Virtual Explorations Research Articles

Investigating Leptospira dynamics in a multi-host community using an agent-based modelling approach.

Leptospirosis, a neglected bacterial zoonosis, is a global public health issue disproportionately affecting impoverished communities such as urban slums in the developing world. A variety of animal species, including peridomestic rodents and dogs, can be infected with different strains of leptospirosis. Humans contract leptospirosis via exposure to water or soil contaminated with the urine of infected animals. Due to the unavailability of safe and effective vaccines, preventive strategies mainly focus on minimizing human exposure to contaminated environment. In marginalized communities, this approach is ineffective due to infrastructure deficiencies and the difficulties in implementing sanitation and hygiene practices. Moreover, continuing the expansion of urban slums worldwide will likely contribute to the increase in outbreaks of leptospirosis. Effective prevention of leptospirosis outbreaks will therefore require a thorough understanding of Leptospira transmission dynamics in impoverished, high-density settings. We developed the agent-based model MHMSLeptoDy to investigate Leptospira dynamics in a realistic, in silico high-density community of rodents, dogs and human hosts, and two host-adapted Leptospira strains. Virtual explorations using MHMSLeptoDy were undertaken to evaluate alternate interventions and to assess the zoonotic transmission risk of leptospirosis. A key finding from model explorations is that rodents are the main contributors of rodent-adapted as well as dog-adapted strains in the environment, whereas dogs play an important role in distributing the rodent-adapted strain. Alternate leptospirosis control strategies can be evaluated using the open-source, customizable agent-based model, MHMSLeptoDy. This modelling approach provides a sophisticated mechanism to quantitatively evaluate nuanced intervention strategies and inform the design of rational, locally relevant leptospirosis control programmes.

Gamifying Virtual Exploration of the Past 350 Million Years of Vertebrate Evolution

Surviving Extinction is an interactive, adaptive, digital learning experience through which students learn about the history of vertebrate evolution over the last 350 million years. This experience is self-contained, providing students with immediate feedback. It is designed to be used in a wide range of educational settings from junior high school (∼12 years old) to university level. Surviving Extinction’s design draws on effective aspects of existing virtual field trip-based learning experiences. Most important among these is the capacity for students to learn through self-directed virtual explorations of simulated historical ecosystems and significant modern-day geologic field sites. Surviving Extinction also makes significant innovations beyond what has previously been done in this area, including extensive use of gamified elements such as collectibles and hidden locations. Additionally, it blends scientifically accurate animations with captured media via a user interface that presents an attractive, engaging, and immersive experience. Surviving Extinction has been field-tested with students at the undergraduate, high school, and pre-high school levels to assess how well it achieves the intended learning outcomes. In all settings we found significant gains pre- to post-activity on a knowledge survey with medium to large effect sizes. This evidence of learning is further supported with data from the gamified elements such as the number of locations discovered and total points earned. Surviving Extinction is freely available for use and detailed resources for educators are provided. It is appropriate for a range of undergraduate courses that cover the history of life on Earth, including ones from a biology, ecology, or geology perspective and courses for either majors or non-majors. Additionally, at the high school level, Surviving Extinction is directly appropriate to teaching adaptation, one of the disciplinary core ideas in the Next Generation Science Standards. Beyond providing this resource to the educational community, we hope that the design ideas demonstrated in Surviving Extinction will influence future development of interactive digital learning experiences.

Parks as performance: wilderness and colonial ecological violence in ‘The Hidden Worlds of the National Parks'

ABSTRACT In 2016, Google launched ‘The Hidden Worlds of the National Parks’, an interactive digital platform, hosted through Google Arts & Culture and produced in collaboration with the National Park Service, that offers virtual explorations of some of the most remote parts of several United States National Parks. In this article I argue that Hidden Worlds is more than an innocuous, interactive tour of fascinating geological and biological features. It is a performance ingrained with ideologies that have severe consequences for how we understand social and ecological injustice on the land that is now part of the national parks system. I use an ecocritical approach to examine the immersive experience of Hidden Worlds as performance and ultimately demonstrate that it enacts colonial ecological violence.

BIM-VR Framework for Building Information Modelling in Engineering Education

With the advancement of information technology, Building Information Modeling (BIM) is evolving fast and play an essential role in Architecture, Engineering, Construction, Owner and Operators (AECOO) industry. Universities play an important role in the current BIM transition in construction projects as well as to embrace Industry 4.0. In this research, immersive Virtual Reality (VR) in BIM offer a unique, supportive environment for the user experience in visualizing and collecting data from the model. With Virtual Reality (VR), engineering education has a major breakthrough. Immersive interactions, stereoscopic 3D, real time multisensory simulations, virtual explorations, synchronous communications, data analytics and visual analysis – all these are impossible without VR. VR offers a student-centred learning environment that promotes active and collaborative learning, situated within simulated real-world contexts.

