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Title: AUGMENTATION IN VISUAL REALITY (AVR).
Creator: Zhang, Yunjun, Hughes, Charles, University of Central Florida
Abstract / Description: Human eyes, as the organs for sensing light and processing visual information, enable us to see the real world. Though invaluable, they give us no way to ``edit'' the received visual stream or to ``switch'' to a different channel. The invention of motion pictures and computer technologies in the last century enables us to add an extra layer of modifications between the real world and our eyes. There are two major approaches to modifications that we consider here, offline...
Show moreHuman eyes, as the organs for sensing light and processing visual information, enable us to see the real world. Though invaluable, they give us no way to ``edit'' the received visual stream or to ``switch'' to a different channel. The invention of motion pictures and computer technologies in the last century enables us to add an extra layer of modifications between the real world and our eyes. There are two major approaches to modifications that we consider here, offline augmentation and online augmentation. The movie industry has pushed offline augmentation to an extreme level; audiences can experience visual surprises that they have never seen in their real lives, even though it may take a few months or years for the production of the special visual effects. On the other hand, online augmentation requires that modifications be performed in real time. This dissertation addresses problems in both offline and online augmentation. The first offline problem addressed here is the generation of plausible video sequences after removing relatively large objects from the original videos. In order to maintain temporal coherence among the frames, a motion layer segmentation method is applied. From this, a set of synthesized layers is generated by applying motion compensation and a region completion algorithm. Finally, a plausibly realistic new video, in which the selected object is removed, is rendered given the synthesized layers and the motion parameters. The second problem we address is to construct a blue screen key for video synthesis or blending for Mixed Reality (MR) applications. As a well researched area, blue screen keying extracts a range of colors, typically in the blue spectrum, from a captured video sequence to enable the compositing of multiple image sources. Under ideal conditions with uniform lighting and background color, a high quality key can be generated through commercial products, even in real time. However, A Mixed Realty application typically involves a head-mounted display (HMD) with poor camera quality. This in turn requires the keying algorithm to be robust in the presence of noise. We conduct a three stage keying algorithm to reduce the noise in the key output. First a standard blue screen keying algorithm is applied to the input to get a noisy key; second the image gradient information and the corresponding region are compared with the result in the first step to remove noise in the blue screen area; and finally a matting approach is applied on the boundary of the key to improve the key quality. Another offline problem we address in this dissertation is the acquisition of correct transformation between the different coordinate frames in a Mixed Reality (MR) application. Typically an MR system includes at least one tracking system. Therefore the 3D coordinate frames that need to be considered include the cameras, the tracker, the tracker system and a world. Accurately deriving the transformation between the head-mounted display camera and the affixed 6-DOF tracker is critical for mixed reality applications. This transformation brings the HMD cameras into the tracking coordinate frame, which in turn overlaps with a virtual coordinate frame to create a plausible mixed visual experience. We carry out a non-linear optimization method to recover the camera-tracker transformation with respect to the image reprojection error. For online applications, we address a problem to extend the luminance range in mixed reality environments. We achieve this by introducing Enhanced Dynamic Range Video, a technique based on differing brightness settings for each eye of a video see-through head mounted display (HMD). We first construct a Video-Driven Time-Stamped Ball Cloud (VDTSBC), which serves as a guideline and a means to store temporal color information for stereo image registration. With the assistance of the VDTSBC, we register each pair of stereo images, taking into account confounding issues of occlusion occurring within one eye but not the other. Finally, we apply luminance enhancement on the registered image pairs to generate an Enhanced Dynamic Range Video.
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Date Issued: 2007
Identifier: CFE0001757, ucf:47285
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001757

Title: TRAINING WAYFINDING: NATURAL MOVEMENT IN MIXED REALITY.
Creator: Savage, Ruthann, Gilson, Richard, University of Central Florida
Abstract / Description: The Army needs a distributed training environment that can be accessed whenever and wherever required for training and mission rehearsal. This paper describes an exploratory experiment designed to investigate the effectiveness of a prototype of such a system in training a navigation task. A wearable computer, acoustic tracking system, and see-through head mounted display (HMD) were used to wirelessly track users' head position and orientation while presenting a graphic representation of...
Show moreThe Army needs a distributed training environment that can be accessed whenever and wherever required for training and mission rehearsal. This paper describes an exploratory experiment designed to investigate the effectiveness of a prototype of such a system in training a navigation task. A wearable computer, acoustic tracking system, and see-through head mounted display (HMD) were used to wirelessly track users' head position and orientation while presenting a graphic representation of their virtual surroundings, through which the user walked using natural movement. As previous studies have shown that virtual environments can be used to train navigation, the ability to add natural movement to a type of virtual environment may enhance that training, based on the proprioceptive feedback gained by walking through the environment. Sixty participants were randomly assigned to one of three conditions: route drawing on printed floor plan, rehearsal in the actual facility, and rehearsal in a mixed reality (MR) environment. Participants, divided equally between male and female in each group, studied verbal directions of route, then performed three rehearsals of the route, with those in the map condition drawing it onto three separate printed floor plans, those in the practice condition walking through the actual facility, and participants in the MR condition walking through a three dimensional virtual environment, with landmarks, waypoints and virtual footprints. A scaling factor was used, with each step in the MR environment equal to three steps in the real environment, with the MR environment also broken into "tiles", like pages in an atlas, through which participant progressed, entering each tile in succession until they completed the entire route. Transfer of training testing that consisted of a timed traversal of the route through the actual facility showed a significant difference in route knowledge based on the total time to complete the route, and the number of errors committed while doing so, with "walkers" performing better than participants in the paper map or MR condition, although the effect was weak. Survey knowledge showed little difference among the three rehearsal conditions. Three standardized tests of spatial abilities did not correlate with route traversal time, or errors, or with 3 of the 4 orientation localization tasks. Within the MR rehearsal condition there was a clear performance improvement over the three rehearsal trials as measured by the time required to complete the route in the MR environment which was accepted as an indication that learning occurred. As measured using the Simulator Sickness Questionnaire, there were no incidents of simulator sickness in the MR environment. Rehearsal in the actual facility was the most effective training condition; however, it is often not an acceptable form of rehearsal given an inaccessible or hostile environment. Performance between participants in the other two conditions were indistinguishable, pointing toward continued experimentation that should include the combined effect of paper map rehearsal with mixed reality, especially as it is likely to be the more realistic case for mission rehearsal, since there is no indication that maps should be eliminated. To walk through the environment beforehand can enhance the Soldiers' understanding of their surroundings, as was evident through the comments from participants as they moved from MR to the actual space: "This looks like I was just here", and "There's that pole I kept having trouble with". Such comments lead one to believe that this is a tool to continue to explore and apply. While additional research on the scaling and tiling factors is likely warranted, to determine if the effect can be applied to other environments or tasks, it should be pointed out that this is not a new task for most adults who have interacted with maps, where a scaling factor of 1 to 15,000 is common in orienteering maps, and 1 to 25,000 in military maps. Rehearsal time spent in the MR condition varied widely, some of which could be blamed on an issue referred to as "avatar excursions", a system anomaly that should be addressed in future research. The proprioceptive feedback in MR was expected to positively impact performance scores. It is very likely that proprioceptive feedback is what led to the lack of simulator sickness among these participants. The design of the HMD may have aided in the minimal reported symptoms as it allowed participants some peripheral vision that provided orientation cues as to their body position and movement. Future research might include a direct comparison between this MR, and a virtual environment system through which users move by manipulating an input device such as a mouse or joystick, while physically remaining stationary. The exploration and confirmation of the training capabilities of MR as is an important step in the development and application of the system to the U.S. Army training mission. This experiment was designed to examine one potential training area in a small controlled environment, which can be used as the foundation for experimentation with more complex tasks such as wayfinding through an urban environment, and or in direct comparison to more established virtual environments to determine strengths, as well as areas for improvement, to make MR as an effective addition to the Army training mission.
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Date Issued: 2006
Identifier: CFE0001288, ucf:46917
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001288

