Orientador: Milton Terumitsu Sogabe / Banca: Mirian Celeste Ferreira Dias Martins / Banca: Lúcio Agra / ABSTRACT: The idea of this paper is to propose an art study possibility helped by the computer connected to the web, using communication technologies and virtual reality simulation, checking on VRML language as a tool for creation, by simulation, of environments in 3D virtual reality to study some particular art aspects such as the 3D perception and putting together the main results, obtained from many different researches on the usage of VRML and its educational application, aiming to achieve the dimension of this possibility. I intend, as the main objective of the research, to study the VRML language as a support tool to optimize the construction on the art knowlegment. This proposal has, as the idea of an application, the development of a bigger concept comprehension in art's studies and still the learning of arts, on distance learning, through the experiences in art appreciation and sensorial involvement using virtual reality by the VRML language to promote the simulation e reproduction of visual master pieces in virtual reality and so on. This proposal doesn't intend to be an idea on the replacement of teachers and tutors on teaching and learning of virtual arts, quite the opposite, the idea is to offer access to materials in a different way and to a bigger number of people, through the anytime / anywhere possibilities of learning that are available on the distance learning digital technologies by the using of computers connected to the web, called e-learning. Basically, the paper is divided in three parts. 1. To propose the art study couting n the computer, communication techonologies and virtual reality simulation, 2. To research the VRML language as a tool to create the environment in virtual reality to study the 3D representation, and. 3. To put together the results already otained in many researches about the usage of VRML language its educational applicability, to get tlhe dimension of this proposal. / Mestre

Since the introduction of programmable Graphics Processing Units (GPUs) and procedural shaders, hardware vendors have each developed their own individual real-time shading language standard. None of these shading languages is fully platform independent. Although this real-time programmable shader technology could be developed into 3D application on a single system, this platform dependent limitation keeps the shader technology away from 3D Internet applications. The primary purpose of this dissertation is to design a framework for translating different shader formats to platform independent shaders and embed them into the eXtensible 3D (X3D) scene for 3D web applications. This framework includes a back-end core shader converter, which translates shaders among different shading languages with a middle XML layer. Also included is a shader library containing a basic set of shaders that developers can load and add shaders to. This framework will then be applied to some applications in Biomolecular Visualization.

The use of computer animated interactive faces in film, TV, games is ever growing, with new application areas emerging also on the Internet and mobile environments. Morph targets are one of the most popular methods to animate the face. Up until now 3D artists had to design each morph target defined by the MPEG-4 standard by hand. This is a very monotonous and tedious task. With the newly developed method of Facial Motion Cloning [11]the heavy work is relieved from the artists. From an already animated face model the morph targets can now be copied onto a new static face model. For the Facial Motion Cloning process there must be a subset of the feature points specified by the MPEG-4 standard defined. The purpose of this is to correlate the facial features of the two faces. The goal of this project is to develop a graphical editor in which the artists can define the feature points for a face model. The feature points will be saved in a file format that can be used in a Facial Motion Cloning software.

In this thesis, a simulation package for the Six Degrees of Freedom (6DOF) motion of an underwater vehicle is developed. Mathematical modeling of an underwater vehicle is done and the parameters needed to write such a simulation package are obtained from an existing underwater vehicle available in the literature. Basic equations of motion are developed to simulate the motion of the underwater vehicle and the parameters needed for the hydrodynamic modeling of the vehicle is obtained from the available literature. 6DOF simulation package prepared for the underwater vehicle was developed using the MATLAB environment. S-function hierarchy is developed using the same platform with C++ programming language. With the usage of S-functions the problems related to the speed of the platform have been eliminated. The use of Sfunction hierarchy brought out the opportunity of running the simulation package on other independent platforms and get results for the simulation.

<p>The use of computer animated interactive faces in film, TV, games is ever growing, with new application areas emerging also on the Internet and mobile environments. Morph targets are one of the most popular methods to animate the face. Up until now 3D artists had to design each morph target defined by the MPEG-4 standard by hand. This is a very monotonous and tedious task. With the newly developed method of Facial Motion Cloning [11]the heavy work is relieved from the artists. From an already animated face model the morph targets can now be copied onto a new static face model. </p><p>For the Facial Motion Cloning process there must be a subset of the feature points specified by the MPEG-4 standard defined. The purpose of this is to correlate the facial features of the two faces. The goal of this project is to develop a graphical editor in which the artists can define the feature points for a face model. The feature points will be saved in a file format that can be used in a Facial Motion Cloning software.</p>

