keynote address – teaching virtual reality:why and how? grigore c. burdea ph.d. professor of...
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Keynote Address – Teaching Virtual Reality:Why and How?
Grigore C. Burdea Ph.D.Professor of Computer Engineering,
Rutgers University.
Symposium on Real World Information Systems,University of Tokyo, Japan
September 8, 2003Updated March 2004
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Acknowledgement-
Travel support for this presentation was provided by the 21st COE at the University of Tokyo.
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Presentation outline
Introduction; Why should VR be taught in universities? Worldwide survey of universities teaching VR How do we teach VR? How should VR be taught? Conclusions
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After decades of research, VR remains misunderstood by the public –
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Introduction
Hype and unreasonable expectations; The blame – media, VR equipment and software manufacturers, but also the VR professionals… There is also a lack of unity, no dedicated newsletter, an a sense of fatigue…
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Introduction – example of hype
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Introduction – Mathematical definition
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Why should VR be taught?
So that we help application development efforts in other industries;
So that we educate the general public as to what can and cannot be done;
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Successes in industry lead to a need for VR professionals
Examples – military simulations, medical rehabilitation, or oil industry In all these areas VR brings significant cost savings, as well as saves lives.
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Military simulations – UK naval gunnery trainer
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Oil industry – better discovery rates (80%)
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Oil industry – better crude recovery
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Ankle Rehabilitation Exercise
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VR ankle rehabilitation exercise to be tested August 2002
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Stroke patient exercising on the Rutgers Ankle system (August 2000)
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Experimental results – stroke patient
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Why should VR be taught?
So that more standards of quality of VR education are established;
So that we have more instructors qualified to teach.
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Worldwide survey of VR teaching
My web survey found 148 universities teaching VR courses;
Currently only 3% of universities have VR courses;
Distribution is not uniform…
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Worldwide survey: North America 64 universities
5 universities
57 universities
2 universities
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Worldwide survey: Europe 52 universities
22 universities
3 universities
5 universities
1 university 1 university
1 university
4 universities1 university
7 universities
1 university
1 university
2 u
niv
ersi
ties
3 universities
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Worldwide survey: Asia 20 universities
4 universities
5 universities3 universities
1 university
2 universities
4 universities
1 university
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Worldwide survey: South America 8 universities
2 universities
3 universities
3 universities
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Worldwide survey: Africa – 3 universities
2 universities
1 university
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Worldwide survey: Oceania – 1 university
1 university
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2004 Worldwide survey summaryContinent Universities General VR Specialty VR
North America (64)
5- Canada, 2- Mexico,
57- US
64 40
Asia (20) 3-Hong Kong, 5-Korea, 1-India,
4-Japan, 2-Malaysia, 1- Singapore, 4-Taiwan
36 5
Europe (52) 1-Austria, 1-Czech Republic,
1-Denmark, 3-Finland, 5-France
7-Germany, 3-Holland
1-Norway, 1-Spain, 4-Sweden, 1-Switzerland, 22-UK
44 23
Africa (3) 1- Mauritius, 2-South Africa 2 1
South America
(8)
3-Brazil, 3-Colombia, 2-Peru 6 3
Oceania (1) 1- Australia - 1
Total 148 universities 136 77 © G
reg
Bur
dea,
200
3, 2
004
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Worldwide survey of VR teaching An updated survey table is maintained at www.vrtechnology.org (click on “Instructor’s resource page”
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How do we currently teach VR?
Mostly teach without dedicated VR Teaching Laboratories;
Graduate courses use VR research labs;
This limits the student hands-on experience, and thus true understanding of the field.
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How do we currently teach VR?
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How do we currently teach VR?
VR is also being taught using distance learning. This is done for specialists in other fields (such as architectural design) who need VR knowledge; Unfortunately, at this time, distance learning does not offer the same feedback modalities and quality of simulations as attending in person a Laboratory session.
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How do we currently teach VR?
Previous VR textbooks do not have laboratory manuals, so the instructor has to develop the material on his own;
VR is an intensive subject to teach. Many people give up..
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An example of such a textbook is
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How should we teach VR?
We need textbooks with videos to illustrate concepts, as well as laboratory manuals with programming assignments; The programming assignments need to be in a free toolkit (such as VRML or Java 3D) rather than in WorldToolKit or other software that requires licensing. Universities cannot afford the cost of such commercial toolkits.
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Is Java 3D is as good as WTK?
The simulation variables used to judged performance were: graphic mode (monoscopic, stereoscopic), rendering mode (wireframe, Gouraud, textured); scene complexity (number of polygons 5,000 – 50,000); lighting (number of light sources 1, 5, 10); interactivity (no interaction, hand input, force feedback)
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Is Java 3D is as good as WTK?
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Java 3D is faster WTK – Release 9WTK – Release 950k poly, Gouraud shaded, stereo50k poly, Gouraud shaded, stereo
Java3D – Release 1.2Java3D – Release 1.250k poly, Gouraud shaded, stereo50k poly, Gouraud shaded, stereo
Java3d is faster on average than WTK, but has higher variability(Boian and Burdea, 2001)
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Java 3D has smaller latency Gouraud , stereo, collision detectionGouraud , stereo, collision detection
Java3d has smaller latency than WTK over all scene complexities and light sources (Boian and Burdea, 2001)
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An example of such a textbook is
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VR textbooks need Instructor’s Resource Web Sites
Instructors teaching a VR class should have access to lecture notes, previous laboratory projects, etc., which reduces their investment of time in teaching the class; Such sites allow authors to update material as the VR state of the art changes.
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An example of such Instructor’s Site
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How should we teach VR? We need dedicated VR Teaching Laboratories (not Research Laboratories), which allows many students to take such classes; The laboratory needs to multiplex expensive equipment (to allow more workstations in the lab); It needs to have many sessions in a week (dividing the total class size to the available workstations).
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A laboratory example (Rutgers U.)
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A laboratory example (Rutgers U.)
Product Port of budgetPC 1.7 GHz
(Fire GL2)
NA 48%
Polhemus
Fastrack
Com 1 37%
5DT glove Com 2 10 %
Stereo
Glasses
FireGL2 3%
FF joystick USB 2%
Java/Jave3D NA 0%
VRML NA 0%
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Conclusions
We need to teach VR in more universities; We need better communication among teachers; We need better ways of teaching; We need to establish dedicated VR teaching labs; We need standards of quality for diplomas. You can play an important role in this