Title: Mixed Reality Experiences in the M.Ed. Educational Leadership Program: Student Perceptions.
Creator: Buckridge, Hilary, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Olan, Elsie, Mitchell, Paul, University of Central Florida
Abstract / Description: The purpose of the study was to ascertain the perception of students in the M.Ed. in Educational Leadership program of mixed reality experiences using TeachLivE(TM) in preparation for the challenges of school leadership. Specifically, the study analyzed the use of mixed reality virtual practice with immediate coaching and feedback in the preparation of educational leadership masters' level students before they engaged in real time communications with parents and teachers. The study...
Show moreThe purpose of the study was to ascertain the perception of students in the M.Ed. in Educational Leadership program of mixed reality experiences using TeachLivE(TM) in preparation for the challenges of school leadership. Specifically, the study analyzed the use of mixed reality virtual practice with immediate coaching and feedback in the preparation of educational leadership masters' level students before they engaged in real time communications with parents and teachers. The study encapsulates the perceptions of the master's degree in educational leadership students through the following research questions: (a) To what extent, if any, do Educational Leadership M.Ed. students believe the TeachLivE(TM) parent conference and teacher post observation conference simulation experiences to be helpful in developing their communications skills with parents and teachers? (b) To what extent, if at all, do Educational Leadership M.Ed. students believe the TeachLivE(TM) coaching feedback was helpful in developing their communications skills with parents and teachers? (c) To what extent do student reflections of the TeachLivE(TM) experience indicate it is beneficial in increasing skill in communicating with parents and teachers immediately following the mixed reality simulation? (d) To what extent do Educational Leadership M.Ed. students perceive the TeachLivE(TM) experience to be beneficial in influencing leadership behaviors as they relate to communication with parents and teachers at the end of the second semester administrative internship?Students from the college of education in a large university participated in the study (N = 141). Results show a high-perceived value of the simulation experience and the coaching and feedback in the development of administrative conferencing and communication skills. Descriptive statistics used to answer the research questions show the highest mean for the perceived value of the coaching and feedback, close to (")strongly agree("), from parent conference participants (M = 4.86), followed by teacher conference participants (M = 4.76).Responses for the simulation being beneficial from parent conference participants were also high (M = 4.71), close to (")strongly agree(") and from the teacher conference participants between agree and (")strongly agree(") (4.59). The perceptions of the simulation being realistic practice were between (")agree(") and (")strongly agree(") with parent conference were (M = 4.63) and teacher conferences (M = 4.46).The participant perceptions for the simulation being helpful in building confidence in communication skills was between (")agree(") and (")strongly agree(") for the parent conference (M = 4.41) and close to (")agree(") for the teacher conference (M = 4.14).Participant responses at the conclusion of the internship in practice indicated high value of the mixed reality simulation with mean scores between (")agree(") and (")strongly agree("), in relation to the experience was beneficial to the development of speaking confidence when conferencing with parents (M = 3.57), and the coaching feedback was helpful (M = 3.56). Responses were consistent in rating between (")agree(") and (")strongly agree(") for program continuance immediately following the simulation (M = 4.62), and after the internship (M = 3.67).Recommendations of the study were to ensure that all students have access to the authentic practice model provided by the TeachLivETM mixed reality simulation lab through identified target courses. In addition, it was recommended that more practice opportunities are integrated into the program. These additional experience should include multiple opportunities within the same target courses, as well as investigate additional course work within the Educational Leadership M.Ed. program to integrated the mixed reality simulation to practice specific leadership skills. A final recommendation of this study was to provide opportunities for students to schedule additional practice time in the lab to improve personal professional practice. These recommendations will support the continued development of administrative communication skills of Educational Leadership M.Ed. students, through accurate, realistic and complex situational practice.
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Date Issued: 2016
Identifier: CFE0006081, ucf:50950
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006081

