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The Global ETD Search service is a free service for researchers
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Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 61 to 67 of 67 (0.061 seconds)Spelling suggestions: "subject:"lead counted display"" "subject:"lead counted isplay""
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User Interface for ARTable and Microsoft Hololens / User Interface for ARTable and Microsoft HololensBambušek, Daniel January 2018 (has links)
Tato práce se zaměřuje na použitelnost brýlí Microsoft HoloLens pro rozšířenou realitu v prototypu pracoviště pro spolupráci člověka s robotem - "ARTable". Použití brýlí je demonstrováno vytvořeným uživatelským rozhraním, které pomáhá uživatelům lépe a rychleji porozumět systému ARTable. Umožňuje prostorově vizualizovat naučené programy, aniž by bylo nutné spouštět samotného robota. Uživatel je veden 3D animací jednotlivých programů a hlasem zařízení, což mu pomůže získat jasnou představu o tom, co by se stalo, pokud by program spustil přímo na robotovi. Implementované řešení také umožňuje interaktivně provést uživatele celým procesem programování robota. Použití brýlí umožňuje mimo jiné zobrazit cenné prostorové informace, například vidění robota, tedy zvýraznit ty objekty, které jsou robotem detekovány.
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Instructing workers through a head-worn Augmented Reality display and through a stationary screen on manual industrial assembly tasks : A comparison studyKenklies, Kai Malte January 2020 (has links)
It was analyzed if instructions on a head-worn Augmented Reality display (AR-HWD) are better for manual industrial assembly tasks than instructions on a stationary screen. A prototype was built which consisted of virtual instruction screens for two example assembly tasks. In a comparison study participants performed the tasks with instructions through an AR-HWD and alternatively through a stationary screen. Questionnaires, interviews and observation notes were used to evaluate the task performances and the user experience. The study revealed that the users were excited and enjoyed trying the technology. The perceived usefulness at the current state was diverse, but the users saw a huge potential in AR-HWDs for the future. The task accuracy with instructions on the AR-HWD was equally good as with instructions on the screen. AR-HWDs are found to be a better approach than a stationary screen, but technological limitations need to be overcome and workers need to train using the new technology to make its application efficient.
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Mitigating VR Cybersickness Caused by Continuous Joystick MovementAditya Ajay Oka (16529664) 13 July 2023 (has links)
<p>When users begin to experience virtual reality (VR) for the first time, they can be met with some degree of motion sickness and nausea, especially if continuous joystick locomotion is used. The symptoms that are induced during these VR experiences fall under the umbrella term cybersickness, and due to these uncomfortable experiences, these users can get a bad first impression and abandon the innovative technology, not able to fully appreciate the convenience and fascinating adventures VR has to offer. As such, this project compares the effects of two cybersickness mitigation methods (Dynamic Field of View (FOV) and Virtual Reference Frame), both against each other and combined, on user-reported cybersickness symptoms to determine the best combination to implement in commercial applications to help create more user-friendly VR experiences. The hypothesis is that combining the FOV reduction and the resting frame methods can mitigate VR cybersickness more effectively without hindering the user’s experience and the virtual nose method is more potent at mitigating cybersickness compared to dynamic FOV. To test these hypotheses, an experimental game was developed for the Meta Quest 2 with five levels: a tutorial level and four maze levels (one for each scenario). The participants were asked to complete the tutorial level until they got used to the virtual reality controls, and then they were instructed to complete the maze level twice with one of the following conditions for each run: no method, dynamic field of view only, virtual nose only, and dynamic field of view and virtual nose combined. After completing each maze trial, the participants were asked to complete a simulator sickness questionnaire to get their thoughts on how much sickness they felt during the test. Upon concluding the testing phase with 36 participants and compiling the data, the results showed that while the subjects preferred the dynamic FOV method even though they were able to complete the trials significantly faster with the virtual nose method, it is inconclusive regarding which method is truly more effective. Furthermore, the results showed that it is also inconclusive if the scenario with both methods enabled is significantly better or worse than either method used separately.</p>
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Abschlussbericht VRmed - Virtual Reality in der medizinischen Lehre: Ein Projekt der Medizinischen Fakultät der Universität Leipzig, Referat Lehre, Bereich MedienLachky, Alexander, Eckardt, Franziska, Stange, Ingmar, Schwarzer, Max-Philip 13 December 2021 (has links)
