Roussos, M., Johnson, A., Moher, T., Leigh, J., Vasilakis, C., and Barnes, C. Learning and Building Together in an Immersive Virtual World. Presence 8, 3, 1998, 247-263.  Home/Search   Document Details and Download   Summary   Related Articles   Check

....(real) people, teachers or parents participated, either as members of the groups, or disguised as characters in the environment. This allowed teachers to mentor the children in person, to guide parts of the activity from behind the scenes and to help shape more interesting and engaging stories [13]. Fig. 3. Children interacting with avatars in a virtual garden to construct stories. The NICE project, Maria Roussos et al. http: www.evl.uic.edu tile NICE 5 Concluding Remarks The world of interactive narrative is challenging all preconceived notions of the art of storytelling. Traditional ....

Roussos, M., Johnson, A., Moher, T., Leigh, J., Vasilakis, C. Barnes, C.: Learning and Building Together in an Immersive Virtual World. In Presence Journal 8(3), MIT Press (1999) 247-263.

....North Gate Centre. Here, VR was used to represent the North Main Street area in Cork City, Ireland as it was in the 17th century and as it is at present. This project was developed in the interests of elevating an interest in local history and exploration of local ruins [8] Roussos et al. [10] note that authenticity is essential when VR is used to convey cultural or historical experiences. They also state that the content of the VE experience must be important and enhanced by the use of VR. A goal of our study was to present as authentic an experience as possible, so that the VE would ....

M. Roussos, A. Johnson, T. Moher, J. Leigh, C. Vasilakis, and C. Barnes. Learning and building together in an immersive virtual world. Presence, 8(3):247--263, June 1999.

....More accurate illustration is also achieved through the option to observe the virtual world from various angles of perspective, which is impossible in 2D worlds. Immersion helps retention, by making important concepts more memorable, while also encouraging use of the learning environment [16] [17]. The higher level of interaction also encourages use of the environment, as users are actually obliged to participate in order to receive feedback. One has to make an important notice, however, regarding the issue of interaction. Interaction is imposed to the user, as it is required for even the ....

Roussos, M., Johnson, A., Moher, T., Leigh, J., Vasilakis, C., Barnes, C. "Learning and Building Together in an Immersive Virtual World", Presence - Teleoperators and Virtual Environments, 8(3), pp. 247 -- 263, 1999.

....complicated by adding network considerations. CVEs allow people in remote virtual environments to learn from each other, work together on designing systems, or perform a complex group task together over networks. The Narrative Immersive Constructionist Collaborative Environments (NICE) project ([2], 3] at the Electronic Visualization Laboratory at the University of Illinois at Chicago, is a collaborative learning environment: a virtual garden, where children can do gardening and learning cooperatively. In the NICE, children located in distributed virtual environments (e.g. 3 CAVEs) ....

....3163 times transition DrawComplete firing we recorded. The simulation result is consistent with our possibility analysis. 5 EFTN models for the NICE The main distributed components of the NICE consist of a garden simulation server, an avatar repeater for avatar state information, and NICE clients ([2], 3] A NICE client uses an unreliable protocol (UDP) to send avatar information (local tracker data) to the avatar repeater and a reliable 10 socket connection (TCP protocol) to send local avatar s world changing messages to the server. The avatar repeater broadcasts avatar state information ....

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M. Roussos, A. Johnson, T. Moher, J. Leigh, C. Vasilakis, C. Barnes, "Learning and Building Together in an Immersive Virtual World," To appear in Presence vol. 8, no. 3, June, 1999.

....environment is presented in [18] However, no network issue exists for the stand alone VE and the work only shows simple simulation results. This paper proposes to apply a Petri net formal modeling technique to a net VE NICE (Narrative Immersive Constructionist Collaborative Environment) [13], 14] NICE is essentially a network of collaborative virtual reality systems called CAVE TM 1 (CAVE Automatic Virtual Environment) 10] 11] 12] Applying formal modeling techniques such as the Petri net, we hope to open an avenue to give clear semantics to the configurations of ....

....(#1, #1, #1, #1) #1, #1, #1, #1) Ready render [0,0] DataCome Tracker (#1, #1, #1, #1) Fig. 2 An EFTN model for the CAVE 5. EFTN models for NICE The main distributed components of NICE consist of a garden simulation server, an avatar repeater for avatar state information, and NICE clients ([13], 14] A NICE client uses an unreliable (but faster) protocol UDP (User Datagram Protocol) to send avatar information (local tracker data) to the avatar repeater and a reliable (but slower) socket connection (TCP protocol) to send the local avatar s world changing messages to the server. The ....

[Article contains additional citation context not shown here]

M. Roussos, A. Johnson, T. Moher, J. Leigh, C. Vasilakis, C. Barnes, "Learning and Building Together in an Immersive Virtual World," Presence, vol. 8, no. 3, June, 1999, pp.247-263.

....the use of virtual actors in CVEs: the current prototypical nature of many of the applications developed Current studies have been with users with ready access to the technology. However, the recognition of the situated nature of the processes that arise in collaborative learning is necessary. (Roussos et al. 1999) calls for more exploratory work which involves building novel learning applications and carrying out informal evaluations of them. the vast amount of factors that are involved in the construction of CVEs Kaur (1997) has identified 46 design properties to be considered when designing VEs for ....