Title: Personalized Digital Body: Enhancing Body Ownership and Spatial Presence in Virtual Reality.
Creator: Jung, Sungchul, Hughes, Charles, Foroosh, Hassan, Wisniewski, Pamela, Bruder, Gerd, Sandor, Christian, University of Central Florida
Abstract / Description: person's sense of acceptance of a virtual body as his or her own is generally called virtual body ownership (VBOI). Having such a mental model of one's own body transferred to a virtual human surrogate is known to play a critical role in one's sense of presence in a virtual environment. Our focus in this dissertation is on top-down processing based on visual perception in both the visuomotor and the visuotactile domains, using visually personalized body cues. The visual cues we study here...
Show moreperson's sense of acceptance of a virtual body as his or her own is generally called virtual body ownership (VBOI). Having such a mental model of one's own body transferred to a virtual human surrogate is known to play a critical role in one's sense of presence in a virtual environment. Our focus in this dissertation is on top-down processing based on visual perception in both the visuomotor and the visuotactile domains, using visually personalized body cues. The visual cues we study here range from ones that we refer to as direct and others that we classify as indirect. Direct cues are associated with body parts that play a central role in the task we are performing. Such parts typically dominate a person's foveal view and will include one or both of their hands. Indirect body cues come from body parts that are normally seen in our peripheral view, e.g., legs and torso, and that are often observed through some mediation and are not directly associated with the current task.This dissertation studies how and to what degree direct and indirect cues affect a person's sense of VBOI for which they are receiving direct and, sometimes, inaccurate cues, and to investigate the relationship between enhanced virtual body ownership and task performance. Our experiments support the importance of a personalized representation, even for indirect cues. Additionally, we studied gradual versus instantaneous transition between one's own body and a virtual surrogate body, and between one's real-world environment and a virtual environment. We demonstrate that gradual transition has a significant influence on virtual body ownership and presence. In a follow-on study, we increase fidelity by using a personalized hand. Here, we demonstrate that a personalized hand significantly improves dominant visual illusions, resulting in more accurate perception of virtual object sizes.
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Date Issued: 2018
Identifier: CFE0007024, ucf:52033
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007024

Title: Mediated Physicality: Inducing Illusory Physicality of Virtual Humans via Their Interactions with Physical Objects.
Creator: Lee, Myungho, Welch, Gregory, Wisniewski, Pamela, Hughes, Charles, Bruder, Gerd, Wiegand, Rudolf, University of Central Florida
Abstract / Description: The term virtual human (VH) generally refers to a human-like entity comprised of computer graphics and/or physical body. In the associated research literature, a VH can be further classified as an avatar(-)a human-controlled VH, or an agent(-)a computer-controlled VH. Because of the resemblance with humans, people naturally distinguish them from non-human objects, and often treat them in ways similar to real humans. Sometimes people develop a sense of co-presence or social presence with the...
Show moreThe term virtual human (VH) generally refers to a human-like entity comprised of computer graphics and/or physical body. In the associated research literature, a VH can be further classified as an avatar(-)a human-controlled VH, or an agent(-)a computer-controlled VH. Because of the resemblance with humans, people naturally distinguish them from non-human objects, and often treat them in ways similar to real humans. Sometimes people develop a sense of co-presence or social presence with the VH(-)a phenomenon that is often exploited for training simulations where the VH assumes the role of a human. Prior research associated with VHs has primarily focused on the realism of various visual traits, e.g., appearance, shape, and gestures. However, our sense of the presence of other humans is also affected by other physical sensations conveyed through nearby space or physical objects. For example, we humans can perceive the presence of other individuals via the sound or tactile sensation of approaching footsteps, or by the presence of complementary or opposing forces when carrying a physical box with another person. In my research, I exploit the fact that these sensations, when correlated with events in the shared space, affect one's feeling of social/co-presence with another person. In this dissertation, I introduce novel methods for utilizing direct and indirect physical-virtual interactions with VHs to increase the sense of social/co-presence with the VHs(-)an approach I refer to as mediated physicality. I present results from controlled user studies, in various virtual environment settings, that support the idea that mediated physicality can increase a user's sense of social/co-presence with the VH, and/or induced realistic social behavior. I discuss relationships to prior research, possible explanations for my findings, and areas for future research.
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Date Issued: 2019
Identifier: CFE0007485, ucf:52687
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007485

