This thesis examines the design and implementation of an extensible objectoriented physics engine framework. The design and implementation consolidates concepts from the wide literature in the field and clearly documents the procedures and methods. Two primary dynamic behaviors are explored: rigid body dynamics and articulated dynamics. A generalized collision response model is built for rigid bodies and articulated structures which can be adapted to other types of behaviors. The framework is designed around the use of interfaces for modularity and easy extensibility. It supports both a standalone physics engine and a supplement to a distributed immersive rendering environment. We present our results as a number of scenarios that demonstrate the viability of the framework. These scenarios include rigid bodies and articulated structures in free-fall, collision with dynamic and static bodies, resting contact, and friction. We show that we can effectively combine different dynamics into one cohesive structure. We also explain how we can efficiently extend current behaviors to develop new ones, such as altering rigid bodies to produce different collision responses or flocking behavior. Additionally, we demonstrate these scenarios in both the standalone and the immersive environment.

This thesis examines the design and implementation of an extensible objectoriented physics engine framework. The design and implementation consolidates concepts from the wide literature in the field and clearly documents the procedures and methods. Two primary dynamic behaviors are explored: rigid body dynamics and articulated dynamics. A generalized collision response model is built for rigid bodies and articulated structures which can be adapted to other types of behaviors. The framework is designed around the use of interfaces for modularity and easy extensibility. It supports both a standalone physics engine and a supplement to a distributed immersive rendering environment. We present our results as a number of scenarios that demonstrate the viability of the framework. These scenarios include rigid bodies and articulated structures in free-fall, collision with dynamic and static bodies, resting contact, and friction. We show that we can effectively combine different dynamics into one cohesive structure. We also explain how we can efficiently extend current behaviors to develop new ones, such as altering rigid bodies to produce different collision responses or flocking behavior. Additionally, we demonstrate these scenarios in both the standalone and the immersive environment.

This interdisciplinary research project combines the fields of nautical archaeology and computer visualization to create an interactive virtual reconstruction of the 1606 Portuguese vessel Nossa Senhora dos Mártires, also known as the Pepper Wreck. Using reconstruction information provided by Dr. Filipe Castro (Texas A&M Department of Anthropology), a detailed 3D computer model of the ship was constructed and filled with cargo to demonstrate how the ship might have been loaded on the return voyage from India. The models are realistically shaded, lighted, and placed into an appropriate virtual environment. The scene can be viewed using the real-time immersive and interactive system developed by Dr. Frederic Parke (Texas A&M Department of Visualization). The process developed to convert the available information and data into a reconstructed 3D model is documented. This documentation allows future projects to adapt this process for other archaeological visualizations, as well as informs archaeologists about the type of data most useful for computer visualizations of this kind.

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The development and improvement of 3-D immersive audio is gaining momentum through the growing interest in virtual reality. Possible applications reach from recreating real world environments to immersive concerts and performances to exploiting big data acoustically. To improve the immersive experience several measures can be taken. The recording of the sound field, the spatialization and the development of the loudspeaker arrays are some of the greatest challenges. In this thesis, these challenges for improving immersive audio will be explored. First, there will be a short introduction about 3D audio and a review about the state of the art technology and research. Next, the thesis will provide an introduction to 3D loudspeaker arrays and describe the systems used during this research. Furthermore, the development of a new 16-element 3rd order sound field microphone will be described. Afterwards, different spatial audio algorithms such as higher order ambisonics, wave field synthesis and vector based amplitude panning will be described, analyzed and compared. For each spatialization algorithm, the quality of soundfield reproduction will be quantified using listener perception tests for clarity and sound source localization. / Master of Science