Teacher training in the use of a three-dimensional immersive virtual world: Building understanding through first-hand experiences

This study offers recommendations and a model for other teacher educators who are interested in training teachers in the use of three-dimensional (3D) immersive virtual worlds (IVWs) for their own teaching. Twelve special education teachers collaboratively explored the usability of Second Life (SL) for special education by completing a full inquiry cycle to develop the ability to make informed decisions about the affordances and challenges of virtual world teaching and to help identify effective components for virtual worlds teacher training. Ten educational SL islands were explored critically. Mixed-methods data analysis and triangulation were based on the analysis and synthesis of a preliminary survey, a mid-reflection after several virtual explorations, the collaborative analysis of an existing SL lesson plan, the collaborative development of a SL lesson plan, a post-reflection, and a post-survey. Several key benefits of 3D IVWs for special education students emerged from the qualitative analyses, namely social skills practice, collaborative learning towards a joint goal with a competitive element, and increased motivation to participate, especially for topics that would otherwise be perceived as boring. The qualitative data informed the development of guidelines for virtual worlds teacher training and the elements of an ideal SL island designed for special education. The change of attitude towards the usability of virtual worlds in education as a result of the workshop was not statistically significant.

Evaluating the Effectiveness of Live Interactive Virtual Explorations Involving a Hard-to-Reach Native American Earth Lodge and a Pacific Island Volcanoes Site

For several years, National Park Service scientists, historians, and educators have been working with National Science Foundation-funded High Performance Wireless Research and Education Network (HPWREN) researchers on developing, implementing, and evaluating Live Interactive Virtual Explorations (LIVE) at several sites. The LIVE activities utilize computers with headsets and microphones to link National Park Service sites with an array of audiences. The two case studies in this paper examine the effectiveness of LIVE activities that allow Washington, DC, inner-city youth to explore two hard-to-reach National Park Service sites: Knife River Indian Villages National Historic Site in North Dakota and the Hawaii Volcanoes National Park.

Live Interactive Virtual Explorations at a Southern California Native American Learning Center

For the past decade, researchers affiliated with the National Science Foundation-funded High Performance Wireless Research and Education Network (HPWREN) have been working with Native American education communities on an array of Internet-enabled activities, including the Live Interactive Virtual Explorations (LIVE) pilot project. One of the communities involved with the pilot LIVE project is the Pala Native American Learning Center, which is located in rural San Diego County, California. This paper discusses five case studies encompassing LIVE activities between Pala tribal community members and field scientists/educators throughout southern California. Using laptops equipped with off-the-shelf accessories and freeware, the five pilot case studies demonstrate the advantages and disadvantages of utilizing the LIVE concept for real-time distance education programs at rural Native American communities.

Real and virtual explorations of the environment and interactive tracking of movable objects for the blind on the basis of tactile-acoustical maps and 3D environment models

Purpose. This study describes the development of a multi-functional assistant system for the blind which combines localisation, real and virtual navigation within modelled environments and the identification and tracking of fixed and movable objects.Method. The approximate position of buildings is determined with a global positioning sensor (GPS), then the user establishes exact position at a specific landmark, like a door. This location initialises indoor navigation, based on an inertial sensor, a step recognition algorithm and map. Tracking of movable objects is provided by another inertial sensor and a head-mounted stereo camera, combined with 3D environmental models. This study developed an algorithm based on shape and colour to identify objects and used a common face detection algorithm to inform the user of the presence and position of others.Results. The system allows blind people to determine their position with ∼1 metre accuracy. Virtual exploration of the environment can be accomplished by moving one's finger on a touch screen of a small portable tablet PC. The name of rooms, building features and hazards, modelled objects and their positions are presented acoustically or in Braille.Conclusions. Given adequate environmental models, this system offers blind people the opportunity to navigate independently and safely, even within unknown environments. Additionally, the system facilitates education and rehabilitation by providing, in several languages, object names, features and relative positions.

Introducing the R2D2 Model: Online learning for the diverse learners of this world

The R2D2 method—read, reflect, display, and do—is a new model for designing and delivering distance education, and in particular, online learning. Such a model is especially important to address the diverse preferences of online learners of varied generations and varied Internet familiarity. Four quadrants can be utilized separately or as part of a problem‐solving process: the first component primarily relates to methods to help learners acquire knowledge through online readings, virtual explorations, and listening to online lectures and podcasts. As such, it addresses verbal and auditory learners. The second component of the model focuses on reflective activities such as online blogs, reflective writing tasks, self‐check examinations, and electronic portfolios. In the third quadrant, visual representations of the content are highlighted with techniques such as virtual tours, timelines, animations, and concept maps. Fourth, the model emphasizes what learners can do with the content in hands‐on activities including simulations, scenarios, and real‐time cases. In effect, the R2D2 model is one means to organize and make sense of the diverse array of instructional possibilities currently available in distance education. It provides new ways of learning for diverse online students, and demonstrates easy‐to‐apply learning activities for instructors to integrate various technologies in online learning. When thoughtfully designed, content delivered from this perspective should be more enriching for learners. The R2D2 model provides a framework for more engaging, dynamic, and responsive teaching and learning in online environments.

