3D Collaborative Virtual Environments Research Articles

Efficient Information Sharing Techniques between Workers of Heterogeneous Tasks in 3D CVE

Collaboration between a helper and a worker in a 3D collaborative virtual environment usually requires real-time information sharing, since the worker relies on the timely assistance from the helper. In contrast, collaboration between workers requires them to shift their attention between independent tasks and dependent tasks. In worker-worker collaborations, a real-time updating technique could create excess information, which may be a distraction. In this paper, we compare different information sharing techniques and determine an efficient technique for the collaboration between workers. In our user experiment, participants performed a floor plan design task in a designer and engineer pairing on a desktop VR environment. The results showed that the proposed information sharing technique, in which objects are updated based on local users' actions, is more suitable than real-time updates. In addition, we discuss design implications that can be applied to different collaborative scenarios.

Usage Considerations of 3D Collaborative Virtual Learning Environments to Promote Development and Transfer of Knowledge and Skills for Individuals with Autism

This emerging technology report explores three-dimensional collaborative virtual learning environments (3D CVLEs) as an intervention modality with potential to foster development of knowledge and skills for people with autism spectrum disorder (ASD). Affordances and unique characteristics of 3D CVLEs are detailed and considered from the perspectives of learning, instruction, and assessment. Research suggests that 3D CVLEs can promote acquisition of social and communicative competencies for individuals with ASD in a safe and controllable manner. However, substantial challenges still exist related to overexposure and cybersickness. This report provides an analysis of current trends in the field, along with considerations of relevance and integration challenges with this unique learner population. Implications for further research are discussed.

Editors’ Note

It is our pleasure to introduce you the second issue of JIS in 2017. This issue contains six papers of the Special Issue of the 15th Brazilian Symposium on Human Factors in Computing Systems (IHC 2016). As we have been doing since IHC 2014, the best papers of the conference are invited to submit extended versions to a special issue of JIS, guest edited by the conference program chairs. In the current publication, our guest editors are Profs. Carla Leitão, from Pontifícia Universidade Católica - Rio de Janeiro (PUC-Rio), and Luciana Salgado, from Universidade Federal Fluminense (UFF), who we thank a lot for the dedication in the preparation of this issue. We invited you to read their editorial in the following.We also have in this issue an original paper by Paulo Paiva, Liliane Machado, Jauvane de Oliveira, and Ronei de Moraes, entitled “Networking Issues for 3D Medical Collaborative Virtual Environments: Design and Applications”. The authors discuss specific networking issues for Collaborative Virtual Environments (CVEs) applied to the simulation of medical procedures. They designed, developed, and validated a peer-to-peer multicast architecture on the collaborative module of the CyberMed Virtual Reality framework, aiming at providing better network scalability.Finally, we would like to thank the authors and reviewers that contributed to JIS. At the end of the issue we acknowledge the reviewers that contributed to JIS in 2015, 2016, and 2017.JIS Editorial Board is looking forward to receiving your contributions. We hope you enjoy reading this issue!

Networking Issues for 3D Medical Collaborative Virtual Environments: Design and Applications

Collaborative Virtual Environments (CVEs) are Virtual Reality (VR) systems and can simulate medical procedures such as surgeries performed by a group of remote users which can interact with one another through the simulation in real-time, with the aid of a network such as the Internet.Therefore, it is important to note that research on CVE-specific networking issues allows us to better understand the requirements for real-time applications. This paper discloses design and implementation issues of a peer-to-peer multicast architecture on the collaborative module of theCyberMed VR framework, aiming at providing better network scalability, as well as it shows as results, some developed applications as validation. Finally, we compared the performance of the newly implemented peer-to-peer multicast architecture with the peer-to-peer unicast previously existent with simulated models designed with OPNET Network Modeler and R statistical software. As result of our experiments, the null hypothesis was rejected (p = 2.2e-16, level of significance = 5%) confirming what we expected about the behavior of CyberMed’s multicast protocol.

Eco-dialogical learning and translanguaging in open-ended 3D virtual learning environments: Where place, time, and objects matter

The purpose of this research was to explore the relationships between design, learning, and translanguaging in a 3D collaborative virtual learning environment for adolescent learners of Chinese and English. We designed an open-ended space congruent with ecological and dialogical perspectives on second language acquisition. In such a space, sense-making is contingent on the relational dynamics of place, activities, and artefacts. These spaces encourage meaning-making in situ, manipulation of virtual objects within places, and coordination among players. Our investigation looked at how learners of Chinese and English collaborated on a project in which they decorated a virtual living room. The findings suggest that socioculturally bounded places afford unique learning opportunities. Firstly, learning occurred through referencing, which is the mutual clarification of a virtual object’s meaning, position, and function, in relatively stabilised places, such as a museum, and secondly, learning occurred through coordination between verbal instruction and object manipulation in more adaptive places, which we call eco-dialogical learning. We also found a strong relationship between translanguaging and object manipulation. We conclude the paper from the perspective of how the eco-dialogical model resulted in designs that promoted cognition and interactivity.

