Nous nous intéressons au problème de la spécification du séquencement des actions dans un environnement virtuel collaboratif. Il s’agit de définir puis de contrôler ce qui peut ou doit se passer au cours de la simulation dans un contexte potentiellement multiutilisateur. Ceci passe, entre autres, par la spécification (puis l’exécution) d’un ensemble de scénarios possibles lors d’une session de simulation ainsi que par la distribution des actions réalisables entre les différents acteurs (réels ou virtuels) intervenant dans la simulation.Nous présentons #SEVEN, un modèle fondé sur les réseaux de Petri, permettant de décrire des agencements temporels et causaux des actions dans un environnement. #SEVEN est ensuite utilisé pour répondre aux problèmes de la spécification de l’ensemble des scénarios possibles et de la distribution des actions entre les acteurs. Les propriétés de #SEVEN en font un modèle capable de s’adapter facilement aux besoins de la spécification de scénarios notamment, car il permet de fournir différents niveaux de guidage. Il peut par exemple définir précisément les actions à réaliser et l’ordre qu’elles doivent avoir ou encore indiquer les changements d’état de l’environnement devant avoir lieu sans préciser les actions nécessaires. Ensuite, nous abordons le problème de la distribution des actions en proposant un modèle d’équipe permettant de modéliser les comportements et règles liés à l’organisation d’un groupe d’acteur. Ce modèle permet de faire évoluer les possibilités d’action offertes aux acteurs au cours de la simulation suivant leurs compétences, leur position dans l’équipe, les ressources auxquelles ils ont accès. / We are interested in the problem of the specification of the sequencing of actions in collaborative virtual environments. It is about defining, then controlling what must or can occur during the simulation in a potentially multi-user context. It is done, partly by the specification (and the execution) of a set of possible scenarios during a simulation session, and partly by the distribution of the feasible actions between the different actors (reals or virtuals) in the simulation.We present #SEVEN, a Petri nets based model, allowing to describe causal and temporal sequencing of actions in an environment. #SEVEN is then used to answer to the problem of the specification of the possible scenarios and of the distribution of the actions between the actors. #SEVEN’s properties made it a model able to be adapted to the needs of the specification of scenarios, especially because it can provide different guidance levels. As an example, it can define precisely the actions that need to be performed or indicates the changes that must occur in the state of the environment without defining precisely the actions to perform. Then, we address the problem of the distribution of the actions from perspective of the role theory, proposing a team model allowing to model the behaviours and rules related to a group of actors. This model allows to make evolve the possibilities of actions offered to the actors during the simulation depending on their abilities, their position in the team or the resources they have access to.

Networked virtual reality environments including virtual worlds devoted to entertainment, online socializing and remote collaboration have grown in popularity with the rise of commercially available consumer graphics hardware and the growing ubiquity of the Internet. These virtual worlds are typified by a persistent simulated three-dimensional space that communicates over a computer network, where users interact with the environment and each other through digital avatars. Development of these virtual worlds challenges the limits of the networking infrastructure, 3D streaming graphics techniques, and the distributed computing design of the virtual world systems that manages the simulation. In this dissertation, we explore solutions to different aspects of the overall problem of developing a general purpose, networked virtual environment, focusing on the networking and software system issues. Specifically, we show how to improve the networking infrastructure to better support the high packet-rate traffic that is typical of virtual worlds, efficiently stream terrain data for remote rendering, and construct a dynamically adaptive distributed systems framework suitable for virtual world simulations.