Title: CONFORMAL TRACKING FOR VIRTUAL ENVIRONMENTS.
Creator: Davis, Jr., Larry Dennis, Rolland, Jannick P., University of Central Florida
Abstract / Description: A virtual environment is a set of surroundings that appears to exist to a user through sensory stimuli provided by a computer. By virtual environment, we mean to include environments supporting the full range from VR to pure reality. A necessity for virtual environments is knowledge of the location of objects in the environment. This is referred to as the tracking problem, which points to the need for accurate and precise tracking in virtual environments.Marker-based tracking is a technique...
Show moreA virtual environment is a set of surroundings that appears to exist to a user through sensory stimuli provided by a computer. By virtual environment, we mean to include environments supporting the full range from VR to pure reality. A necessity for virtual environments is knowledge of the location of objects in the environment. This is referred to as the tracking problem, which points to the need for accurate and precise tracking in virtual environments.Marker-based tracking is a technique which employs fiduciary marks to determine the pose of a tracked object. A collection of markers arranged in a rigid configuration is called a tracking probe. The performance of marker-based tracking systems depends upon the fidelity of the pose estimates provided by tracking probes.The realization that tracking performance is linked to probe performance necessitates investigation into the design of tracking probes for proponents of marker-based tracking. The challenges involved with probe design include prediction of the accuracy and precision of a tracking probe, the creation of arbitrarily-shaped tracking probes, and the assessment of the newly created probes.To address these issues, we present a pioneer framework for designing conformal tracking probes. Conformal in this work means to adapt to the shape of the tracked objects and to the environmental constraints. As part of the framework, the accuracy in position and orientation of a given probe may be predicted given the system noise. The framework is a methodology for designing tracking probes based upon performance goals and environmental constraints. After presenting the conformal tracking framework, the elements used for completing the steps of the framework are discussed. We start with the application of optimization methods for determining the probe geometry. Two overall methods for mapping markers on tracking probes are presented, the Intermediary Algorithm and the Viewpoints Algorithm.Next, we examine the method used for pose estimation and present a mathematical model of error propagation used for predicting probe performance in pose estimation. The model uses a first-order error propagation, perturbing the simulated marker locations with Gaussian noise. The marker locations with error are then traced through the pose estimation process and the effects of the noise are analyzed. Moreover, the effects of changing the probe size or the number of markers are discussed.Finally, the conformal tracking framework is validated experimentally. The assessment methods are divided into simulation and post-fabrication methods. Under simulation, we discuss testing of the performance of each probe design. Then, post-fabrication assessment is performed, including accuracy measurements in orientation and position. The framework is validated with four tracking probes. The first probe is a six-marker planar probe. The predicted accuracy of the probe was 0.06 deg and the measured accuracy was 0.083 plus/minus 0.015 deg. The second probe was a pair of concentric, planar tracking probes mounted together. The smaller probe had a predicted accuracy of 0.206 deg and a measured accuracy of 0.282 plus/minus 0.03 deg. The larger probe had a predicted accuracy of 0.039 deg and a measured accuracy of 0.017 plus/minus 0.02 deg. The third tracking probe was a semi-spherical head tracking probe. The predicted accuracy in orientation and position was 0.54 plus/minus 0.24 deg and 0.24 plus/minus 0.1 mm, respectively. The experimental accuracy in orientation and position was 0.60 plus/minus 0.03 deg and 0.225 plus/minus 0.05 mm, respectively. The last probe was an integrated, head-mounted display probe, created using the conformal design process. The predicted accuracy of this probe was 0.032 plus/minus 0.02 degrees in orientation and 0.14 plus/minus 0.08 mm in position. The measured accuracy of the probe was 0.028 plus/minus 0.01 degrees in orientation and 0.11 plus/minus 0.01 mm in position
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Date Issued: 2004
Identifier: CFE0000058, ucf:52856
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000058

Title: Towards Real-time Mixed Reality Matting in Natural Scenes.
Creator: Beato, Nicholas, Hughes, Charles, Foroosh, Hassan, Tappen, Marshall, Moshell, Jack, University of Central Florida
Abstract / Description: In Mixed Reality scenarios, background replacement is a common way to immerse a user in a synthetic environment. Properly identifying the background pixels in an image or video is a difficult problem known as matting. In constant color matting, research identifies and replaces a background that is a single color, known as the chroma key color. Unfortunately, the algorithms force a controlled physical environment and favor constant, uniform lighting. More generic approaches, such as natural...
Show moreIn Mixed Reality scenarios, background replacement is a common way to immerse a user in a synthetic environment. Properly identifying the background pixels in an image or video is a difficult problem known as matting. In constant color matting, research identifies and replaces a background that is a single color, known as the chroma key color. Unfortunately, the algorithms force a controlled physical environment and favor constant, uniform lighting. More generic approaches, such as natural image matting, have made progress finding alpha matte solutions in environments with naturally occurring backgrounds. However, even for the quicker algorithms, the generation of trimaps, indicating regions of known foreground and background pixels, normally requires human interaction or offline computation. This research addresses ways to automatically solve an alpha matte for an image in real-time, and by extension video, using a consumer level GPU. It do so even in the context of noisy environments that result in less reliable constraints than found in controlled settings. To attack these challenges, we are particularly interested in automatically generating trimaps from depth buffers for dynamic scenes so that algorithms requiring more dense constraints may be used. We then explore a sub-image based approach to parallelize an existing hierarchical approach on high resolution imagery by taking advantage of local information. We show that locality can be exploited to significantly reduce the memory and compute requirements of previously necessary when computing alpha mattes of high resolution images. We achieve this using a parallelizable scheme that is both independent of the matting algorithm and image features. Combined, these research topics provide a basis for Mixed Reality scenarios using real-time natural image matting on high definition video sources.
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Date Issued: 2012
Identifier: CFE0004515, ucf:49284
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004515

Title: Using a Mixed-Reality Classroom Environment Including English Learners: The Perceptions of Teacher Candidates.
Creator: Ashtari, Nooshan, Nutta, Joyce, Hutchinson, Cynthia, Mihai, Florin, Jahani, Shiva, University of Central Florida
Abstract / Description: Technological modernization has impacted various fields such as the field of education, teaching, and learning. The traditional classroom and teaching methodologies no longer meet the needs of the new tech-savvy generation. Thus, recently there have been changes in teacher preparation programs in order to prepare teacher candidates to have the skills to respond to such high technological demands. Additionally, the demographics of students attending schools in countries with exceptionally high...
Show moreTechnological modernization has impacted various fields such as the field of education, teaching, and learning. The traditional classroom and teaching methodologies no longer meet the needs of the new tech-savvy generation. Thus, recently there have been changes in teacher preparation programs in order to prepare teacher candidates to have the skills to respond to such high technological demands. Additionally, the demographics of students attending schools in countries with exceptionally high numbers of immigrants such as the United States is another reason to seek novel ways to prepare teachers who have had adequate practice and developed teaching skills needed to reach the English learners (ELs) in their classrooms. Using Multi-User Virtual Environments (MUVEs) has been one solution in order to bridge this gap. EL TLE TeachLivE(TM), which was the focus of this study, is a computer simulated environment that combines real-life participants and digital personas or avatars. The participants of this study were teacher candidates who experienced using EL TLE TeachLivE(TM) to practice the teaching strategies and skills they had been learning about during their teacher preparation program (n=20). This research investigated the perceptions of these teacher candidates about using this mixed-reality classroom environment through observations, questionnaires, focus groups, and individual interviews. A qualitative transcendental phenomenological approach was taken to have a more in-depth understanding of the participants' perceptions about the phenomenon of EL TLE TeachLivE(TM) as a mixed-reality classroom environment in teacher preparation and the meaning they made of their experiences. Through the data analysis three main categories emerged: TCs' general perceptions about the avatars and EL TLE TeachLivE(TM) as a mixed-reality classroom environment, TCs' perceptions of the current use of the EL TLE TeachLivE(TM) in their teacher preparation program, and TCs' perceptions about the future use of EL TLE TeachLivE(TM). The Teacher Candidates' General Perceptions of EL TLE TeachLivE(TM) consisted of the following sub-themes: (a) Video game dissimilarities, (b) Avatar believability and real-life features, (c) Personification of the EL cases, (d) Fear of the unknown, (e) Avatar movement restrictions, and (f) Suspension of disbelief. The Teacher Candidates' Perceptions about the Current Use of EL TLE TeachLivE(TM) included: (a) Importance of prerequisites, (b) Advantages over role-playing, (c) Teaching in front of peers, (d) Group teaching and random selection, (e) Importance of feedback, and (f) Teaching strategies and aha moments.Finally, the Teacher Candidates' Perceptions about the Future Use of EL TLE TeachLivE(TM) incorporated: (a) Changes in the implementation, (b) Elementary vs secondary classrooms, and (c) Gradual practice.
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Date Issued: 2016
Identifier: CFE0006255, ucf:51048
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006255