Fostering verbal and non-verbal social interactions in a 3D collaborative virtual learning environment: a case study of youth with Autism Spectrum Disorders learning social competence in iSocial

This case study describes the verbal and nonverbal social interaction of 11 youth with Autism Spectrum Disorders in a 3D Collaborative Virtual Learning Environment—iSocial. The youth were developing social competence through participation in a social competence intervention curriculum implemented online so as to provide access to high quality instruction for youth in small and rural communities. The data show the ability and variability of verbal and nonverbal reciprocal social interactions while online. In addition, the results of this case study revealed associations between pedagogical design features of the iSocial 3D CVLE, such as, goal-oriented, narrative embedded, game/role play enriched and peer-supported 3D CVLE activity design and higher frequencies and better quality of reciprocal social interaction. Therefore, these findings have potential to inform future design of 3D social learning spaces.

An Extensible Game Engine to Develop Animated Facial Avatars in 3D Virtual Environment

Avatar facial expression and animation in 3D Collaborative Virtual Environment (CVE) systems are reconstructed through a complex manipulation of all details that compose it like muscles, bones and wrinkles in 3D space. The need for a fast and easy reconstruction approach has emerged out in the recent years due to its application in various domains; 3D disaster management and military training etc. These details simulation must be as realistic as possible to convey different emotions according to the constantly changing situations in CVE during the runtime. For example, in 3D disaster management, it is important to use dynamic avatar emotions; firefighters should be frightened when dealing with a fire disaster and smiling when treating injures and evacuating habitants. However, the solution of facial animation remains a challenge that restricts the rapid and ease development of facial animation systems. In this work, the author presents extensible game engine architecture to easily produce real-time facial animations using a script atomic action without having to deal with control structures and 3D programing language. The proposed architecture defines various controllers, object behaviors, tactical and graphics rendering, and collision effects to quickly design 3D virtual environment. Firstly, the author gives the concept of atomic expression, and the method to build a parametrized script file according to the atomic expression. Then the author shows the validity of the generated expressions based on the MPEG-4 facial animation framework. Finally, the feasibility of the proposed architecture is tested via a firefighter scenario. The author's approach has the advantages over previous techniques of fitting directly an easy and faster technology with a high degree of programming independence. The author also minimizes the interaction with the game engine during the runtime by injecting dynamically the XML file into the game engine without stopping or restarting the engine.

Learning outcome, presence and satisfaction from a science activity in Second Life

Although problem-based learning (PBL) has many advantages, it often fails to connect to the real world outside the classroom. The integration with the laboratory setting and the use of information and communication technologies (ICTs) have been proposed to address this deficiency. Multi-user virtual environments (MUVEs) like Second Life (SL) are 3D collaborative virtual environments that could act as complementary or alternative worlds for the implementation of laboratory PBL activities offering low-cost, safe, and always available environments. The aim of this study was to compare a simple laboratory PBL activity implemented in both the real and virtual worlds, in terms of learning outcome, satisfaction, and presence. The sample consisted of 150 undergraduate university students. The results show that the MUVE provided similar learning outcome and satisfaction to the real-world condition. Presence was positively correlated to satisfaction but not to the learning outcome. Finally, there are indications that the MUVE was perceived as more pleasurable and informal learning environment, while reality was perceived as more stressful.

A Dynamic Platform for Developing 3D Facial Avatars in a Networked Virtual Environment

Avatar facial expression and animation in 3D collaborative virtual environment (CVE) systems are reconstructed through a complex manipulation of muscles, bones, and wrinkles in 3D space. The need for a fast and easy reconstruction approach has emerged in the recent years due to its application in various domains: 3D disaster management, virtual shopping, and military training. In this work we proposed a new script language based on atomic parametric action to easily produce real-time facial animation. To minimize use of the game engine, we introduced script-based component where the user introduces simple short script fragments to feed the engine with a new animation on the fly. During runtime, when an embedded animation is required, an xml file is created and injected into the game engine without stopping or restarting the engine. The resulting animation method preserves the real-time performance because the modification occurs not through the modification of the 3D code that describes the CVE and its objects but rather through modification of the action scenario that rules when an animation happens or might happen in that specific situation.