Η εργασία αυτή επικεντρώνεται στις τεχνολογίες τρισδιάστατης απεικόνισης στο διαδίκτυο. Αρχικά δίνεται μια σύντομη επισκόπηση των κυριότερων αντιπροσώπων των τεχνολογιών αυτών παρουσιάζοντας τα διακριτά χαρακτηριστικά τους. Στη συνέχεια, έχοντας πλέον περιγράψει τις δυνατότητες της τεχνολογίας αυτής, παρουσιάζεται η υλοποίηση ενός συστήματος που συνδυάζει στοιχεία της τεχνολογίας X3D με αυτή της HTML. Η εφαρμογή έχει ως στόχο να αναδείξει τις δυνατότητες συνεργασίας των δύο αυτών τεχνολογιών τόσο μεταξύ τους όσο και σε επίπεδο αλληλεπίδρασης με το χρήστη. / This study is focused on web 3D technologies. Starting with a short review of current major web 3D technology representatives, highlighting their distinct characteristics. Following, having all major capabilities of web 3D technology described, a system that combines X3D and HTML technologies is presented. This application aims on advancing the X3D and HTML unification benefits on internal and user interaction.

The recent development of virtual reality (VR) technology carries powerful potential that can be utilised to facilitate the learning of 3D geometry. Therefore, a new approach for teaching and learning of 3D geometry that utilises a virtual reality learning environment (VRLE) is proposed in this research study. This research study aimed to: (a) design and evaluate a VRLE to facilitate the learning of 3D geometry concepts and processes by upper primary school students, and (b) generate theoretical and design principles that will have application both within and beyond the immediate research study. The research methodology employed was design experiments or design-based research. Informed by this methodology, the research design consisted of iterative cycles of developing/revising a conceptual framework, designing/prototyping a VRLE, enacting/evaluating the VRLE, and reflecting/redesigning the research. An initial conceptual framework was generated through extensive literature review to inform the design and evaluation of a VRLE. Based on the conceptual framework, a prototype VRLE named VRMath was then designed and implemented. The enactment and evaluation of VRMath consisted of two iterations. Iteration 1 (six hours/sessions with two students of Year 5 and 6) was conducted using the prototype VRMath (Yeh & Nason, 2004). Based on the findings from Iteration 1, nine learning activities were developed and research protocols (e.g., observation and interview) were revised for Iteration 2. Iteration 2 involved six primary school students (Year 4-5) for eight weeks (two hours/sessions per week). Findings from Iteration 2 confirmed and identified some usability issues of VRMath system and many new ways of thinking and doing 3D geometry when students interacted with VRMath. These have implications on the design of VRMath and the teaching and learning of 3D geometry within the VRMath environment. Justifications about the conceptual framework and students' learning within VRMath were made after the two iterations of enactment and evaluation. The learning activities and VRMath were also revised and redesigned for the preparation of future iterations. After a full cycle of the design-experiments, this research study concluded with a proto-theory (semiotic framework) for the design of and learning within VRLEs, and visions for using VRLEs in mathematic and technology education.

O uso de Ambientes Virtuais (AVs) não-imersivos em educação ainda não foi devidamente explorado e estudado, porém alguns autores já demonstram a diferença que a Realidade Virtual (RV) pode fazer no aprendizado. A linguagem Virtual Reality Modeling Language (VRML) é uma proposta para a introdução de AVs não-imersivos na internet; é uma linguagem independente de plataforma, que permite a criação de AVs por onde se pode passear, visualizar objetos por ângulos diferentes e com eles interagir. Assim, os estudantes podem beneficiar-se dessa tecnologia, pois ela lhes permite acessar objetos que descrevem assuntos e contextos do conteúdo abordado e informações verbal-escritas da disciplina, podendo manuseá-los. Este trabalho possui três partes: na primeira, investigam-se as questões que envolvem o uso de AVs no ensino-aprendizagem de matemática para o desenvolvimento dos aspectos cognitivos; as experiências e as condições necessárias para o uso dessa tecnologia na educação de matemática, como a construção do conhecimento e o desenvolvimento de aspectos cognitivos e lógico-matemáticos. Na segunda parte, propõe-se um modelo conceitual de um ambiente de aprendizagem para o ensino-aprendizagem de matemática, sendo, após, realizada a implementação do ambiente de aprendizagem proposto. A terceira parte reporta um estudo de caso, no qual um AV modelado em VRML é aplicado aos alunos de uma escola. Alguns dados dessa aplicação são levantados e analisados estatisticamente com o fim de se avaliar o desempenho do uso do protótipo no ensino-aprendizagem de matemática. / The use of non-immersive virtual environments in education has not been studied, as it should have been. However, some authors have already demonstrated the benefits coming from using such technology. VRML - Virtual Reality Modeling Language provides means for using virtual environments in the Internet. It is a platformindependent language that allows the specification of virtual environments where users can walk in, observe different objects and interact with them. Students can benefit from this technology, since it allows them to access objects describing subjects that students should study. This work is presented in three parts. In the first one, we investigate the use of virtual environments in math education for developing cognitive aspects, the experiences and necessary conditions for using this technology in improving logic and mathematical thinking. In the second part, we present both the conceptual model and the implementation of an educational tool intended to help in math education. The third part is a case study: we have developed a virtual environment using VRML, and it has been applied in math classes for 7th grade students. Data collected during this experiment has been analyzed statistically and some conclusions can be drawn based on those results, and observations.