Title: DIRECT MANIPULATION OF VIRTUAL OBJECTS.
Creator: Nguyen, Long, Malone, Linda, University of Central Florida
Abstract / Description: Interacting with a Virtual Environment (VE) generally requires the user to correctly perceive the relative position and orientation of virtual objects. For applications requiring interaction in personal space, the user may also need to accurately judge the position of the virtual object relative to that of a real object, for example, a virtual button and the user's real hand. This is difficult since VEs generally only provide a subset of the cues experienced in the real world....
Show moreInteracting with a Virtual Environment (VE) generally requires the user to correctly perceive the relative position and orientation of virtual objects. For applications requiring interaction in personal space, the user may also need to accurately judge the position of the virtual object relative to that of a real object, for example, a virtual button and the user's real hand. This is difficult since VEs generally only provide a subset of the cues experienced in the real world. Complicating matters further, VEs presented by currently available visual displays may be inaccurate or distorted due to technological limitations. Fundamental physiological and psychological aspects of vision as they pertain to the task of object manipulation were thoroughly reviewed. Other sensory modalities – proprioception, haptics, and audition – and their cross-interactions with each other and with vision are briefly discussed. Visual display technologies, the primary component of any VE, were canvassed and compared. Current applications and research were gathered and categorized by different VE types and object interaction techniques. While object interaction research abounds in the literature, pockets of research gaps remain. Direct, dexterous, manual interaction with virtual objects in Mixed Reality (MR), where the real, seen hand accurately and effectively interacts with virtual objects, has not yet been fully quantified. An experimental test bed was designed to provide the highest accuracy attainable for salient visual cues in personal space. Optical alignment and user calibration were carefully performed. The test bed accommodated the full continuum of VE types and sensory modalities for comprehensive comparison studies. Experimental designs included two sets, each measuring depth perception and object interaction. The first set addressed the extreme end points of the Reality-Virtuality (R-V) continuum – Immersive Virtual Environment (IVE) and Reality Environment (RE). This validated, linked, and extended several previous research findings, using one common test bed and participant pool. The results provided a proven method and solid reference points for further research. The second set of experiments leveraged the first to explore the full R-V spectrum and included additional, relevant sensory modalities. It consisted of two full-factorial experiments providing for rich data and key insights into the effect of each type of environment and each modality on accuracy and timeliness of virtual object interaction. The empirical results clearly showed that mean depth perception error in personal space was less than four millimeters whether the stimuli presented were real, virtual, or mixed. Likewise, mean error for the simple task of pushing a button was less than four millimeters whether the button was real or virtual. Mean task completion time was less than one second. Key to the high accuracy and quick task performance time observed was the correct presentation of the visual cues, including occlusion, stereoscopy, accommodation, and convergence. With performance results already near optimal level with accurate visual cues presented, adding proprioception, audio, and haptic cues did not significantly improve performance. Recommendations for future research include enhancement of the visual display and further experiments with more complex tasks and additional control variables.
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Date Issued: 2009
Identifier: CFE0002822, ucf:48060
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002822

Title: The Experience of Physical and Social Presence in a Virtual Learning Environment as Impacted by the Affordance of Movement Enabled by Motion Tracking.
Creator: Hayes, Aleshia, Hughes, Charles, Dieker, Lisa, Marino, Matthew, Bailenson, Jeremy, University of Central Florida
Abstract / Description: This research synthesizes existing research findings that social presence (sense of connection with others) and physical presence (sense of being there) increase learning outcomes in Virtual Learning Environments (VLEs) with findings that traditional motion tracking of participants wearing head mounted displays in virtual reality increases both physical and social presence. This information suggests that motion tracking in mixed reality VLEs has a positive impact on social presence and on...
Show moreThis research synthesizes existing research findings that social presence (sense of connection with others) and physical presence (sense of being there) increase learning outcomes in Virtual Learning Environments (VLEs) with findings that traditional motion tracking of participants wearing head mounted displays in virtual reality increases both physical and social presence. This information suggests that motion tracking in mixed reality VLEs has a positive impact on social presence and on physical presence. For this study, the affordance of free movement among virtual objects is enabled by Microsoft Kinect tracking of the user's position that is translated to movement of the virtual camera to simulate user movement and proximity to elements of the virtual environment.This study used a mixed method, multimodal approach including qualitative, subjective, objective, and physiological data to measure social and physical presence. The testbed for this research was TLE TeachLivE(TM), a mixed reality classroom populated with virtual students. The subjective measures are 1) modified Witmer and Singer Questionnaire and 2) Social Presence Instrument (Bailenson, 2002b). The objective measure is a literature based Social Presence Behavioral Coding sheet used to record frequency of occurrences of factors of social presence. Finally, the physiological measure is heart rate as recorded by the MIO Alpha. The primary contribution of this study was that the hypotheses that the affordance of movement in a mixed reality classroom has a positive impact on user perception and experience of a) physical presence and b) social presence in a VLE were supported. This hypothesis was supported in all three measures. The secondary contribution of this research is the literature based Social Presence Behavioral Coding. The final contribution of this research is a research framework that integrates subjective, objective, and physiological measures of social presence in one study. This approach can be applied to various user experience research studies of various VLEs. Finally, in addition to general alignment of the physiological, objective, and subjective measures, there were anecdotal instances of factors of social presence occurring simultaneously with increased heart rate.
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Date Issued: 2015
Identifier: CFE0006220, ucf:51061
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006220