Analysts often work with large complex non-quantitative datasets in order to better understand concepts, themes, and other forms of insight contained within them. As defined by Pirolli and Card, this act of sensemaking is cognitively difficult, and is performed iteratively and repetitively through various stages of understanding. Immersive analytics has purported to assist with this process through putting users in virtual environments that allows them to sift through and explore data in three-dimensional interactive settings. Most previous research, however, has focused on quantitative data, where users are interacting with mostly numerical representations of data. We designed Immersive Space to Think, an immersive analytics approach to assist users perform the act of sensemaking with non-quantitative datasets, affording analysts the ability to manipulate data artifacts, annotate them, search through them, and present their findings. We performed several studies to understand and refine our approach and how it affects users sensemaking strategies. An exploratory virtual reality study found that users place documents in 2.5-dimensional structures, where we saw semicircular, environmental, and planar layouts. The environmental layout, in particular, used features of the environment as scaffolding for users' sensemaking process. In a study comparing levels of mixed reality as defined by Milgram-Kishino's Reality-Virtuality Continuum, we found that an augmented virtuality solution best fits users' preferences while still supporting external tools. Lastly, we explored how users deal with varying amounts of space and three-dimensional user interaction techniques in a comparative study comparing small virtual monitors, large virtual monitors, and a seated-version implementation of Immersive Space to Think. Our participants found IST best supported the task of sensemaking, with evidence that users leveraged spatial memory and utilized depth to denote additional meaning in the immersive condition. Overall, Immersive Space to Think affords an effective sensemaking three-dimensional space using 3D user interaction techniques that can leverage embodied cognition and spatial memory which aids the users understanding. / Doctor of Philosophy / Humans are constantly trying to make sense of the world around them. Whether they're a detective trying to understand what happened at a crime scene or a shopper trying to find the best office chair, people are consuming vast quantities of data to assist them with their choices. This process can be difficult, and people are often returning to various pieces of data repeatedly to remember why they are making the choice they decided upon. With the advent of cheap virtual reality products, researchers have pursued the technology as a way for people to better understand large sets of data. However, most mixed reality applications looking into this problem focus on numerical data, whereas a lot of the data people process is multimedia or text-based in nature. We designed and developed a mixed reality approach for analyzing this type of data called Immersive Space to Think. Our approach allows users to look at and move various documents around in a virtual environment, take notes or highlight those documents, search those documents, and create reports that summarize what they've learned. We also performed several studies to investigate and evolve our design. First, we ran a study in virtual reality to understand how users interact with documents using Immersive Space to Think. We found users arranging documents around themselves in a semicircular or flat plane pattern, or using various cues in the virtual environment as a way to organize the document set. Furthermore, we performed a study to understand user preferences with augmented and virtual reality. We found a mix of the two, also known as augmented virtuality, would best support user preferences and ability. Lastly, we ran two comparative studies to understand how three dimensional space and interaction affects user strategies. We ran a small user study looking at how a single student uses a desktop computer with a single display as well as immersive space to think to write essays. We found that they wrote essays with a better understanding of the source data with Immersive Space to Think than the desktop setup. We conducted a larger study where we compared a small virtual monitor simulating a traditional desktop screen, a large virtual monitor simulating a monitor 8 times the size of traditional desktop monitors, and immersive space to think. We found participants engaged with documents more in Immersive Space to Think, and used the space to denote importance for documents. Overall, Immersive Space to Think provides a compelling environment that assists users in understanding sets of documents.

With innovative technologies, various types of immersive digital experiences (IDEs) have gained significant attention in the past few years. Despite their popularity, little research has been conducted on the factors that examine visitors’ experiences and behavioral intentions. This study applies experience economy within the framework of the SOR (Stimulus-Organism-Response) theory, indicating the dimensions of IDE function as stimulus (S), mental imagery and attitude as the organism (O), and behavioral intentions as the response (R). This study aims to identify the antecedents and consequences of mental imagery to explain and understand the mechanism behind visitors’ evaluations for future decisions. A total of 268 samples were collected for data analysis through an online survey on Qualtrics. Exploratory Factor Analysis (EFA) was conducted to determine the final measure items. A series of multiple regression analyses were employed to test the impacts of the dimensions of IDE on mental imagery and the differences between prior knowledge (low PK vs. high PK) groups on those relationships. Simple regression analyses were also conducted to test the relationship between mental imagery, attitude, and behavioral intentions. An independent t-test was conducted to confirm whether there were significant differences between PK groups. This study found that immersive educational experience has the most significant impact on mental imagery among the dimensions of IDEs. Moreover, the results indicate that the impact of IDEs on mental imagery varies depending on visitors’ level of prior knowledge. This study provides practical guidance on identifying which experience elements should be considered to maximize visitors' experiences and enhance their behavioral intentions.

