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Rendering techniques for design evaluation and review or for visualizing large volume data often use computationally expensive ray-based methods. Due to the number of pixels and the amount of data, these methods often do not achieve interactive frame rates. A view direction based rendering technique renders the users central field of view in high quality whereas the surrounding is rendered with a level of detail approach depending on the distance to the users central field of view thus giving the opportunity to increase rendering efficiency. We propose a prototype implementation and evaluation of a focus-based rendering technique based on a hybrid ray tracing/sparse voxel octree rendering approach.
In contrast to projection-based systems, large, high resolution multi-display systems offer a high pixel density on a large visualization area. This enables users to step up to the displays and see a small but highly detailed area. If the users move back a few steps they don't perceive details at pixel level but will instead get an overview of the whole visualization. Rendering techniques for design evaluation and review or for visualizing large volume data (e.g. Big Data applications) often use computationally expensive ray-based methods. Due to the number of pixels and the amount of data, these methods often do not achieve interactive frame rates.
A view direction based (VDB) rendering technique renders the user's central field of view in high quality whereas the surrounding is rendered with a level-of-detail approach depending on the distance to the user's central field of view. This approach mimics the physiology of the human eye and conserves the advantage of highly detailed information when standing close to the multi-display system as well as the general overview of the whole scene. In this paper we propose a prototype implementation and evaluation of a focus-based rendering technique based on a hybrid ray tracing/sparse voxel octree rendering approach.
The latest advances in the field of smart card technologies allow modern cards to be more than just simple security tokens. Recent developments facilitate the use of interactive components like buttons, displays or even touch-sensors within the cards body thus conquering whole new areas of application. With interactive functionalities the usability aspect becomes the most important one for designing secure and popularly accepted products. Unfortunately the usability can only be tested fully with completely integrated hence expensive smart card prototypes. This restricts application specific research, case studies of new smart card user interfaces, concerning applications and the performance of useability tests in smart card development. Rapid development and simulation of smart card interfaces and applications can help to avoid this restriction. This paper presents SCUIDtextsuperscript{Sim} a tool for rapid user-centric development of new smart card interfaces and applications based on common smartphone technology.
The RoCKIn@Home Challenge
(2014)
We explore the potential of stereoscopic 3D (S3D) vision in offering distinct gameplay using an S3D-specific game called Deepress3D. Our game utilizes established S3D design principles for optimizing GUI design, visual comfort and game mechanics which rely on depth perception in time-pressured spatial conflicts. The game collects detailed S3D player metrics and allows players to choose between different, evenly matched strategies. We conducted a between subjects study comparing S3D and monoscopic versions of Deepress3D that examined player behavior and performance and measured user-reported data on presence, simulator sickness, and game experience.
A cost-efficient alternative to outside-in tracking systems for pointing interaction with large displays is to equip the pointing device with a camera, whose images are matched to display content. This work presents the Dynamic Marker Camera Tracking (DMCT) framework for display-based camera tracking. It accounts for typical display characteristics and uses dynamic on-screen markers overlaid to the display content that follow the camera. An example marker implementation and a tracking recovery method are presented. DMCT can measure pointing locations with sub-millimeter precision in large tracking volumes and computes 6-DoF camera poses for 3D interaction. 60 Hz update rate and 24 ms latency were achieved. DMCT's main limitation is the visible marker interfering with display content. In pointing effciency, the prototype is comparable to an OptiTrack system.
After an introduction, we discuss the conflicts that occurred in a highly experimental course setting, in which we implemented a student-centered course in urban higher education with a constructivist, blended-learning design. We analyse to which extent the cultural country profiles from our Learning Culture Survey suffice to prevent intercultural conflicts in education and provide support for the design of respective interventions.
Many e-Learning-basedoffers, such as international programs and MOOCs have long since overcome the concept of national education and are designed to attract learners distributed throughout the world. In order to cope with the differences between learners, related offers often include opportunities to support the particular learning styles and learning pace beyond the advantages, which the technology itself naturally provides. Examples arethe individual configuration of the learning platformand display of contents and the provision of stylistically diverse and supplementary learning material. Such measures are relatively easy to implement andonce established, do not generate further expenses. Just, is it appropriate to lay the full responsibility for designing a comfortable (and supportive) learning environment into the hands of the learners and do they get along with such a responsibility? We asked university students from three continents regarding their expectations towards instructor-support and found major differences.
Culture, at least to some extent, is related to particular (individual and collective) experiences. In terms of education, this means that a learner, who experienced particular services in his/her past, might perceive such services as usual for educational culture and thus, expect them to be delivered in any kind of learning scenario. In German universities, education is meant to be a full-time job and usually is designed to provide a broad basis of theoretical and methodological knowledge. Achieving methodological competences is a core goal of German academic education: Once a student leaves the university, he/she is expected to decide about appropriate methods for any kind of problem (in the field of study and beyond) and how to modify the known methods in case of need. In contrast, in professional training, the learners have to study in extra-occupational situations (time is a serious issue) and might expect training that pointedly prepares them for very specific tasks. We assumed that scenarios of professional training have their own educational cultures. When designing learning contents and learning scenarios for professional training, it might be essential for the learning success to meet the learners’ expectations and contextual peculiarities.
We found remarkable differences between the results of the investigated enterprises, but even more significant diversity between the results of the German enterprises and the priory investigated German universities. As a general conclusion we can assume that generalizing research results that were solely achieved from national university students might lead to an inappropriate design of learning scenarios for particular professional contexts. Professional training for a particular enterprise should be developed according to its specific educational culture.