Orientador: Maurício Compiani / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-17T09:08:07Z (GMT). No. of bitstreams: 1 Hornink_GabrielGerber_D.pdf: 6691167 bytes, checksum: 9b9586363aa267ee51cd173df2927063 (MD5) Previous issue date: 2010 / Resumo: Os avanços no desenvolvimento das tecnologias da informação e comunicação (TIC) trazem continuamente novas possibilidades de interações sociais online, incluindo uma grande variedade de ferramentas de mediação da comunicação (sítios, blogs, wikis, webconferência etc). Essas ferramentas possibilitam o crescente desenvolvimento de comunidades online, assim como de aplicativos para o desenvolvimento de tais comunidades. Nesse contexto, desenvolvem-se ambientes virtuais de ensino-aprendizagem e trabalho colaborativo online com ferramentas que podem potencializar projetos de formação continuada de professores, seja no aspecto da formação ou na gestão dos trabalhos. Com essa perspectiva, utilizaram-se ferramentas computacionais online durante o projeto Ribeirão Anhumas na Escola, realizado em parceria entre Institutos de ensino, pesquisa e escolas públicas no município de Campinas-SP, com apoio da Fapesp e Petrobras, iniciado em fevereiro de 2007. Esse projeto teve como eixo integrador os problemas ambientais de Campinas-SP e a construção de conhecimentos escolares. Dentre as TCIs, destacou-se o uso do ambiente virtual TelEduc, por meio do qual ocorreram trocas de mensagens via correio, discussões em fórum, além da documentação de todo o projeto, organizada por meio das ferramentas do ambiente: atividades, materiais de apoio e portfólios individuais e de grupo. Nesse trabalho buscou-se cartografar os caminhos de uso dessas TICs, visando compreender como potencializaram a construção de conhecimentos escolares e o trabalho colaborativo, apresentando uma visão geral do uso do ambiente virtual. Fez-se a análise detalhadas do uso das TICs a partir de um recorte de uma das atividades construídas por um dos grupos de professores. Para análise da atividade escolhida, optou-se pela ação mediada como eixo norteador e desenvolveu-se uma proposta de organização das mensagens do fórum, com conexões para outras interações mediadas (correio e encontros presenciais), objetivando o desenvolvimento de uma representação gráfica que possibilita a análise integrada da ação mediada, com foco na visão micro e buscando algumas relações com a macro. A partir das observações e análises das atividades desenvolvidas, apresentam-se algumas reflexões e possibilidades de outras formas de utilização das TICs que potencializem o uso das ferramentas computacionais em projetos, como o apresentado nesse trabalho. Sobre o uso do TelEduc, o trabalho indicou contribuições significativas para a construção dos saberes escolares, assim como indícios das TICs mediando a ação dos grupos e potencializando o trabalho colaborativo / Abstract: Advances in information and communication technology (ICT) continually bring new possibilities for online social interaction, including a wide variety of tools to mediate communication (websites, blogs, wikis, webconferencing). These tools enable the increasing growth of online communities, as well as applications for the communities development. In this context, it develops virtual environments for online teaching and learning, and collaborative work, which are tools that, among other possibilities, can leverage continued education programs for teachers, whether in the formation or management of the work. With this perspective, online computational tools were used for the project "Ribeirão Anhumas in the School". This project held in partnership along with educational institutes, research institute and public schools from Campinas-SP , with financial support of FAPESP and Petrobras (since February 2007). This project works the environmental problems from the city of Campinas-SP as integrator axis and the construction of school knowledge. Among the ICT, show up the use of virtual environment TelEduc, through which there were messages by mail, discussion forum, besides the documentation of the entire project, organized by the tools of TelEduc: activities; support materials; individual and group portfolios. In this study a mapping was made the way of ICT use, to comprehend how to leverage the construction of school knowledge and collaborative works, presenting an overview of the virtual environment use. For detailed analysis of the use of ICT, a cut in the activities was made by a group of teachers. To analyze the chosen activity, was adopted the mediated action as a guiding and an organization purpose for forum's messages was developed, with connections to others mediated interactions (mailing and face meetings), focusing on the micro view and seeking some relations with the macro. The objective of this purpose is to develop a graph which allows the integrated analysis of mediated action. By this observations and analyzes of the activities, some reflections and other possibilities to use ICT is shown, that allows to increase the computational tools in project, like in this study. About the TelEduc use, the study indicated significant contributions to the construction of school knowledge, as well as ICT to develop action of groups and collaborative work / Doutorado / Doutor em Ciências

