View All Items
(1 - 2 of 2)
- Title
- SUPPORTING REAL-TIME PDA INTERACTION WITH VIRTUAL ENVIRONMENT.
- Creator
-
Shah, Radhey, Chatterjee, Mainak, University of Central Florida
- Abstract / Description
-
Personal Digital Assistants (PDAs) are becoming more and more powerful with advances in technology and are expanding their applications in a variety of fields. This work explores the use of PDAs in Virtual Environments (VE). The goal is to support highly interactive bi-directional user interactions in Virtual Environments in more natural and less cumbersome ways. A proxy-based approach is adopted to support a wide-range of handheld devices and have a multi-PDA interaction with the virtual...
Show morePersonal Digital Assistants (PDAs) are becoming more and more powerful with advances in technology and are expanding their applications in a variety of fields. This work explores the use of PDAs in Virtual Environments (VE). The goal is to support highly interactive bi-directional user interactions in Virtual Environments in more natural and less cumbersome ways. A proxy-based approach is adopted to support a wide-range of handheld devices and have a multi-PDA interaction with the virtual world. The architecture consists of three components in the complete system, a PDA, a desktop that acts as a proxy and Virtual Environment Software Sandbox (VESS), software developed at the Institute for Simulation and Training (IST). The purpose of the architecture is to enable issuing text and voice commands from PDA to virtual entities in VESS through the proxy. The commands are a pre-defined set of simple words such as 'move forward', 'turn right', 'go', and 'stop'. These commands are matched at the proxy and sent to VESS as text in XML format. The response from VESS is received at the proxy and forwarded back to the PDA. Performance measures with respect to response time characteristics of text messages between PDA and proxy over Wi-Fi networks are conducted. The results are discussed with respect to the acceptable delays for human perception in order to have real-time interaction between a PDA and an avatar in virtual world.
Show less - Date Issued
- 2004
- Identifier
- CFE0000195, ucf:46158
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000195
- Title
- EDUCATIONAL HANDHELD VIDEO: EXAMINING SHOT COMPOSITION, GRAPHIC DESIGN, AND THEIR IMPACT ON LEARNING.
- Creator
-
Hutchens, Jason, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
Formal features of video such as shot composition and graphic design can weigh heavily on the success or failure of educational videos. Many studies have assessed the proper use of these techniques given the psychological expectations that viewers have for video programming (Hawkins et al., 2002; Kenny, 2002; Lang, Zhou, Schwardtz, Bolls, & Potter, 2000; McCain, Chilberg, & Wakshlag, 1977; McCain & Repensky, 1972; Miller, 2005; Morris, 1984; Roe, 1998; Schmitt, Anderson, & Collins, 1999;...
Show moreFormal features of video such as shot composition and graphic design can weigh heavily on the success or failure of educational videos. Many studies have assessed the proper use of these techniques given the psychological expectations that viewers have for video programming (Hawkins et al., 2002; Kenny, 2002; Lang, Zhou, Schwardtz, Bolls, & Potter, 2000; McCain, Chilberg, & Wakshlag, 1977; McCain & Repensky, 1972; Miller, 2005; Morris, 1984; Roe, 1998; Schmitt, Anderson, & Collins, 1999; Sherman & Etling, 1991; Tannenbaum & Fosdick, 1960; Wagner, 1953). This study examined formal features within the context of the newly emerging distribution method of viewing video productions on mobile handheld devices. Shot composition and graphic design were examined in the context of an educational video to measure whether or not they had any influence on user perceptions of learning and learning outcomes. The two formal features were modified for display on 24 inch screens and on 3.5 inch or smaller screens. Participants were shown one of the four modified treatments, then presented with a test to measure whether or not the modified formal features had any impact or influence on learning outcomes from a sample of 132 undergraduate college students. No significant differences were found to occur as a result of manipulation of formal features between the treatment groups.
Show less - Date Issued
- 2008
- Identifier
- CFE0002371, ucf:47797
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002371