Title: Automatic 3D human modeling: an initial stage towards 2-way inside interaction in mixed reality.
Creator: Xiong, Yiyan, Hughes, Charles, Pattanaik, Sumanta, Laviola II, Joseph, Moshell, Michael, University of Central Florida
Abstract / Description: 3D human models play an important role in computer graphics applications from a wide range of domains, including education, entertainment, medical care simulation and military training. In many situations, we want the 3D model to have a visual appearance that matches that of a specific living person and to be able to be controlled by that person in a natural manner. Among other uses, this approach supports the notion of human surrogacy, where the virtual counterpart provides a remote presence...
Show more3D human models play an important role in computer graphics applications from a wide range of domains, including education, entertainment, medical care simulation and military training. In many situations, we want the 3D model to have a visual appearance that matches that of a specific living person and to be able to be controlled by that person in a natural manner. Among other uses, this approach supports the notion of human surrogacy, where the virtual counterpart provides a remote presence for the human who controls the virtual character's behavior. In this dissertation, a human modeling pipeline is proposed for the problem of creating a 3D digital model of a real person. Our solution involves reshaping a 3D human template with a 2D contour of the participant and then mapping the captured texture of that person to the generated mesh. Our method produces an initial contour of a participant by extracting the user image from a natural background. One particularly novel contribution in our approach is the manner in which we improve the initial vertex estimate. We do so through a variant of the ShortStraw corner-finding algorithm commonly used in sketch-based systems. Here, we develop improvements to ShortStraw, presenting an algorithm called IStraw, and then introduce adaptations of this improved version to create a corner-based contour segmentatiuon algorithm. This algorithm provides significant improvements on contour matching over previously developed systems, and does so with low computational complexity. The system presented here advances the state of the art in the following aspects. First, the human modeling process is triggered automatically by matching the participant's pose with an initial pose through a tracking device and software. In our case, the pose capture and skeletal model are provided by the Microsoft Kinect and its associated SDK. Second, color image, depth data, and human tracking information from the Kinect and its SDK are used to automatically extract the contour of the participant and then generate a 3D human model with skeleton. Third, using the pose and the skeletal model, we segment the contour into eight parts and then match the contour points on each segment to a corresponding anchor set associated with a 3D human template. Finally, we map the color image of the person to the 3D model as its corresponding texture map. The whole modeling process only take several seconds and the resulting human model looks like the real person. The geometry of the 3D model matches the contour of the real person, and the model has a photorealistic texture. Furthermore, the mesh of the human model is attached to the skeleton provided in the template, so the model can support programmed animations or be controlled by real people. This human control is commonly done through a literal mapping (motion capture) or a gesture-based puppetry system. Our ultimate goal is to create a mixed reality (MR) system, in which the participants can manipulate virtual objects, and in which these virtual objects can affect the participant, e.g., by restricting theirmobility. This MR system prototype design motivated the work of this dissertation, since a realistic 3D human model of the participant is an essential part of implementing this vision.
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Date Issued: 2014
Identifier: CFE0005277, ucf:50543
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005277

Title: The perceived effectiveness of mixed reality experiences in a master of arts in teaching (MAT) program for science, technology, engineering, and mathematics degreed individuals.
Creator: Speir, Chana, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Mitchell, Paul, University of Central Florida
Abstract / Description: The purpose of this study was to examine the perceived effectiveness of mixed reality experiences on resident teachers who successfully completed an undergraduate Science, Technology, Engineering, or Mathematics (STEM) degree and were enrolled in a Master of Arts in Teaching (MAT) degree program as part of RTP3 at a large research university in Orlando, Florida. The population for this study consisted of those selected to be in the RTP3, which included being in the Masters in the Art of...
Show moreThe purpose of this study was to examine the perceived effectiveness of mixed reality experiences on resident teachers who successfully completed an undergraduate Science, Technology, Engineering, or Mathematics (STEM) degree and were enrolled in a Master of Arts in Teaching (MAT) degree program as part of RTP3 at a large research university in Orlando, Florida. The population for this study consisted of those selected to be in the RTP3, which included being in the Masters in the Art of Teaching (MAT) and becoming a middle or high school science, mathematics, or engineering teacher. The resident teachers experienced mixed reality as a method of practice on two occasions. The first was to introduce a lesson with avatar middle school students and a second time to conduct a parent conference with an avatar parent. This study was focused on the resident teachers' perceptions of (a) the effectiveness of mixed reality in the lesson experience and parent conference, (b) the coach's helpfulness after the lesson introduction experience and the parent conference experience, and (c) the extent to which the resident teachers believe that their confidence was increased and they were prepared for future classroom instruction and parent interactions through the use of mixed reality.Data were gathered with a feedback form with Likert-type items and open ended items completed immediately upon completion of each experience, as well as an additional open response document completed at a later time after reflection on the entire experience. The researcher analyzed the two qualitative data sources independently to determine trends and themes. Findings in this study were that the mixed-reality laboratory experience did have a positive effect on the perceptions of the resident teachers regarding their level of preparedness. They were more confident and comfortable teaching a lesson and conducting a parent conference after practicing both experiences with the avatars. Resident teachers overwhelmingly responded that the mixed reality experiences should remain a part of the MAT pedagogy and that they gained insight and confidence through the mixed reality practice. ?
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Date Issued: 2015
Identifier: CFE0005718, ucf:50127
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005718

