Strategic Growth Area: Creativity and Innovation (C&I)
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C&I is the refinement of two early SGAs: Creative Technologies and Experiences and Innovation and Entrepreneurship. C&I melds the exploration of innovative technologies and the design of creative experiences with best practices for developing impact-driven and meaningful outcomes and solutions. C&I builds and strengthens creative communities; supports economic development; and enhances quality of life through self-sustaining and entrepreneurial activities.
The Creative Technologies and Experiences (CT+E) Strategic Growth Area develops 21st-century transdisciplinarians who are well-versed in the unique processes of collaborative environments and whose creative portfolios and capstone projects generate new, or address an existing, real-world opportunity. CT+E exists at the technology-mediated intersection of the arts, design, science, and engineering. Participants are uniquely empowered to focus on and to holistically explore opportunities while developing an integrative approach to thinking and problem solving.
The Innovation and Entrepreneurship SGA was described as Working across all disciplines, we strive to address problems, innovate solutions, and make an impact through entrepreneurial ventures... We create an atmosphere and culture that unleashes creativity, sparks vision and innovation, and teaches the governing principles that are the foundation of every successful progressive enterprise. Our training, investments, and activities include discovery science, applied science, and processes related to commercialization/implementation and management – all in a global context and consistent with ethical principles.
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Browsing Strategic Growth Area: Creativity and Innovation (C&I) by Department "Computer Science"
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- Co-located Collaborative Play in Virtual Environments for Group Learning in MuseumsApostolellis, Panagiotis (ACM, 2014-06)Having witnessed the unexplored potential of co-located group collaboration in contemporary museums, the proposed research aims to identify which elements of collaborative virtual environments and serious games can be leveraged for an enhanced learning experience. Our hypothesis is that synchronous, co-located, group collaboration will afford greater learning compared to the conventional approaches. We developed C-OLiVE, an interactive virtual learning environment supporting tripartite group collaboration, which we are using as a test bed to respond to our research questions. In this paper, we discuss the proposed research which involves building and testing a conceptual framework and also suggesting a list of design guidelines for anyone interested in developing virtual environments for informal learning spaces.
- Collaborative Design for Young Children with Autism: Design Tools and a User StudyMcCrickard, D. Scott; Abel, Troy D.; Scarpa, Angela; Wang, Yao (Department of Computer Science, Virginia Polytechnic Institute & State University, 2013-09-30)This paper provides an overview of a collaborative design effort that involves computer scientists, psychologists, and designers working together to investigate design methods to help in the creation of technology to people with cognitive disabilities. The focus of this effort was in developing techniques to help novice designers create technology interfaces to support anger management in young people with autism spectrum disorder (ASD). The primary output for designers is a card set for which each card has a claim about an anger management technique that can help young people. Design activities leveraging scenarios and personas are suggested that leverage the card set in the creation of technology interfaces. This paper introduces the card set and supporting techniques, describes a design session in an undergraduate classroom setting, and speculates about future directions for this work.
- Collaborative Storyboarding: Artifact-Driven Construction of Shared UnderstandingWahid, Shahtab; Branham, Stacy; Harrison, Steven R.; McCrickard, D. Scott (Department of Computer Science, Virginia Polytechnic Institute & State University, 2009)Collaborative storyboarding, with a focus on aggregating designers’ expertise in the storyboarding process, offers the opportunity for a group of designers to make progress toward creating a visual narrative for a new interface or technology, but it requires the designers to work together to explore ideas, differentiate between options, and construct a common solution. Important in collaborative storyboarding is the shared understanding that emerges among the designers and the obstacles they face in establishing that understanding. This paper defines a model for collaborative storyboarding, presents a study that explores group interactions in collaborative storyboarding, and analyzes the interactions using the distributed cognition and common ground theories. Our findings demonstrate that joint interaction and enthusiastic efforts within each phase lead to active information exchanges and shared understanding among the members of the group.
- Cooperative Object Manipulation in Collaborative Virtual EnvironmentsPinho, Marcio S.; Bowman, Douglas A.; Dal Sasso Freitas, Carla M. (Springer Nature, 2008-06-20)Cooperative manipulation refers to the simultaneous manipulation of a virtual object by multiple users in an immersive virtual environment (VE). In this work, we present techniques for cooperative manipulation based on existing single-user techniques. We discuss methods of combining simultaneous user actions, based on the separation of degrees of freedom between two users, and the awareness tools used to provide the necessary knowledge of the partner activities during the cooperative interaction process. We also present a framework for supporting the development of cooperative manipulation techniques, which are based on rules for combining single user interaction techniques. Finally, we report an evaluation of cooperative manipulation scenarios, the results indicating that, in certain situations, cooperative manipulation is more efficient and usable than single user manipulation.