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-01-23T11:30:38Z No. of bitstreams: 1 Carla Marye Bicas Ferrari.pdf: 1256058 bytes, checksum: e934053679a57fcb66d337b275093865 (MD5) / Made available in DSpace on 2018-01-23T11:30:38Z (GMT). No. of bitstreams: 1 Carla Marye Bicas Ferrari.pdf: 1256058 bytes, checksum: e934053679a57fcb66d337b275093865 (MD5) Previous issue date: 2017-09-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The aim of this research is to design a grammar that recognizes an educational text written in the narrative structure OCC-RDD and from its own generated a Petri Net model, in order to be possible analyzed and interpreted as network property on the educational history. The research will start with a bibliographic research from which a grammar and other components of this research are prepared, whose main objective is to advice the teacher on the class preparation which uses the narrative structure. A text following the narrative model in order to use it on the tool will be prepared and the same will go through each step of the research, which are: recognition of the fable, creation of the Petri Net model, network analysis and production of the results of fable’s analysis. The result of this project is the fable recognition grammar that can be used in a special tool with anexample and the analysis of the properties of this example / O objetivo da pesquisa é projetar uma gramática que reconheça um texto educativo escrito na estrutura da narrativa OCC-RDD e que a partir dela seja gerada um modelo de Rede de Petri, a fim de que seja possível analisar e interpretar as propriedades da rede na história educacional. A pesquisa terá início com um trabalho de consultas bibliográficas a partir do qual será preparada uma gramática e os outros componentes da pesquisa que possuem como principal objetivo auxiliar o professor na preparação de uma aula que utilize a estrutura narrativa. Um texto seguindo o modelo da narrativa com o intuito de utilizá-lo na ferramenta será preparado e o mesmo passará por cada etapa da pesquisa, que são: reconhecimento da fábula, criação do modelo de rede de Petri, análise da rede e produção dos resultados de análise da fábula. O resultado do trabalho ´e a gramática de reconhecimento de fábula que poderá ser utilizada numa ferramenta junto com um exemplo e a análise das propriedades deste exemplo

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-03-16T12:14:20Z No. of bitstreams: 1 Célio Pereira Oliveira Neto.pdf: 1972237 bytes, checksum: 6b1b44dbd5812a6b4a068c6627f3426a (MD5) / Made available in DSpace on 2018-03-16T12:14:20Z (GMT). No. of bitstreams: 1 Célio Pereira Oliveira Neto.pdf: 1972237 bytes, checksum: 6b1b44dbd5812a6b4a068c6627f3426a (MD5) Previous issue date: 2018-02-26 / The first industrial revolutions shifted the pace of life. Men were taken out of their homes and brought inside factory. Likewise, society revolved around opening hours, as everything was schedule by it. From class hours in working schools to the exact duration of every repetitive task, just as the Fordist model dictates. However, the third industrial revolution introduced technology, automation and robotics, giving rise to the information society. This new configuration requires a different industrial model – the Toyota production system, which is founded on a more collaborative labor structure. In addition to communication technology and informatics, workers are now allowed to a decentralized less hierarchical model. Consequently, whilst traditional contractual molds required the physical presence of workers inside the factory, it is now possible to admit remote working. The incipient fourth industrial revolution combines digital, physical and biological technology, increasing the stride of our livelihood. As a result, our society has become a full time connected network, from which is difficult to unplug. As well, the exposition on social network and other forms of virtual communication has generated conflicts on work relations, mostly when there is abuse of rights of one the parts. It is right that should serve humankind. Observing this premise, this work has scope to take advantage of the best of innovations for the benefit of man, aiming the setting of fundamental rights and extension of very personal rights, as the approach with the family nucleus, conforming rights when these are in collision / As primeiras revoluções industriais tiraram o homem de suas casas, e o levaram para dentro da fábrica, que passou a ditar o ritmo de vida. A sociedade girava em conformidade com o relógio da fábrica, e tudo funcionava de forma demarcada, desde os horários da escola que preparava mão de obra para a fábrica, até