Roussos, M., Johnson, A., Moher, T., Leigh, J., Vasilakis, C., & Barnes, C. (1999). Learning and Building Together in an Immersive Virtual World, Presence, 8(3), pp.247-263.

....with bulky headsets and equipment to the slimmed down, more comfortable visual displays for multiple people simultaneously. Particularly, the work carried out by researchers at the University of Illinois at Chicago (the Round Earth project: Johnson et al. 1999; Moher et al. 1999; the NICE project: Roussos et al. 1999) looks at the issues involved in the use of projection based virtual reality systems with children, specifically in the well known CAVE VR theater. The CAVE is a multi person, room sized virtual reality system consisting of three walls and a floor. All users entering the CAVE wear special ....

Roussos, M., Johnson, A., Moher, T., Leigh, J., Vasilakis, C., Barnes. C. (1999). Learning and Building Together in an Immersive Virtual World. PRESENCE 8(3), MIT Press, 247263. Roussou, M. and Efraimoglou, D. (1999). High-end Interactive Media in the Museum. In Computer Graphics, ACM SIGGRAPH 1999, 59-62.

....than the actual technology being used. Training programs that encourage the users to learn and think will always out perform training programs that simply rely on a new technology. 2.5. 1 NICE project The NICE (Narrative based, Immersive, Constructionist Collaborative Environments) project [Roussos, 1997; Johnson et al. 1998] was a research project whose goal it was to create a virtual learning environment, based on the constructionist theory. The design of NICE supports the constructionist view that learners assimilate knowledge by engaging in self directed learning activities which are ....

Roussos, M. (1997) Learning and Building Together in an Immersive Virtual World, Electronic Visualization Laboratory (EVL) and Interactive Computing Environments Laboratory (ICE) University of Illinois at Chicago, 7

....Virtual actors can represent software agents or humans (avatars) in an educational system [3] By combining this work with that on Deva it would be possible to identify design factors which could be used to inform the development of the underlying Deva technology itself. 2. METHODOLOGY Roussos [6] supports the need for exploratory work which involves building and evaluating novel learning applications. It is important to recognise the situated nature of the processes in collaborative learning. It is necessary to study a real world situation to determine the CVE requirements. Problems ....

Roussos, M., Johnson, A., Moher, T., Leigh, J., Vasilakis, C., and Barnes, C. (1999). Learning and Building Together in an Immersive Virtual World. Presence, 8(3), 247-263.

....In terms of collaboration there are two processes taking place: co operation (in learning) and competition (in trying to win the game) This social dimension supports sociocultural theories of learning [Soloway 1996] The research in the Senet project is primarily exploratory in nature. [Roussos 1999] supports the need for such exploratory work which involves building novel learning applications and carrying out informal evaluations of them. Many studies that have been carried out have been with users with ready access to the technology. However, it is necessary to recognise the situated ....

M. Roussos, A. Johnson, T. Moher, J. Leigh, C. Vasilakis, and C. Barnes, "Learning and Building Together in an Immersive Virtual World", Presence, Vol. 8, No. 3, June 1999, pp.247-263.

....this idea of asynchronous collaboration and heterogeneous views, and wanted to investigate them further in other application areas. The NICE (Narrative Immersive Constructionist Collaborative Environments) project was a collaborative environment in the form of a virtual island for young children [Roussos et al., 1999]. In the center of this island the children could tend a virtual garden. The children, represented by articulated avatars, could collaboratively plant, grow, and pick vegetables and flowers. They needed to ensure that the plants had sufficient water, sunlight, and space to grow, and kept a look ....

Roussos, M., Johnson, A., Moher, T., Leigh, J., Vasilakis, C., Barnes, C. Learning and building together in an Immersive virtual world. In Presence 1999; 8(3): 247-263.

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Roussos, M., Johnson, A., Moher, T., Leigh, J., Vasilakis, C., and Barnes, C. Learning and Building Together in an Immersive Virtual World. Presence 8, 3, 1998, 247-263.

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Roussos, M., A. Johnson, T. Moher, J. Leigh, C. Vasilakis, and C. Barnes. 1999. Learning and building together in an immersive virtual world. Presence 8:247-263.

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Roussos, M., Johnson, A., Moher, T., Leigh, J., Vasilakis, C., & Barnes, C. 1999, Learning and building together in an immersive virtual world. Presence, 8(3), 247-263.

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M. Roussos, A. Johnson, T. Moher, J. Leigh, C. Vasilakis, and C. Barnes, Learning and Building Together in a Immersive Virtual World, Presence 8 (1999) 247-263.

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-70. Roussos, M., A. Johnson, T. Moher, J. Leigh, C. Vasilakis and C. Barnes. 1999. Learning and building together in an immersive virtual world. Presence

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M. Roussos et al., "Learning and Building Together in an Immersive Virtual World," Presence, Vol. 8, No. 3, June 1999, pp. 247-263 and the cover.

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