An interactive three‐dimensional virtual body structures system for anatomical training over the internet

The Visible Human digital datasets make it possible to develop computer-based anatomical training systems that use virtual anatomical models (virtual body structures-VBS). Medical schools are combining these virtual training systems and classical anatomy teaching methods that use labeled images and cadaver dissection. In this paper we present a customizable web-based three-dimensional anatomy training system, W3D-VBS. W3D-VBS uses National Library of Medicine's (NLM) Visible Human Male datasets to interactively locate, explore, select, extract, highlight, label, and visualize, realistic 2D (using axial, coronal, and sagittal views) and 3D virtual structures. A real-time self-guided virtual tour of the entire body is designed to provide detailed anatomical information about structures, substructures, and proximal structures. The system thus facilitates learning of visuospatial relationships at a level of detail that may not be possible by any other means. The use of volumetric structures allows for repeated real-time virtual dissections, from any angle, at the convenience of the user. Volumetric (3D) virtual dissections are performed by adding, removing, highlighting, and labeling individual structures (and/or entire anatomical systems). The resultant virtual explorations (consisting of anatomical 2D/3D illustrations and animations), with user selected highlighting colors and label positions, can be saved and used for generating lesson plans and evaluation systems. Tracking users' progress using the evaluation system helps customize the curriculum, making W3D-VBS a powerful learning tool. Our plan is to incorporate other Visible Human segmented datasets, especially datasets with higher resolutions, that make it possible to include finer anatomical structures such as nerves and small vessels.

Transborder tourism, borderless classroom: reflections on a Hawaii–Singapore experience

This paper discusses a virtual or borderless classroom exercise conducted by the National University of Singapore (NUS) and the University of Hawaii, Manoa (UHM). By reflecting on the experiences and views of the NUS participants, the article explores the possibility of virtual explorations as a substitute for conventional fieldtrips and fieldwork. The findings reveal that online interactions and experiences simulate some of the processes and outcomes of traditional field explorations. Online exercises also permit cross‐country collaboration and trans‐cultural dialogue between students in two campuses. On the other hand, virtual exchanges are limited by their static two‐dimensional medium when contrasted with conventional fieldtrips, which provide multi‐sensory experiences that better allow participants to understand a foreign environment, society and culture.

地震波シミュレーションが地下構造探査に果たす役割

Seismic simulation technology has been developed for many years. Recent trend that targets of exploration have become deeper and more complicated recalls demand of the seismic simulation technology. However, it has been only used for limited study due to various technical reasons. In recent years, the seismic simulation technology is rapidly advanced with new simulation methods and parallel computers. We have developed the wave propagation methods and applied to various exploration problems. We will show some results of seismic simulation in this paper.The first example is related to the Marmousi model. This simulation result shows that the wave propagation is very complicated and is beyond our image. The second example is a virtual seismic survey related to the sub-salt play. The virtual exploration shows the problems and solutions for sub-salt seismic imaging. The third example is the difference between acoustic and elastic modeling. This result shows the problem in onshore seismic data and the future direction.Using a seismic simulation, we can recognize various pitfalls and limitation in seismic processing and seismic interpretation. Seismic simulation can be used as potential tools for virtual explorations. We can gain the knowledge and the virtual experience through the virtual explorations.

Internetworked graphics and the Web

Although the networking and computer graphics fields are considered to be distinct disciplines, they must begin to converge in order to support collaborative exploration and information visualization on the Internet and the World Wide Web. Telecommunication breakthroughs remove bottlenecks and provide new opportunities for interactive 3D graphics across globally interconnected, dissimilar networks. Multicast backbone tools, developed in the networking arena, provide desktop videoconferencing tools for sharing information visualization and virtual reality explorations. The Virtual Reality Modeling Language (VRML), developed in the computer graphics arena, supports the 3D display and fly-through of networked computing resources on the Internet. The computer graphics community considers VRML to be an interactive tool for exploring content on the Web. The telecommunications community calls it an application on the networking infrastructure. The authors define the concept of internetworked graphics to describe the future merger and dependencies of computer graphics applications and the telecommunications networking infrastructure.