Title: DIMENSIONS OF IDENTITY.
Creator: Kramer, Alice, Haxton, John David, University of Central Florida
Abstract / Description: Imagination and fantasy environments created by writers and artists have always drawn people into their worlds. Advances in technology have blurred the lines between reality and imagination. My interest has always been to question the validity of these worlds and their cultures and to transcend the evolving virtual dimension by fusing it with what we perceive to be reality.
Date Issued: 2009
Identifier: CFE0002632, ucf:48213
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002632

Title: The Role of Virtual Avatars in Supporting Middle School Students from Culturally and Linguistically Diverse Backgrounds on Science in After School Programs.
Creator: Gallegos, Benjamin, Dieker, Lisa, Vasquez, Eleazar, Marino, Matthew, Hughes, Charles, University of Central Florida
Abstract / Description: Students who receive additional educational supports in afterschool programs were the focus of the investigation. This study was conducted to measure what effects a TeachLivE avatar, a mixed-reality virtual environment, used in combination with a video game, had on the activation of prior knowledge in science for students in rural middle school. The delivery of the biology science lessons on cell structures and processes were delivered using the video game, Cell Command. The TeachLivE adult...
Show moreStudents who receive additional educational supports in afterschool programs were the focus of the investigation. This study was conducted to measure what effects a TeachLivE avatar, a mixed-reality virtual environment, used in combination with a video game, had on the activation of prior knowledge in science for students in rural middle school. The delivery of the biology science lessons on cell structures and processes were delivered using the video game, Cell Command. The TeachLivE adult avatar was customized as a biologist who spoke to students in the treatment group about science concepts prior to playing the science video game. Unexpected attrition rates and low numbers of participants in the targeted area of research providing consent affected the original research design to conduct the research study. Therefore, a pivot was made from the original research design. The initial target population was students with a learning disability who were culturally and linguistically diverse from low socioeconomic backgrounds in rural communities. By the end of the study, only one student with a learning disability consented and completed the study, with attrition rates in the original school approaching 90% due to various factors, which are discussed. Descriptive statistics were used to measure the effects between students in the control group who only played the Cell Command video game, compared to students in the treatment condition who played the Cell Command science video game, and had four, five minute conversations with a TeachLivE avatar. The analysis indicated varied differences between the treatment and control conditions. The analysis of a STEM-CIS survey, that measures career interests, sum means were included in the descriptive analysis along with the unique challenges presented in conducting research in a rural Title I school.
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Date Issued: 2016
Identifier: CFE0006304, ucf:51606
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006304

Title: Environmental Physical(-)Virtual Interaction to Improve Social Presence with a Virtual Human in Mixed Reality.
Creator: Kim, Kangsoo, Welch, Gregory, Gonzalez, Avelino, Sukthankar, Gita, Bruder, Gerd, Fiore, Stephen, University of Central Florida
Abstract / Description: Interactive Virtual Humans (VHs) are increasingly used to replace or assist real humans in various applications, e.g., military and medical training, education, or entertainment. In most VH research, the perceived social presence with a VH, which denotes the user's sense of being socially connected or co-located with the VH, is the decisive factor in evaluating the social influence of the VH(-)a phenomenon where human users' emotions, opinions, or behaviors are affected by the VH. The purpose...
Show moreInteractive Virtual Humans (VHs) are increasingly used to replace or assist real humans in various applications, e.g., military and medical training, education, or entertainment. In most VH research, the perceived social presence with a VH, which denotes the user's sense of being socially connected or co-located with the VH, is the decisive factor in evaluating the social influence of the VH(-)a phenomenon where human users' emotions, opinions, or behaviors are affected by the VH. The purpose of this dissertation is to develop new knowledge about how characteristics and behaviors of a VH in a Mixed Reality (MR) environment can affect the perception of and resulting behavior with the VH, and to find effective and efficient ways to improve the quality and performance of social interactions with VHs. Important issues and challenges in real(-)virtual human interactions in MR, e.g., lack of physical(-)virtual interaction, are identified and discussed through several user studies incorporating interactions with VH systems. In the studies, different features of VHs are prototyped and evaluated, such as a VH's ability to be aware of and influence the surrounding physical environment, while measuring objective behavioral data as well as collecting subjective responses from the participants. The results from the studies support the idea that the VH's awareness and influence of the physical environment can improve not only the perceived social presence with the VH, but also the trustworthiness of the VH within a social context. The findings will contribute towards designing more influential VHs that can benefit a wide range of simulation and training applications for which a high level of social realism is important, and that can be more easily incorporated into our daily lives as social companions, providing reliable relationships and convenience in assisting with daily tasks.
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Date Issued: 2018
Identifier: CFE0007340, ucf:52115
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007340