O uso de Ambientes Virtuais (AVs) não-imersivos em educação ainda não foi devidamente explorado e estudado, porém alguns autores já demonstram a diferença que a Realidade Virtual (RV) pode fazer no aprendizado. A linguagem Virtual Reality Modeling Language (VRML) é uma proposta para a introdução de AVs não-imersivos na internet; é uma linguagem independente de plataforma, que permite a criação de AVs por onde se pode passear, visualizar objetos por ângulos diferentes e com eles interagir. Assim, os estudantes podem beneficiar-se dessa tecnologia, pois ela lhes permite acessar objetos que descrevem assuntos e contextos do conteúdo abordado e informações verbal-escritas da disciplina, podendo manuseá-los. Este trabalho possui três partes: na primeira, investigam-se as questões que envolvem o uso de AVs no ensino-aprendizagem de matemática para o desenvolvimento dos aspectos cognitivos; as experiências e as condições necessárias para o uso dessa tecnologia na educação de matemática, como a construção do conhecimento e o desenvolvimento de aspectos cognitivos e lógico-matemáticos. Na segunda parte, propõe-se um modelo conceitual de um ambiente de aprendizagem para o ensino-aprendizagem de matemática, sendo, após, realizada a implementação do ambiente de aprendizagem proposto. A terceira parte reporta um estudo de caso, no qual um AV modelado em VRML é aplicado aos alunos de uma escola. Alguns dados dessa aplicação são levantados e analisados estatisticamente com o fim de se avaliar o desempenho do uso do protótipo no ensino-aprendizagem de matemática. / The use of non-immersive virtual environments in education has not been studied, as it should have been. However, some authors have already demonstrated the benefits coming from using such technology. VRML - Virtual Reality Modeling Language provides means for using virtual environments in the Internet. It is a platformindependent language that allows the specification of virtual environments where users can walk in, observe different objects and interact with them. Students can benefit from this technology, since it allows them to access objects describing subjects that students should study. This work is presented in three parts. In the first one, we investigate the use of virtual environments in math education for developing cognitive aspects, the experiences and necessary conditions for using this technology in improving logic and mathematical thinking. In the second part, we present both the conceptual model and the implementation of an educational tool intended to help in math education. The third part is a case study: we have developed a virtual environment using VRML, and it has been applied in math classes for 7th grade students. Data collected during this experiment has been analyzed statistically and some conclusions can be drawn based on those results, and observations.

O uso de Ambientes Virtuais (AVs) não-imersivos em educação ainda não foi devidamente explorado e estudado, porém alguns autores já demonstram a diferença que a Realidade Virtual (RV) pode fazer no aprendizado. A linguagem Virtual Reality Modeling Language (VRML) é uma proposta para a introdução de AVs não-imersivos na internet; é uma linguagem independente de plataforma, que permite a criação de AVs por onde se pode passear, visualizar objetos por ângulos diferentes e com eles interagir. Assim, os estudantes podem beneficiar-se dessa tecnologia, pois ela lhes permite acessar objetos que descrevem assuntos e contextos do conteúdo abordado e informações verbal-escritas da disciplina, podendo manuseá-los. Este trabalho possui três partes: na primeira, investigam-se as questões que envolvem o uso de AVs no ensino-aprendizagem de matemática para o desenvolvimento dos aspectos cognitivos; as experiências e as condições necessárias para o uso dessa tecnologia na educação de matemática, como a construção do conhecimento e o desenvolvimento de aspectos cognitivos e lógico-matemáticos. Na segunda parte, propõe-se um modelo conceitual de um ambiente de aprendizagem para o ensino-aprendizagem de matemática, sendo, após, realizada a implementação do ambiente de aprendizagem proposto. A terceira parte reporta um estudo de caso, no qual um AV modelado em VRML é aplicado aos alunos de uma escola. Alguns dados dessa aplicação são levantados e analisados estatisticamente com o fim de se avaliar o desempenho do uso do protótipo no ensino-aprendizagem de matemática. / The use of non-immersive virtual environments in education has not been studied, as it should have been. However, some authors have already demonstrated the benefits coming from using such technology. VRML - Virtual Reality Modeling Language provides means for using virtual environments in the Internet. It is a platformindependent language that allows the specification of virtual environments where users can walk in, observe different objects and interact with them. Students can benefit from this technology, since it allows them to access objects describing subjects that students should study. This work is presented in three parts. In the first one, we investigate the use of virtual environments in math education for developing cognitive aspects, the experiences and necessary conditions for using this technology in improving logic and mathematical thinking. In the second part, we present both the conceptual model and the implementation of an educational tool intended to help in math education. The third part is a case study: we have developed a virtual environment using VRML, and it has been applied in math classes for 7th grade students. Data collected during this experiment has been analyzed statistically and some conclusions can be drawn based on those results, and observations.