o tempo certo para realização de cada enfadonho e repetitivo movimento na produção sob a ótica Fordista. Ocorre que a Terceira Revolução Industrial introduziu a informática, a automação e a robótica dando origem à construção da sociedade da informação. Junto com ela, o fordismo perde espaço para o Toyotismo, tornando o trabalhador mais participativo. Ao final da Terceira Revolução Industrial, com as novas tecnologias, aperfeiçoa-se um novo modelo de trabalhador onde a hierarquia é mitigada, gerando maior autonomia na execução da atividade. Tal fato combinado com as tecnologias da comunicação e informática permitem a realização do trabalho descentralizado. Com efeito, enquanto os moldes contratuais tradicionais exigiam a presença física do empregado à sede da empresa, a tecnologia permite que o trabalho seja realizado à distância, trazendo benefícios aos empregados, empregadores e à sociedade. A incipente Quarta Revolução Industrial combina tecnologias digital, física e biológica, acelerando ainda mais a sociedade da informação, mudando o modo de viver, trabalhar e se relacionar. A sociedade funciona em rede, conectada full time, o que já impede o pleno desligamento do trabalho, prejudicando o direito ao lazer e descanso. Também as exposições nas redes sociais e outras formas de comunicação virtual têm gerado conflitos nas relações de trabalho, mormente quando há abuso de direito de uma das partes. É certo que a tecnologia deve servir ao homem. Observada tal premissa, este trabalho tem por escopo aproveitar o melhor das inovações em prol do homem, visando a concretização de direitos fundamentais e ampliação de direitos personalíssimos, como a aproximação com o núcleo familiar, conformando direitos quando em colisão

This research considers how the culture of game developer Cyan Worlds influences the gameplay environment and the culture of fans in Myst Online: Uru Live. The game has gone through two commercial releases and in both cases it was cancelled after a short time. Fans have attempted to salvage the game by producing their own server software and content creation tools. Recently, Cyan released their own source code and development tools to the fan community, giving fans an official channel for creating new content. This work builds off of Pearce's (2009b) study of the culture of Uru players and emergent play, but adds the dimension of considering the culture of developers themselves. A primary goal of this study was to determine how the culture of a game developer like Cyan shapes the constraints of the designed "play ecosystem" (Pearce 2009b: 7), and how it shapes the processes by which fans can salvage aspects of the game to create new content. One finding is that the design of Uru's gameplay environment is rooted in the cultural practices, personal philosophical goals and individual personality traits of its developers. Fans were able to assert ownership over the Uru story-world and the means of production of new content by proactively applying technical and problem-solving skills--the same sorts of skills that players must apply to solving puzzles in Myst games. This fan action, coupled with Cyan's goal of making an open-ended world, has helped to propel the initiative to provide open-source tools for creating new content. When fans produce new content, they draw significantly from an existing shared cultural repertoire of cues and conventions. These conventions are supported both by the software affordances of the development environment and by cultural precedent--they are readily adapted to Myst-like narratives and are easily "read" by experienced players.

This research strives to characterize the means by which video game players experience and understand the space of the game city during the course of play. Three-dimensional video game cities are neither static environments nor stationary views; rather, they are experienced through movement, action, and play. Our experiences of new places are not developed at a glance. Instead, they are cultivated through use over time. This work utilizes games that take place in constructed versions of New York City as a case study. By focusing on the ways players navigate spaces, we can understand how they construct spatial awareness and how this space is transformed into a meaningful place of play. In order to come to this understanding, this study asks a series of questions: How are these spaces arranged? How does the player move through the space and how does the game teach spatial navigation? What actions are performed in the space and how is gameplay adapted for the city environment? And how do of narrative environments contribute to a player's identification with the space? These questions are examined within a framework of urban, cultural, and game studies. I examine techniques that are employed by video game city designers to help players navigate space and make it meaningful. Additionally, this research poses areas for future expansion and experimentation with game cities.

