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1

Digital Technologies and Communication: Prospects and Expectations

100%
Gabellone F.
Open Archaeology
|
2014
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vol. 1
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issue 1
EN
The birth of virtual reality marked a new path forward and also gave a fresh view of reality, allowing alternative ‘readings’ of cultural heritage. This new way of representation and simulation was soon associated with the term virtual environment, used to indicate those interactive three-dimensional models that could be navigated and that simulated a place, building, or synthetic representation scheme in real time. A virtual environment is like a “microscope for the mind” that allows you to elaborate amplified projections of the material world, to “look beyond” simple appearances and to make logical connections between elements grouped together. In recent years, virtual environments have been greeted positively by the public and scholars, testified by the quantity of thematic conferences on the subject of Virtual Archaeology. Despite this, there are still many contradictions found in the varying terms and the diverse aims of the developing disciplines that gravitate around the field of virtual reality such as Cultural Virtual Environment, Virtual Restoration, Virtual Archaeology, Enhanced Reality, and Mixed Reality. The spread of new media has upset the traditional systems of communication such as books, television, radio and even the roles of some cultural stakeholder. With this in mind, the role of virtual heritage also consists in transmitting information using the language and cognitive metaphors used in video-games, considering these as cultural paradigms for a form of communication that is freed from the classic rules of elite culture. It is quite frequent to find projects of digital promotion for monuments that are characterised by difficulty of access, or for objects that have been taken from their original context. One solution to enhance the accessibility of those sites is certainly the use of some visual computing technologies which without presuming to be the ultimate answer to the problems posed, try to offer communications tools that permit an effective support to the visit.
2
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The process of spatial knowledge acquisition in a square and a circular virtual environment

100%
Jansen-Osmann P., Heil M.
Advances in Cognitive Psychology
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2007
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vol. 3
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issue 3
389-397
EN
This study investigated the effect of the environmental structure (circular vs. square environment) on spatial knowledge acquisition in a desktop virtual situation in which self-determined movement was allowed with a total of 120 participants: 7-, 8-year-old children; 11, 12-year-old children, and adults. In all measurements of spatial knowledge acquisition an overall developmental performance increase from younger children to adults was found. In contrast to that, the exploration and learning behavior did not differ between adults and children. Furthermore, the environmental structure influenced the number of trials needed to learn the two routes used and the distance walked to the determined landmarks. All these tasks were easier in a circular than in a square environment. This influence of the environmental structure was absent in the direction estimations task. The advantage of spatial knowledge acquisition in a circular environment in three of four tasks is discussed.
3
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Natural User Interface for Education in Virtual Environments

86%
Stavrev S.
Replay. The Polish Journal of Game Studies
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2016
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vol. 3
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issue 1
67-80
EN
Education and self-improvement are key features of human behavior. However, learning in the physical world is not always desirable or achievable. That is how simulators came to be. There are domains where purely virtual simulators can be created in contrast to physical ones. In this research we present a novel environment for learning, using a natural user interface. We, humans, are not designed to operate and manipulate objects via keyboard, mouse or a controller. The natural way of interaction and communication is achieved through our actuators (hands and feet) and our sensors (hearing, vision, touch, smell and taste). That is the reason why it makes more sense to use sensors that can track our skeletal movements, are able to estimate our pose, and interpret our gestures. After acquiring and processing the desired – natural input, a system can analyze and translate those gestures into movement signals.
4
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Možnosti využitia prostriedkov virtuálneho sveta vo vzdelávaní

72%
PŠENÁKOVÁ I., BAGANJ I.
Edukacja-Technika-Informatyka
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2016
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vol. 7
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issue 1
212-218
SK
Článok sa zaoberá možnosťami využitia virtuálneho prostredia vo vzdelávaní.
EN
The article deals with the possibilities of using virtual environments in education.
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