The advance of digitization influences medical sciences in various areas, increasingly including medical education. Therefore the Teaching Department of the Medical Faculty of the University of Leipzig constantly considers new technical developments and their possibilities for use in medical teaching. The focus is on the fact that teaching should be supplemented and explicitly not replaced by digital media. Virtual reality (hereinafter referred to as 'VR') represents a technology that can be expected to offer promising potential. In order to determine to what extent VR represents an added value for the study of human medicine and which hardware and software is suitable, the project VRmed – Virtual Reality in Medical Teaching was initiated in the Media section of the Teaching Department of the MF. This was funded as part of the Digital Fellowship Program by the University Didactic Center Saxony and the Working Group E-Learning of the LRK Saxony. The present report represents the final report of the project, which was created on its own initiative. In order to investigate the question of implementation possibilities for medical studies, four VR glasses (three different models) and four VR applications were purchased. Two simulation applications and two anatomy applications were selected as applications. The former are i:medtasim and StepVR applications. In addition, the anatomy applications 3D Organon VR Anatomy and Medicalholodeck were purchased. The initially extensive multi-stage evaluation with lecturers and students could not be implemented in 2020/2021 due to the pandemic-related restrictions and was therefore only applied in limited extent. Thus, hardware and software were evaluated qualitatively and in depth in the context of three presentation events by lecturers and media didactics. In particular, the simulation applications are considered to be helpful and useful extensions for teaching. The anatomy application 3D Organon VR Anatomy could also be used profitably in medical studies, especially in the early semesters. With regard to i:medtasim, there are initial considerations to include this in the curriculum as part of a medical elective. Another perspective is the establishment of a VR lab in which students and lecturers can freely use the technology. It should also be noted that VR is associated with many technical challenges and both the setup and the first use require expertise. In addition, the purchase is cost-intensive and hardware and software develop very quickly. Nevertheless, the potentials and the added value predominate. VR can be used to meet a wide range of learning types, practice scenarios bridge the gap between theory and practice, and students and lecturers can connect to technical developments.:1. Einleitung
2. Theoretische Hinführung
3. VR an Medizinischen Fakultäten und Universitäten außerhalb des Standorts Leipzig
4. Projektbeschreibung VRmed – Virtual Reality in der medizinischen Lehre Leipzig
5. VR Hardware und Software für den medizinischen Einsatz
6. Evaluation
7. Fazit und Ausblick
8. Literaturverzeichnis
9. Online-Quellen
Anhang
A) Projektstrukturplan
B) Zeitplan
C) Poster
D) Evaluationsprotokolle / Das Voranschreiten der Digitalisierung beeinflusst die Medizin in verschiedenen Bereichen, weshalb deren Relevanz auch im Medizinstudium zunimmt. Daher werden im Referat Lehre der Medizinischen Fakultät der Universität Leipzig stetig neue technische Entwicklungen und deren Möglichkeiten für den Einsatz in der medizinischen Lehre betrachtet. Im Fokus steht, dass die Lehre ergänzt und explizit nicht durch digitale Medien ersetzt werden soll. Virtual Reality (im Folgenden „VR“) stellt dabei eine Technologie dar, die in der ersten Auseinandersetzung vielversprechende Potentiale erwarten lässt. Um festzustellen, inwiefern VR einen Mehrwert für das Humanmedizinstudium darstellt und welche Hard- und Software dabei in Frage kommt, wurde im Bereich Medien des Referats Lehre der MF das Projekt VRmed – Virtual Reality in der medizinischen Lehre initiiert. Dies wurde im Rahmen des Digital Fellowship-Programms vom Hochschuldidaktischen Zentrum Sachsen und dem Arbeitskreis E-Learning der LRK Sachsen gefördert. Der hier vorliegende Bericht stellt den Abschlussbericht des Projektes dar, welcher aus Eigenantrieb erstellt wurde. Um der Frage nach Implementierungsmöglichkeiten für das Medizinstudium nachzugehen, wurden vier VR-Brillen (drei verschiedene Modelle) und vier VR-Anwendungen angeschafft. Als Anwendungen wurden zwei Simulationsanwendungen und zwei Anatomieanwendungen ausgewählt. Bei ersterem handelt es sich um die Anwendungen i:medtasim und StepVR. Zudem wurden die Anatomieanwendungen 3D Organon VR Anatomy und Medicalholodeck eingekauft. Die zunächst umfangreich angelegte mehrstufige Evaluation mit Dozierenden und Studierenden konnte aufgrund der pandemiebedingten Einschränkungen in den Jahren 2020/2021 nicht umgesetzt werden und wurde eingegrenzt. Somit wurde Hard- und Software im Rahmen von drei Präsentationsveranstaltungen von Dozierenden und Mediendidaktiker:innen qualitativ und tiefgehend evaluiert. Insbesondere die Simulationsanwendungen werden als hilfreiche und sinnvolle Erweiterungen für die Lehre eingeschätzt. Auch die Anatomieanwendung 3D Organon VR Anatomy könnte im Medizinstudium, insbesondere in die frühen Semester, gewinnbringend eingesetzt werden. Bezüglich i:medtasim existieren erste Überlegungen, dies im Rahmen eines humanmedizinischen Wahlfachs in das Curriculum einzubinden. Eine weitere Perspektive ist die Etablierung eines VR-Labs, in dem Studierende und Dozierende die Technik frei nutzen können. Es bleibt auch festzuhalten, dass VR mit vielen technischen Herausforderungen verbunden ist und sowohl das Einrichten als auch die erste Nutzung Expertise bedürfen. Zudem ist die Anschaffung kostenintensiv und Hard- und Software entwickeln sich sehr schnell. Dennoch überwiegen die Potentiale und der Mehrwert. Durch VR kann vielfältigen Lerntypen begegnet werden, durch Übungsszenarien wird eine Brücke zwischen Theorie und Praxis geschlagen und Studierende wie auch Dozierende können an technische Entwicklungen anschließen.:1. Einleitung