Immersive and interactive storytelling in virtual reality (VR) is an emerging creative practice that has been thriving in recent years. Educational applications using immersive VR storytelling to explain complex science concepts have very promising pedagogical benefits because on the one hand, storytelling breaks down the complexity of science concepts by bridging them to people's everyday experiences and familiar cognitive models, and on the other hand, the learning process is further reinforced through rich interactivity afforded by the VR experiences. However, it is unclear how different amounts of storytelling and interactivity in an interactive VR storytelling experience may affect learning outcomes due to a paucity of literature on educational VR storytelling research. This dissertation aims to add to the literature through an exploration of interactivity and essential storytelling elements in educational VR storytelling experiences and their impact on learning. We designed a working prototype of interactive and immersive VR storytelling experience, Immunology VR, that focuses on the learning of specific immunology concepts: neutrophil transmigration and killing mechanisms. Based on the initial prototype, we further developed six variations that allowed us to conduct two major experiments below. Our first experiment explored designs of three different levels of interactivity, low, medium, and high, in the VR storytelling experiences and their effects on immunology learning. We found subjective evidence to support our research hypothesis that increased level of interactivity will lead to increased engagement in VR learning. Our finding suggests that interactivity is a key design element in VR learning design for effective learning and should be considered in all VR learning applications. Our second experiment focused on the designs of the level of storytelling richness and their effects on learning. Specifically, we designed three storytelling conditions, minimal storytelling, basic storytelling, and advanced storytelling, and investigated how each of them affected immunology learning. Subjective evidence from our user interview data suggested that participants from higher levels of storytelling conditions were more likely to perceive storytelling elements as the most useful features in the VR experience that helped with their learning. It is also suggested that higher levels of richness in essential storytelling elements may trigger certain emotions and empathy in more users and positively affect their learning. / Doctor of Philosophy / Immersive and interactive storytelling in virtual reality (VR) is an emerging creative practice that has been thriving in recent years. Educational applications using immersive VR storytelling to explain complex science concepts have very promising pedagogical benefits because on the one hand, storytelling breaks down the complexity of science concepts by bridging them to people's everyday experiences and familiar cognitive models, and on the other hand, the learning process is further reinforced through rich interactivity provided by the VR experiences. However, it is unclear how different amounts of storytelling and interactivity setup in an interactive VR storytelling experience may affect learning outcomes due to a paucity of literature on educational VR storytelling research. In this dissertation, we explored interactivity and essential storytelling elements in educational VR storytelling experiences and their impact on learning.

In the field of sustainable architecture, transformability is an important way of actively responding to ambient conditions while also meeting the needs of occupants and addressing issues of building performance. This research contributes knowledge for architects about the potential of kinetics for the shading system to respond effectively to changes in its environment. Within contemporary architecture, there is a growing interest in motion; buildings and their parts are gradually shifting from static to dynamic. However, contemporary activities in architecture are evidence of a lack of a holistic approach to the design of motion in architecture and the design of motion as an alternative mode of design thinking is still in its infancy. Consequently, the existing tradition of static forms being the sole forms taught in architectural studies should be reevaluated as a design strategy. This research is a step in the direction of better understanding the key knowledge exchanges within the design process of transformable shading systems. It will seek to investigate, explore, and propose how the concept of transformability in designing shading systems can be suggested, depicted, or physically incorporated in building envelopes. In order to get the full potential of the design process of transformable shading systems, this study presents a design workflow of a specific case, called AURA, that helps to create openings for establishing a proper design methodology of transformable shading systems. While the workflow will be concerned with identifying the key decision nodes, it is anticipated that in-depth development will determine critical parameters addressing transformation itself as a design parameter of transformable shading systems. Two studio-based courses offered at Virginia Tech and Texas AandM by the author will become a testing ground for evaluating the key decision nodes found in the design process of AURA within the context of architectural programs, bringing forth the opportunity to expand the current domain of transformable shading systems to a broader perspective of architecture pedagogy. In this case, this research is a step towards adding values directly into the content of the curricula, and thus into the field of design education as a whole.' / Ph. D.