- Development of a Collaborative Design Tool for Structural Analysis in an Immersive Virtual EnvironmentSetareh, Mehdi; Bowman, Douglas A.; Tumati, P. (Department of Computer Science, Virginia Polytechnic Institute & State University, 2001)This paper contains the results of an on-going collaborative research effort by the departments of Architecture and Computer Science of Virginia Polytechnic Institute and State University, U.S.A., to develop a computer visualization application for the structural analysis of building structures. The VIRTUAL-SAP computer program is being developed by linking PC-SAP4 (Structural Analysis Program), and virtual environment software developed using the SVE (Simple Virtual Environment) library. VIRTUAL-SAP is intended for use as a collaborative design tool to facilitate the interaction between the architect, engineer, and contractor by providing an environment that they can walk-through and observe the consequences of design alterations. Therefore, this software can be used as an interactive computer-aided analysis of building systems.
- Effects of Active Exploration and Passive Observation on Spatial Learning in a CAVEMelanson, Brian; Kelso, John; Bowman, Douglas A. (Department of Computer Science, Virginia Polytechnic Institute & State University, 2002-07-01)This experiment was a modification of Paul N. Wilson's 1999 study entitled "Active Exploration of a Virtual Environment Does Not Promote Orientation or Memory for Objects." It was hoped that changing the immersion level from a standard desktop monitor to a more immersive CAVE environment would change the results of this experiment. All subjects explored a three-dimensional virtual environment in a CAVE. Active subjects were given controls to choose their own path and explore the environment. Passive subjects watched a playback tour through the virtual environment. A unique active subject determined the tour for each passive subject. Each subject was asked to remember the objects they saw, their locations, and the floor plan of the environment. Afterward, subjects were asked to indicate the direction to another location that was not visible from the current location. Other object memory tests required recalling the location of each object and indicating it on a plan view of the environment. Similar to Wilson's experiment, this experiment yielded no significant indication that active exploration or passive observation changes the level of spatial learning.
- The Effects of Higher Levels of Immersion on Procedure Memorization Performance and Implications for Educational Virtual EnvironmentsRagan, Eric D.; Sowndararajan, Ajith; Kopper, Regis; Bowman, Douglas A. (MIT Press, 2010-12-01)Researchers have proposed that immersion could have advantages for tasks involving abstract mental activities, such as conceptual learning; however, there are few empirical results that support this idea. We hypothesized that higher levels of immersion would benefit such tasks if the mental activity could be mapped to objects or locations in a 3D environment. To investigate this hypothesis, we performed an experiment in which participants memorized procedures in a virtual environment and then attempted to recall those procedures. We aimed to understand the effects of three components of immersion on performance. The results demonstrate that a matched software field of view (SFOV), a higher physical field of view (FOV), and a higher field of regard (FOR) all contributed to more effective memorization. The best performance was achieved with a matched SFOV and either a high FOV or a high FOR, or both. In addition, our experiment demonstrated that memorization in a virtual environment could be transferred to the real world. The results suggest that, for procedure memorization tasks, increasing the level of immersion even to moderate levels, such as those found in head mounted displays (HMDs) and display walls, can improve performance significantly compared to lower levels of immersion. Hypothesizing that the performance improvements provided by higher levels of immersion can be attributed to enhanced spatial cues, we discuss the values and limitations of supplementing conceptual information with spatial information in educational VR.
- Immersive Virtual Environments for University Education: Views from the ClassroomBowman, Douglas A.; Gracey, Matthew; Lucas, John F.; Setareh, Mehdi; Varadarajan, Srinidhi (Department of Computer Science, Virginia Polytechnic Institute & State University, 2003)Education has long been touted as an important application area for immersive virtual environments (VEs). VEs can allow students to visualize and interact with complex three-dimensional (3D) structures, perform virtual experiments,#157; view scenes with natural head and body movements, and experience environments that would be otherwise inaccessible because of distance (the surface of the Moon), scale (a complex molecule), or danger (a sunken ship). Many researchers have explored the use of VEs for education [1, 2], with some degree of success. However, few VE systems have been deployed for actual classroom use, and little is known about effective methods for employing VEs in real-world settings (the work of Johnson et al. is a notable exception [4]). In this paper, we describe three VE applications developed to teach university students concepts in the areas of computer graphics, building structures, and computer networking, and discuss our experience in using them as integral parts of appropriate classes at Virginia Tech. We differ from Johnson et al. in our focus on postsecondary education and in our use of VEs as tools within a traditional lecture-based class. We present our observations of what worked and what did not, and offer guidelines for others wishing to incorporate VEs into the classroom.
- The Making of Leork: The Virginia Tech Linux Laptop OrchestraBukvic, Ivica Ico; Matthews, Michael; Renfro, Maya; Wood, Andrew (2009)This poster describes the making of Leork, the Virginia Tech Linux Laptop Orchestra. The challenge of the project was to assemble a laptop orchestra using open source software, create self-constructed speakers, and obtain netbooks for a minimal cost. The project goals were to design and build a website, build hemispherical speakers, and construct software patches in Pure Data. At the project's conclusion, 16 hemispherical speakers were built, a website was developed and made available at 12ork.music.vt.edu, and all software patches were completed.
- Multitouch Tables for Collaborative LearningGeorge, Jacob; Dorsey, Desiree; de Araujo, Eric; Wilson, Gregory; McCrickard, D. Scott (2010)This 2010 REU (Research Experience for Undergraduates) poster describes multitouch tables for collaborative learning. The poster presents the benefits and barriers of using multitouch in the classroom, potential research questions, and future work such as creating educator toolkits to support custom content creation.