Em um ambiente virtualizado, a distribuição de recursos de processamento entre as máquinas virtuais deve ser baseada nos aspectos requeridos pela carga de trabalho executando dentro de cada instância. Entretanto, a imprevisibilidade destas cargas de trabalho, em conjunto com a estratégia de compartilhamento equitativo adotada pelo escalonador no hipervisor, impactam a qualidade de serviço percebida por máquinas virtuais orientadas a eventos de entrada e saída de rede e processamento. Esta dissertação conduz um estudo para estimar a variação da qualidade de serviço percebida por esta classe de máquinas virtuais em cenários de consolidação de servidor. Posteriormente, é proposto um modelo de escalonadores coexistentes, que fundamenta-se no agrupamento de máquinas virtuais com cargas de trabalho similares. A validação deste modelo demonstra que o agrupamento oportuno de máquinas virtuais diminui a variação da qualidade de serviço ocasionada pela concorrência por recursos de processamento, atingindo níveis semelhantes aos cenários sem concorrência. / In a virtualized environment, time slice allocation should be based on virtual machines workloads requirements. However, the unpredictability of these workloads, combined with fair share nature of scheduling strategies, may impact the perceived quality of service of network I/O and CPU intensives virtual machines under server consolidation. This dissertation presents an in-depth analysis of quality of service variation under several scenarios, in order to assess this impact. Furthermore, a coexisting schedulers model, which aims to cluster virtual machines with similar workloads, is proposed as the main contribution of this research. The model validation argues that proper clustering based workload reduces the quality of service variation under server consolidation. In fact, the perceived quality of service under this model resemble a near native scenario.

Les développements récents de la réalité virtuelle font du travail collaboratif assisté par ordinateur un outil prometteur et flexible. Il est en effet aujourd’hui possible, de représenter les données ainsi que les utilisateurs eux-mêmes de manière vivante dans les environnements virtuels collaboratifs (EVC). Les EVC se définissent comme des mondes virtuels distribués, générés par ordinateur, dans lesquels les utilisateurs peuvent se rencontrer, communiquer et interagir entre eux, mais aussi avec des données et des objets 3D. Les utilisateurs peuvent être éloignés physiquement, parler des langues différentes et utiliser des systèmes informatiques hétérogènes tout en collaborant malgré tout au sein d’un EVC. L’objectif principal des EVC est de proposer une collaboration fluide entre plusieurs utilisateurs. Ceci implique de prendre en charge un nombre considérable d’échanges, de communications et de négociations mais également de permettre des activités collaboratives. Par ailleurs, il est nécessaire de proposer des techniques d’interaction ainsi que des moyens pour bien prendre conscience de tout ce qui se passe dans l’environnement. Afin de préserver ces différents aspects dans la conception des EVC, nous nous intéressons à quatre facteurs essentiels : l’immersion, la conscience, la communication et l’intuitivité. Ces facteurs sont déterminants pour le succès des systèmes virtuels collaboratifs. En tenant compte des quatre facteurs cités cidessus, nous proposons et évaluons de nouvelles métaphores pour la navigation et la manipulation afin d’améliorer et d’enrichir les techniques d’interactions dans les EVC. Premièrement, nous proposons et évaluons un ensemble de trois métaphores de navigation pour explorer un environnement à plusieurs : indiquer un chemin en dessinant des flèches, illuminer un chemin à suivre et orienter une boussole pour montrer une direction. Ces métaphores peuvent être implémentées dynamiquement et utilisées directement dans n’importe quels environnements. Nos résultats révèlent que ces métaphores de navigation réduisent considérablement le temps passé à chercher un chemin dans des contextes d’exploration collaborative. Par ailleurs, nous avons développé une technique de manipulation directe dédiée aux environnements virtuels immersifs. Cette technique, qui utilise sept points de contrôle, affranchit l’utilisateur de plusieurs difficultés souvent rencontrées telles que le tremblement de la main ou l’effet Heisenberg lors de la manipulation d’objets 3D dans un système de projection immersive. En réduisant le nombre de degrés de liberté de l’objet manipulé à l’aide de point de contrôle, notre technique permet à l’utilisateur de contrôler partiellement l’objet, rendant ainsi la manipulation d’objets volumineux plus aisée. Enfin, nous avons implémenté et évalué deux métaphores d'interaction dans une application de conception et d'aménagement de poste de travail industriel. En tenant compte des quatre facteurs cités ci-dessus, nous avons implémenté une application de conception de poste de travail pour trois principaux types d'utilisateurs : un utilisateur final, un ingénieur et un expert en ergonomie. Afin d'avoir un niveau d'immersion optimal et des interactions naturelles entre des utilisateurs, nous avons implémenté une configuration de système asymétrique pour