Life virtual patient revealed the inherent advantages of the more experiential and immersive Second Life virtual environment. However, several challenges for the successful repurposing of virtual patients from the Web to the MUVE were identified. The identified challenges for repurposing of Web virtual patients to the MUVE platform from the focus group study were (1) increased case complexity to facilitate the user’s gaming preconception in a MUVE, (2) necessity to decrease textual narration and provide the pertinent information in a more immersive sensory way, and (3) requirement to allow the user to actuate the solutions of problems instead of describing them through narration.ConclusionsFor a successful systematic repurposing effort of virtual patients to MUVEs such as Second Life, the best practices of experiential and immersive game design should be organically incorporated in the repurposing workflow (automated or not). These findings are pivotal in an era in which open educational content is transferred to and shared among users, learners, and educators of various open repositories/environments.

Pain and discomfort are perceptible during many medical procedures. In the past, drugs have been the conventional means to alleviate pain, but in many instances, medications by themselves do not provide optimal results. Current advances are being made to control pain by integrating both the science of pain medications and the science of the human mind. Various psychological techniques, including distraction by virtual reality environments and the playing of video games, are being employed to treat pain. In virtual reality environments, an image is provided for the patient in a realistic, immersive manner devoid of distractions. This technology allows users to interact at many levels with the virtual environment, using many of their senses, and encourages them to become immersed in the virtual world they are experiencing. When immersion is high, much of the user's attention is focused on the virtual environment, leaving little attention left to focus on other things, such as pain. In this way virtual reality provides an effective medium for reproducing and/or enhancing the distractive qualities of guided imagery for the majority of the population who cannot visualize successfully.

To facilitate the development of a new generation of Virtual Reality systems and their introduction in everyday life applications, new intuitive, immersive methods of interfacing have to be developed. Over the years, Electromyography (EMG) based interfaces have been utilized for unobtrusive interaction with computer systems. However, previous EMG studies have not explored the continuous decoding of the effects of human motion (e.g., manipulated object behavior) in simulated and virtual environments. In this work, we present an EMG based learning framework that can allow for an immersive interaction with Virtual Reality environments. To do that, EMG activations from the muscles of the forearm and the hand were acquired during the execution of object manipulation tasks in a virtual world along with the motion of the object. The virtual world was visualized using an HTC Vive VR headset, while the hand motions were tracked with a dataglove equipped with magnetic motion capture sensors. The object motion decoding was formulated as a regression problem using the Random Forests methodology. The study shows that the object motion can be successfully decoded using the EMG activations, despite the lack of haptic feedback.

For the last few decades, there was tremendous interest in harnessing 3D virtual environments for education and training. Multi-user game-like environments make use of non-player characters and quest activities in tutoring and training. This approach incorporates successful active learning and incremental progress. This article presents issues encountered while adapting the multi-user online game genre for educational virtual environments. In this endeavour, non-player characters play a central role in organising and delivering educational content. Educational virtual environments call for additional kinds of extension beyond generic user content creation as delivered in some virtual worlds like Second Life. Support for these environments will emphasise the creation of new activities. A set of libraries and techniques named portable non-player character tutors and quests reduces the effort needed to develop and integrate educational non-player characters. These non-player characters are introduced in CVE, a platform for rapidly developing educational virtual environments. The portable non-player character tutors and quests framework enables formatted web-based exercises, quizzes, and educational content to be incorporated into virtual worlds, reducing the effort needed to create new content. The framework presented in this article introduces initial non-player characters that support educational quest activities to the 3D environments users.