Exploring embodied social presence of youth with Autism in 3D collaborative virtual learning environment: A case study

This case study explores the experience of embodied social presence while learning social competence of 11 youth with Autism Spectrum Disorders (ASD). The learning takes place in a series of 13 Naturalistic Practice (NP) learning activities which are part of a 3D Collaborative Virtual Learning Environment (CVLE)-iSocial. iSocial is a translation of a face-to-face clinic based curriculum, Social Competence Intervention-Adolescents (SCI-A), into a 3D CVLE for delivery over the Internet,. This study developed a direct-observation instrument that built upon the Embodied Social Presence (ESP) theory framework to describe youth with ASDs' embodied presence, embodied copresence and embodied social presence. The findings show that youth with ASD achieved embodied presence and embodied copresence in almost all of the NP activities. However, they achieved embodied social presence in only a handful of NP activities. From comparisons between the learning activities that had high or low percentages of achieving ESP, the results indicate associations of design features (narratives, choosing roles, fantasy settings and ease of use of learning tools) with having a higher percentage of youth achieve embodied social presence. Furthermore, the work of this study provides a method for researchers interested in studying ESP and the results can inform future design decisions in the development 3D CVLE and the structure of learning activities within the 3D CVLE.

Metaverse-retail service quality: A future framework for retail service quality in the 3D internet

This study argues that service quality in retailing in 3D Collaborative Virtual Environments (aka Metaverses) is distinct from service quality in the more familiar 2D, mainly menu-driven, web internet store (e-SQ) and conceptualises the determinants of Metaverse Retailing service quality (MR-SQ) through a combination of focus groups and Critical Incident Technique with current users of Metaverse retail stores. The emerging set of four overarching determining elements of MR-SQ includes customer service, product dimension, store dimension and a 3D platform dimension. While some of these features are found in 2D e-SQ others are unique to MR-SQ such as human contact, emotional expressiveness, virtual trial and fantasy products, in addition to the 3D platform features. Thus, the CVE/Metaverse context presents opportunities for retailers to enhance social experience, responsive service and creative co-production opportunities. The study provides a framework for guidance for retailers to improve service quality in 3D Metaverse stores, as well as for future research.

A Comparison of 3D Collaborative Virtual Learning Environments

This paper focuses on 3D Collaborative Virtual Learning Environments, examining the state of the art in both open source and proprietary software. Issues pertaining to the use of open source Collaborative Virtual Learning Environments are discussed, rationalizing the choice of executing a collaborative learning scenario in Second Life. The scenario is then presented and evaluation results assess the appropriateness of the chosen platform with regards to its technical and pedagogical affordances. Finally, students’ suggestions and reactions towards such a novel didactical approach are discussed.

Educational visualizations in 3D collaborative virtual environments: a methodology

PurposeCollaborative virtual environments (CVEs) have become increasingly popular in educational settings and the role of 3D content is becoming more and more important. Still, there are many challenges in this area, such as lack of empirical studies that provide design for educational activities in 3D CVEs and lack of norms of how to support and assess learning in with such technology. The purpose of this paper is to address these challenges by discussing the use of a 3D CVE in a university course for three years and suggesting practical guidelines based on the data from observations.Design/methodology/approachThe main research question of the discussion in this paper is: How to facilitate learning by means of educational visualizations in 3D CVEs? The authors discuss data from several explorative case studies conducted within the Cooperation Technology course at the Norwegian University of Science and Technology. In these case studies, the authors focused on a particular type of collaborative work with 3D content – educational visualizations. Groups of students were asked to build creative visualizations of a certain topic (e.g. a research project or a curriculum topic) and present the construction to the public. The data were collected from the direct observation of students' activities online, virtual artefacts, such as chat log and 3D constructions, and users' feedback in a form of group essays or blogs.FindingsFollowing the analysis of these data, the authors introduce an original methodology for facilitating collaborative work with 3D content in an educational context and provide a characterization framework – Typology of 3D Content and Visualization Means, which can be used together with the methodology for analysing constructions in 3D CVEs. Constructionism and social constructivism were used as a theoretical grounding.Research limitations/implicationsAlthough the research method applied has certain limitations related to the settings of the conducted studies, such as observing the same course each year and impossibility of having a control group, this research still provides important insights, as it identifies overall tendencies in conducting educational activities in 3D CVEs.Practical implicationsThe suggested methodology was developed for teachers, instructors, and technicians. It can be used as a guideline for organizing educational activities using collaborative work with 3D content.Originality/valueResults of the authors' research indicate that the methodology suggested in the paper benefits structuring and planning of educational visualizations in 3D CVEs. It can be considered as a contribution to the field, as it helps to fill the gap in practical guidelines for the advanced use of 3D CVEs in educational settings.