Title: TRAINING PROFESSIONAL SCHOOL COUNSELING STUDENTS TO FACILITATE A CLASSROOM GUIDANCE LESSON AND STRENGTHEN CLASSROOM MANAGEMENT SKILLS USING A MIXED REALITY ENVIRONMENT.
Creator: Gonzalez, Tiphanie, Robinson, Edward, University of Central Florida
Abstract / Description: According to the ASCA National Model, school counselors are expected to deliver classroom guidance lessons; yet, there has been little emphasis on graduate coursework targeting the development and implementation of guidance curriculum lessons in PSC training. A national study conducted by Perusse, Goodnough and Noel (2001) was conducted looking at how counselor educators were training "entry level school counseling students" in the skills needed for them to be successful as PSCs. They found...
Show moreAccording to the ASCA National Model, school counselors are expected to deliver classroom guidance lessons; yet, there has been little emphasis on graduate coursework targeting the development and implementation of guidance curriculum lessons in PSC training. A national study conducted by Perusse, Goodnough and Noel (2001) was conducted looking at how counselor educators were training "entry level school counseling students" in the skills needed for them to be successful as PSCs. They found that of the 189 school counseling programs surveyed only 3% offered a guidance curriculum course and 13.2% offered a foundations in education course. Inferring that many of programs surveyed did not have a course specific to classroom guidance and/or classroom management. A classroom guidance curriculum is a developmental, systematic method by which students receive structured lessons that address academic, career, and personal/social competencies (ASCA, 2005). Classroom guidance lessons provide a forum for school counselors to address such student needs as educational resources, postsecondary opportunities, school transitions, bullying, violence prevention, social-emotional development, and academic competence in a classroom environment (Akos & Levitt, 2002; Akos, Cockman & Strickland, 2007; Gerler & Anderson, 1986). Through classroom guidance, school counselors can interact with many of the students that they would normally not see on a day-to-day basis while providing information, building awareness and having discussions on topics that affect these student populations every day. The present study seeks to explore the use of an innovative method for training PSCs in classroom guidance and classroom management. This method involves the use of a mixed reality simulation that allows PSC students to learn and practice classroom guidance skills in a simulated environment.
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Date Issued: 2011
Identifier: CFE0003624, ucf:48873
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003624

Title: An Examination of Novice and Expert Teachers' Pedagogy in a Mixed-Reality Simulated Inclusive Secondary Classroom Including a Student Avatar With Autism Spectrum Disorders.
Creator: Bousfield, Taylor, Dieker, Lisa, Marino, Matthew, Hines, Rebecca, Hynes, Mike, University of Central Florida
Abstract / Description: Teachers, special and general educators alike, are required to teach a variety of students including students with ASD. With a rise in the prevalence of autism by 119.4% since 2000 (Centers for Disease Control and Prevention [CDC], 2016) and 39% of students with ASD being served in general education classrooms for over 80% of the school day (U.S. Department of Education, 2015), teachers need to be prepared to effectively teach this population. To better prepare teachers, the researcher...
Show moreTeachers, special and general educators alike, are required to teach a variety of students including students with ASD. With a rise in the prevalence of autism by 119.4% since 2000 (Centers for Disease Control and Prevention [CDC], 2016) and 39% of students with ASD being served in general education classrooms for over 80% of the school day (U.S. Department of Education, 2015), teachers need to be prepared to effectively teach this population. To better prepare teachers, the researcher conducted a two-phase study, situated in the framework of the Skill Acquisition Model (Dreyfus (&) Dreyfus, 1986) to explore the behaviors of novice and expert teachers in a simulated secondary inclusive environment. This classroom included a virtual student with autism. In phase one, the researcher conducted a Delphi Study to determine the best practices, perceived by experts in the field, for teachers who serve students with ASD in inclusive secondary environments. During phase two, the researcher used the list of skills identified as a framework to observe and interview 10 teachers, five novices and five experts, in a simulated secondary inclusive environment. The researcher identified 11 high leverage simulation practices (HLSP) that expert teachers should use while teaching in a simulated secondary inclusive environment. Observations and reflections of expert and novice teachers were analyzed, finding only 4 HLSP among experts and 5 HLSP among novice teachers. Additional HLSP were seen through the teachers' reflections. Data were analyzed and discussed in detail. Implications for practice and recommendations for future research in teacher preparation is provided.
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Date Issued: 2017
Identifier: CFE0006722, ucf:51877
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006722

mixed reality (8)	+ -
Mixed Reality (6)	+ -
augmented reality (4)	+ -
TeachLivE (3)	+ -
Presence (2)	+ -

Simulation (2)	+ -
Virtual Reality (2)	+ -
avatar (2)	+ -
natural image matting (2)	+ -
technology (2)	+ -
3D human modeling (1)	+ -
After Action Review (1)	+ -
Augmentation in Visual Reality (1)	+ -
Augmented Reality (1)	+ -
Augmented Virtuality (1)	+ -
Autism (1)	+ -
Autism Spectrum Disorders (1)	+ -
Avatars (1)	+ -
Classroom Guidance (1)	+ -
Classroom Management (1)	+ -
Conformal Tracking (1)	+ -
Counselor Education (1)	+ -
Culturally and Linguistically Diverse (1)	+ -
Delphi (1)	+ -
English learners (1)	+ -
Everquest2 (1)	+ -
Expert Teachers (1)	+ -
Guidance Curriculum (1)	+ -
High Leverage Practices (1)	+ -
Inclusive (1)	+ -

University of Central Florida (17)	+ -
Hughes, Charles (7)	+ -
Bruder, Gerd (3)	+ -
Dieker, Lisa (3)	+ -
Marino, Matthew (3)	+ -

Baldwin, Lee (2)	+ -
Doherty, Walter (2)	+ -
Foroosh, Hassan (2)	+ -
Mitchell, Paul (2)	+ -
Taylor, Rosemarye (2)	+ -
Welch, Gregory (2)	+ -
Wisniewski, Pamela (2)	+ -
Ashtari, Nooshan (1)	+ -
Bailenson, Jeremy (1)	+ -
Beato, Nicholas (1)	+ -
Bousfield, Taylor (1)	+ -
Buckridge, Hilary (1)	+ -
Davis, Jr., Larry Dennis (1)	+ -
Fiore, Stephen (1)	+ -
Gallegos, Benjamin (1)	+ -
Gilson, Richard (1)	+ -
Gonzalez, Avelino (1)	+ -
Gonzalez, Tiphanie (1)	+ -
Haxton, John David (1)	+ -
Hayes, Aleshia (1)	+ -
Hines, Rebecca (1)	+ -
Hutchinson, Cynthia (1)	+ -
Hynes, Mike (1)	+ -
Jahani, Shiva (1)	+ -
Jung, Sungchul (1)	+ -

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