Connect-to-Connected Worlds

Mallavarapu, Aditi; Lyons, Leilah; Uzzo, Stephen; Thompson, Wren; Levy-Cohen, Rinat; Slattery, Brian

doi:10.1145/3290605.3300237

Cited by 6 publications

(1 citation statement)

References 33 publications

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“…It showed no actual learning outcomes, even when supporting social and collaborative interactions, but high levels of presence, embodiment, and engagement. The fantasy 2D cartoon content experienced in an immersive mixedreality environment appeared to result in high levels of engagement and embodiment, but no factual knowledge gained was measured by the self-reported perceived learning outcomes measured in surveys [24]. Although it was fun, and the children thought they had learned when interviewed, the actual learning gains were not measured.…”

Section: Information Fidelity (Facts) Important For Knowledge Acquisition (Learning)mentioning

confidence: 99%

Designing a Virtual Arboretum as an Immersive, Multimodal, Interactive, Data Visualization Virtual Field Trip

Harrington

Bledsoe

Jones

et al. 2021

MTI

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This paper describes a virtual field trip application as a new type of immersive, multimodal, interactive, data visualization of a virtual arboretum. Deployed in a game engine, it is a large, open-world simulation, representing 100 hectares and ideal for use when free choice in navigation and high fidelity are required. Although the computer graphics are photorealistic, it is different and unique from other applications that use game art or 2D 360-degree video, because it reflects high information fidelity as a result of the domain expert review, and the integration of geographic information system (GIS) data with drone images. Combined in-game as a data visualization, it is ideal for generating past or future worlds, in addition to representations of the present. Fusing information from many data sources—terrain data, waterbody data, plant inventory, population density data, accurate plant models, bioacoustics, and drone images—its design process and methods could be repeated and used in a wide range of augmented reality (AR) and virtual reality (VR) applications and devices. Results on presence, embodiment, emotions, engagement, and learning are summarized from prior pilot studies for context on use, and are relevant to schools, museums, arboretums, and botanical gardens interested in developing immersive informal learning applications.

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Section: Information Fidelity (Facts) Important For Knowledge Acquisition (Learning)mentioning

confidence: 99%

Designing a Virtual Arboretum as an Immersive, Multimodal, Interactive, Data Visualization Virtual Field Trip

Harrington

Bledsoe

Jones

et al. 2021

MTI

View full text Add to dashboard Cite

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Data-inspired co-design for museum and gallery visitor experiences

Darzentas

Cameron

Wagner

et al. 2022

AIEDAM

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The capture and analysis of diverse data is widely recognized as being vital to the design of new products and services across the digital economy. We focus on its use to inspire the co-design of visitor experiences in museums as a distinctive case that reveals opportunities and challenges for the use of personal data. We present a portfolio of data-inspired visiting experiences that emerged from a 3-year Research Through Design process. These include the overlay of virtual models on physical exhibits, a smartphone app for creating personalized tours as gifts, visualizations of emotional responses to exhibits, and the data-driven use of ideation cards. We reflect across our portfolio to articulate the diverse ways in which data can inspire design through the use of ambiguity, visualization, and inter-personalization; how data inspire co-design through the process of co-ideation, co-creation, and co-interpretation; and how its use must negotiate the challenges of privacy, ownership, and transparency. By adopting a human perspective on data, we are able to chart out the complex and rich information that can inform design activities and contribute to datasets that can drive creativity support systems.

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