chaque utilisateur. Chacun pouvait utiliser quelque métaphores de communication implicites qui étaient simples, naturelles, et pertinentes dans notre contexte collaborative. / Recent progress of the virtual reality technology gives the computer supported collaborative work a potential and flexible tool of vividly representing data as well as users themselves in collaborative virtual environments. Collaborative virtual environments have been defined as computer-based, distributed virtual worlds in which people can meet, communicate and interact with others, with data and 3D objects. People may be geometrically far from each other, speak different languages and use heterogeneous computer systems. The ultimate goal in developing collaborative virtual environments is to support a smooth collaboration between multiple users which involves considerable communication and negotiation, cooperative and collaborative activities, interaction techniques, and awareness process. Considering these aspects into the design of a collaborative virtual environment, we are interested in four main factors, including immersion, awareness, communication and naturalness. These factors greatly determine the success of a collaborative virtual system. From the need of improving and completing interaction techniques in CVEs considering the four preceding factors, in this research we propose and evaluate new metaphors for 3D navigation and manipulation techniques. The first contribution of this research is to propose and evaluate a set of three navigation metaphors in a collaborative exploration context, including drawing directional arrows, lighting up path to follow, and orientating a compass to show a direction. These navigation metaphors can be dynamically implemented and used without constraints in any 3D virtual environments. The empirical result of our experiment revealed that these navigation metaphors considerably reduced wasted time in a wayfinding task of a collaborative exploring scenario. We have developed, in the second part of this research, a direct manipulation technique in immersive virtual environments. This manipulation technique deals with some difficulties the user often encounters such as hand jitter or Heisenberg effects while manipulating 3D objects in immersive projection systems. By dividing the number of degrees of freedom of the manipulated object into each handle of our tool, our technique enables a user to partially control the object, making the manipulation of large objects easier in immersive virtual environments. The last contribution of this research is the implementation and evaluation of two interaction metaphors in a digital mock-up application. Taking into account the four factors including immersion, awareness, communication and naturalness, we have built a workstation design application for three main users: an end-user, a design engineer and an ergonomics expert. In order to have an optimal immersion for the whole application and natural interaction between them, we have implemented an asymmetric system setup at each user's site. Each user could use some implicit communication metaphors which were simple, natural and still relevant in our collaborative context.

This dissertation presents a framework which supports a group-based exploratory approach to learning and integrates 3D gaming methods and technologies with an institutional learning environment. This provides learners with anytime-anywhere access to interactive learning materials, thereby supporting a self paced and personalised approach to learning. A simulation environment based on real world data has been developed, with a computer games methodology adopted as the means by which users are able to progress through the system. Within a virtual setting users, or groups of users, are faced with a series of dynamic challenges with which they engage until such time as they have shown a certain level of competence. Once a series of domain specific objectives have been met, users are able to progress forward to the next level of the simulation. Through the use of Internet and 3D visualisation technologies, an excavation simulator has been developed which provides the opportunity for students to engage in a virtual excavation project, applying their knowledge and reflecting on the outcomes of their decisions. The excavation simulator enhances the student learning experience by providing opportunities for students to engage with the archaeological excavation process in a customisable, virtual environment. Not only does this provide students with an opportunity to put some of the theories they are familiar with into practice, but it also allows for archaeology courses to place a greater emphasis on the practical application of knowledge that occurs during the excavation process. Laconia Acropolis Virtual Archaeology (LAVA) is a co-operative exploratory learning environment that addresses the need for students to engage with archaeological excavation scenarios. By leveraging the immersive nature of gaming technologies and 3D multi-user virtual environments (MUVEs), LAVA facilitates the adoption of exploratory learning practices in environments which have previously been inaccessible due to barriers of space, time or cost.