- Pinch Keyboard: Natural Text Input for Immersive Virtual EnvironmentsBowman, Douglas A.; Ly, Vinh Q.; Campbell, Joshua M. (Department of Computer Science, Virginia Polytechnic Institute & State University, 2001)Text entry may be needed for system control tasks in immersive virtual environments, but no efficient and usable techniques exist. We present the pinch keyboard interaction technique, which simulates a standard QWERTY keyboard using Pinch Gloves™ and 6 DOF trackers. The system includes visual and auditory feedback and a simple method of calibration.
- Testbed evaluation of virtual environment interaction techniquesBowman, Douglas A.; Johnson, D. B.; Hodges, Larry F. (MIT Press, 2001-02-01)As immersive virtual environment (VE) applications become more complex, it is clear that we need a firm understanding of the principles of VE interaction. In particular, designers need guidance in choosing three-dimensional interaction techniques. In this paper, we present a systematic approach, testbed evaluation, for the assessment of interaction techniques for VEs. Testbed evaluation uses formal frameworks and formal experiments with multiple independent and dependent variables to obtain a wide range of performance data for VE interaction techniques. We present two testbed experiments, covering techniques for the common VE tasks of travel and object selection/manipulation. The results of these experiments allow us to form general guidelines for VE interaction and to provide an empirical basis for choosing interaction techniques in VE applications. Evaluation of a real-world VE system based on the testbed results indicates that this approach can produce substantial improvements in usability.
- Testbed Evaluation of Virtual Environment Interaction TechniquesBowman, Douglas A.; Johnson, D.; Hodges, Larry F. (Department of Computer Science, Virginia Polytechnic Institute & State University, 2001)Testbed Evaluation of Virtual Environment Interaction Techniques
- Tuning Complex Systems by Sonifying Their Performance DataHenthorne, Cody; Bukvic, Ivica Ico; Pyla, Pardha S.; Tilevich, Eli (Department of Computer Science, Virginia Polytechnic Institute & State University, 2013)In the modern computing landscape, the challenge of tuning software systems is exacerbated by the necessity to accommodate multiple divergent execution environments and stakeholders. Achieving optimal performance requires a different configuration for every combination of hardware setups and business requirements. In addition, the state of the art in system tuning can involve complex statistical models, which require deep expertise not commonly possessed by the average software developer. This paper presents a novel approach to tuning complex software systems by leveraging sound to convey performance information during execution. We conducted a scientific survey to determine which sound characteristics (e.g., loudness, panning, pitch, tempo, etc.) are most accurate to express information to the average programmer. As determined by the survey, the characteristics that scored the highest across all the participants were used to create a proof-of-concept demonstration. The demonstration showed that a programmer who is not an expert in either software tuning or enterprise computing can configure the parameters of a real world enterprise application server, so that its resulting performance surpasses that exhibited under the standard configuration. Our results indicate that sound-based tuning approaches can provide valuable solutions to the challenges of configuring complex computer systems.
- User-elicited dual-hand interactions for manipulating 3D objects in virtual reality environmentsNanjappan, Vijayakumar; Liang, Hai-Ning; Lu, Feiyu; Papangelis, Konstantinos; Yue, Yong; Man, Ka L. (2018-10-29)Virtual reality technologies (VR) have advanced rapidly in the last few years. Prime examples include the Oculus RIFT and HTC Vive that are both head-worn/mounted displays (HMDs). VR HMDs enable a sense of immersion and allow enhanced natural interaction experiences with 3D objects. In this research we explore suitable interactions for manipulating 3D objects when users are wearing a VR HMD. In particular, this research focuses on a user-elicitation study to identify natural interactions for 3D manipulation using dual-hand controllers, which have become the standard input devices for VR HMDs. A user elicitation study requires potential users to provide interactions that are natural and intuitive based on given scenarios. The results of our study suggest that users prefer interactions that are based on shoulder motions (e.g., shoulder abduction and shoulder horizontal abduction) and elbow flexion movements. In addition, users seem to prefer one-hand interaction, and when two hands are required they prefer interactions that do not require simultaneous hand movements, but instead interactions that allow them to alternate between their hands. Results of our study are applicable to the design of dual-hand interactions with 3D objects in a variety of virtual reality environments.
- Using Pinch Gloves(TM) for both Natural and Abstract Interaction Techniques in Virtual EnvironmentsBowman, Douglas A.; Wingrave, Chadwick A.; Campbell, J. B.; Ly, Vinh Q. (Department of Computer Science, Virginia Polytechnic Institute & State University, 2001)Usable three-dimensional (3D) interaction techniques are difficult to design, implement, and evaluate. One reason for this is a poor understanding of the advantages and disadvantages of the wide range of 3D input devices, and of the mapping between input devices and interaction techniques. We present an analysis of Pinch Gloves™ and their use as input devices for virtual environments (VEs). We have developed a number of novel and usable interaction techniques for VEs using the gloves, including a menu system, a technique for text input, and a two-handed navigation technique. User studies have indicated the usability and utility of these techniques.