2. Theoretische Hinführung
3. VR an Medizinischen Fakultäten und Universitäten außerhalb des Standorts Leipzig
4. Projektbeschreibung VRmed – Virtual Reality in der medizinischen Lehre Leipzig
5. VR Hardware und Software für den medizinischen Einsatz
6. Evaluation
7. Fazit und Ausblick
8. Literaturverzeichnis
9. Online-Quellen
Anhang
A) Projektstrukturplan
B) Zeitplan
C) Poster
D) Evaluationsprotokolle
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Ověření biologických parametrů člověka pro robotickou vizuální teleprezenci / Validation of human body biological parameters for robotic visual telepresenceCheparukhina, Anna January 2015 (has links)
This work presents a research in the field of robotic visual telepresence. At the beginning explains the principle of teleprezence and it makes classification of robots according to their properties and concepts. Furthermore, there is a review of modern existing robots. The following chapter discusses the human visual system, the basic parameters and functions including parameters of head movements. Subsequently have been selected critical parameters for visual telepresence. At the conclusion of the theoretical part were designed some experiments to validation of human body biological parameters. In the practical part was conducted measuring the extent and speed of head movements, eye distinction depending on the lighting and measurement of visual field man. Also, a series of experiments was performed for practical technical embodiment of the telepresence system rescue robot for class Orpheus.
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Influence of the Vergence-Accommodation-Conflict by Using HMDs with Augmented Reality for Sport and Exercises - First ResultsBartaguiz, Eva, Mukhametov, Sergey, Dindorf, Carlo, Ludwig, Oliver, Kuhn, Jochen, Fröhlich, Michael 14 October 2022 (has links)
To improve the performance and capabilities of athletes, augmented reality could play an important role in exercise training. During training, these technologies support athletes in analyzing their training over all phases. Regardless of all potential advantages, the vergence-accommodation-conflict (VAC) could affect the effectiveness of training and performance. This work is aimed to evaluate the effect of VAC in different conditions. / Um die Leistungen und Fähigkeiten von Sportlern zu verbessern, könnte Augmented Reality eine wichtige Rolle im Training spielen. Während des Trainings unterstützen diese Technologien die Sportler bei der Analyse ihres Trainings in allen Phasen. Ungeachtet aller potenziellen Vorteile könnte der Vergenz-Akommodations-Konflikt (VAC) die Effektivität des Trainings und der Leistung beeinträchtigen. Ziel dieser Arbeit ist es, die Wirkung des VAC unter verschiedenen Bedingungen zu bewerten.
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Implementation and Analysis of Co-Located Virtual Reality for Scientific Data VisualizationJordan M McGraw (8803076) 07 May 2020 (has links)
<div>Advancements in virtual reality (VR) technologies have led to overwhelming critique and acclaim in recent years. Academic researchers have already begun to take advantage of these immersive technologies across all manner of settings. Using immersive technologies, educators are able to more easily interpret complex information with students and colleagues. Despite the advantages these technologies bring, some drawbacks still remain. One particular drawback is the difficulty of engaging in immersive environments with others in a shared physical space (i.e., with a shared virtual environment). A common strategy for improving collaborative data exploration has been to use technological substitutions to make distant users feel they are collaborating in the same space. This research, however, is focused on how virtual reality can be used to build upon real-world interactions which take place in the same physical space (i.e., collaborative, co-located, multi-user virtual reality).</div><div><br></div><div>In this study we address two primary dimensions of collaborative data visualization and analysis as follows: [1] we detail the implementation of a novel co-located VR hardware and software system, [2] we conduct a formal user experience study of the novel system using the NASA Task Load Index (Hart, 1986) and introduce the Modified User Experience Inventory, a new user study inventory based upon the Unified User Experience Inventory, (Tcha-Tokey, Christmann, Loup-Escande, Richir, 2016) to empirically observe the dependent measures of Workload, Presence, Engagement, Consequence, and Immersion. A total of 77 participants volunteered to join a demonstration of this technology at Purdue University. In groups ranging from two to four, participants shared a co-located virtual environment built to visualize point cloud measurements of exploded supernovae. This study is not experimental but observational. We found there to be moderately high levels of user experience and moderate levels of workload demand in our results. We describe the implementation of the software platform and present user reactions to the technology that was created. These are described in detail within this manuscript.</div>
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