Smart 3D collaborative virtual learning environments: A preliminary framework

With increases in access to powerful computing and high-speed networks, 3D virtual learning environments are being envisioned and developed as places for collaborative learning. These new environments for collaborative learning have promise for great authenticity in experience, great presence with others, and the monitoring/sensing of broad ranges of human cognition and behavior inferred from the actions of avatars. In the process of designing and building such an environment, iSocial, to develop social competency for youth with Autism Spectrum Disorder the authors have explored the potential for developing a smart system. The paper provides a framework for conceptualizing and implementing a smart 3D collaborative virtual learning environments based on 3 key constructs: environmental scaffolds, social affordances and coaching. The framework and constructs are illustrated using experiences and functionality developed for the iSocial system.

Eidsvoll 1814

3D Collaborative Virtual Environments (CVEs) or virtual worlds have been widely used in educational settings for the purposes of simulation and demonstration of scientific concepts, art and historical events that for practical reasons may be complicated in real-life classrooms. This paper describes an experience of recreating a central event in Norwegian history, adoption of Norwegian constitution at Eidsvoll in 1814, in the virtual world of Second Life. The historical building where this event took place was reconstructed and used as a part of an online history course where Norwegian students residing all over the world could meet at Virtual Eidsvoll, play the role of the members of the Constituent Assembly and pass the constitution. Following the description of the experience with the Virtual Eidsvoll project, the authors conclude with a critical discussion of using 3D CVEs for history education, outlining directions for future work.

3D Collaborative Virtual Environments: Exploring the Link between Collaborative Behaviors and Team Performance

Increasingly, organizational work is conducted by virtual teams interacting across boundaries of space and time. Despite advances in collaborative technologies, members of virtual teams often find the experience challenging and a far cry from physically “being there.” In response, immersive and interactive three-dimensional collaborative virtual environments (3D CVEs) are emerging and purported to address the shortcoming of earlier technologies. How teams will interact and ultimately perform in a 3D environment remains to be seen. In this study, drawing from group and communication theories, we explore the link between collaborative behaviors and the performance of virtual teams working in a 3D CVE. We report on the results of a controlled experiment consisting of 39 virtual teams of 91 individuals. Through cluster analysis, we identify distinct patterns of collaborative behaviors associated with differential levels of performance. Our findings provide a deeper understanding of how the unique spatial and visual characteristics of 3D CVEs may transform virtual work.

3D Collaborative Virtual Environment based e-learning system

3D visualisation plays an important role in understanding abstract and complex concepts. In this paper, we move one step further by proposing a 3D multiuser collaborative virtual environment (CVE) system for e-learning. It provides an engaging learning environment, where the students and lecturers can collaboratively interact with the 3D e-learning contents, which will response based on law of physics or simulation rules. This would be particularly useful for those subjects that require multiuser collaboration. It also bridges the gap between lecturers and students by providing virtual real-time interactions, thus overcoming the limitations resulted from the distance issue in the Distance Learning.

Analyzing place metaphors in 3D educational collaborative virtual environments

In the recent years, the usage of three dimensional (3D) collaborative virtual environments (CVEs) for educational purposes has increased. The metaphors behind the design of virtual places are quite diverse, from replication of real universities to art museums and scientific labs. This paper reports the results of a case study where the students of our university, as a part of their course assignment, analyzed place metaphors used in a range of 3D educational CVEs vs. the corresponding educational goals. The students suggested a design for a virtual campus representing the Norwegian University of Science and Technology (NTNU). The results of this study provide some suggestions concerning the characterization of different design features in educational CVEs and the suitability of such features for different educational goals. Also, a preliminary set of design guidelines for an ideal virtual campus representing a real university is presented. Finally, some challenges associated with using 3D CVEs in various educational situations are discussed.

CREATIVE CURRICULUM VISUALIZATION IN A 3D CVE: EXPERIENCES AND GUIDELINES

This paper describes experiences of using a 3D collaborative virtual environment (CVE) as a tool for a creative collaborative visualization of curriculum content in a university course. The goal of this project was to improve the students' understanding of the curriculum and explore the possibilities of 3D CVEs in this context. The project resulted in a number of original virtual constructions, visualizing topics and concepts introduced in the course. Based on this experience, the paper discusses the suitability of 3D CVEs for the task of creative curriculum visualization and elaborates on some pedagogical aspects.