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Video Mediated CommunicationProducing a sense of presence between individuals
in a shared virtual reality
http://gt.kth.se
Claus J. KnudsenAmbjörn NaeveLeif Handberg
Division of Media Technology and Graphic ArtsThe Knowledge Management Research group
Department of Numerical Analysis and Computing ScienceThe Royal Institute of Technology
Stockholm, Sweden
http://kmr.nada.kth.se
Keynote address at the ISEC conference, Banff, Calgary, Canada, June 1, 2002
I-2-I
Alleviating absence by useof the "Telephonoscope".A mirror is envisage as thedisplay screen.
[From Albert Robida "Le Vingtième Siècle, 1880s]
iSpace project meeting between Royal Institute of Technology andStanford University
TelepresenceAs described by teleoperators, presence is thesensation of being at the remote worksite ratherthan at the operator`s control station.
Marvin Minsky (1980) in reference to teleoperation systems Teleoperators and Telerobotics, (Held & Durlach, 1992)Simulated environments, (Rheingold, 1991; Sheridan, 1992).
Definition of Presence at a Distance
Presenceat a distanceis defined asthe subjective experienceof being in one place or environment,even when one is physically situated in another.
Presence journal 2000
Definition of Presence in Virtual Environments
Presence is defined as the subjective experienceof being in one environment (there) when one isphysically located in another environment (here).
Measuring Presence in Virtual Environments,(Witmer Bob G. and Singer Michael J., 2000)
As applied to my own research,presence refers to the experiencingof both mediated bodies and spaces.
Two models of mediated communication
• traditional communication model
• telepresence view
Defleur & Ball-Rokeach, 1989; Schramm, 1974; Shannon & Weaver, 1962
Steuer (1993) after Krueger (1991)
BA
BA
Sharedvirtualreality
The main research question
How do we producea sense of presence and realityat a distancebetween individualsphysically separated in space?
Factors creating a sense of presence and reality
• sensory environment
• individual preconditions
• content characteristics
• vividness
• interactivity and control• company of others
• depth & breadth
• imagination• emotional state• associative context• suspension of disbelief
• plot and story• narration and dramaturgy• presentation and execution
[Enlund N.]
Experiments and user studies
• experiment with new methodsof creating human-to-human Interaction,including for musical and artistic performance.
• strong international collaboration
• produce “pre-competitive” results in theform of prototypes, demonstrators and userstudies .
The blue-screenbackgroundwas mappingout the personby use ofcolour keying.
Physicalbackground
Virtualspace withtwo non-physicalprojectedwalls
Physicalbackground
Mix ofaudio/videosources
Virtual marriage
As seen fromKTH
As seen fromGjøvik
ProjectorScreen
Camera ProjectorScreen
Camera
Video processing
Computer processing
Publishing
Fibre optics
Media Technology Provisorium KTH Stockholm Academic Forum
Internet
Synchronous virtual communicative spacestransparent technology for producing
a sense of presence at a distance
The audience ”point of view” at Academic Forum ”camera space”.
Synchronous virtual communicative spacesTransparent Technology for Producing
a Sense of Presence and Reality at a Distance
A studentwatching a videofrom the teacherscomputer at adistance.
Two studentslearning adance from ateacher at adistance.
Synchronous virtual communicative spacestransparent technology for producing
a sense of presence at a distance
Synchronous virtual communicative spacestransparent technology for producing
a sense of presence at a distance
Two studentsacting at a distance
Two musicansplaying with a singerat a distance
Telepresence Production Course
New Learning Modes in the Production ofPresence Distance Technique for Education
Interactive storytelling and presence production
New Learning Modes in the Production ofPresence Distance Technique for Education
Interactive storytelling and presence production
New Learning Modes in the Production ofPresence Distance Technique for EducationInteractive storytelling and presence production
- Games and competitions- Instruction- Role play and ceremonies- Multipoint cooperation- Interactive information package
Topics chosen for the exam projects:
New Learning Modes in the Production ofPresence Distance Technique for Education
• Storytelling• Interactivity• Technical level• Technology using skills
Evaluation criteria
The Cave ExperiencePeople and Technology in an ExperimentalPerformance Space connected to the Internet
Connecting Sweden on ISDN to Hungary on the Internet
Distance Learning Applicationsacross Multiple Platforms and NetworksA Media Laboratory Test Model
VideoFlyer
ISDN 384kY/C input 1Y/C input 2
Video composite outAudio line in
Audio outSCSI
RS232Mic input
Local microphone
Remote RS 232Y/C out
composite out
Monitor 2(Virtuel space-ISDN remote)
Video composite in
Monitor 3(ISDN remote)
Audio inputVideo composite in
Macintosh Video switchMacintoshmonitor 1
SCSIVideo composite out
Audio outVideo composite in
Y/C outAudio in left
Audio in right
Video testgenerator
Video Cassette Recorder
Video composite out 1Video composite out 2Audio inputAudio output 1Audio output 2Video composite in
H.320 3 x 2 B channels ISDN
Video input 1Video input 2Video input 3Video output
LAN/WAN/INTERNETVIDEO (MJPEG)
Distance Learning Applications acrossMultiple Platforms and NetworksA Media Laboratory Test Model
Continuous Presence – a virtual Meetingpoint
Interaction between musicans and audiencein a learning process on the Internet
The first performance for motivation
The concert based on the creativematerial library on the Internet
Unified Language ModelingVideo mediated communication
The KMR-group at CID
People:
• Ambjörn Naeve (senior researcher, head of the group)
• Mikael Nilsson (grad. student, mathematics didactics)
• Matthias Palmér (grad. student, computer science)
• Fredrik Paulsson (grad. student, MDI)
• Claus Knudsen (grad. student, media technology)
Knowledge Management Research areas
• Knowledge Manifolds
• Conceptual Modeling
• Conceptual Browsing
• New paradigms and tools for mathematics education
• E-learning frameworks / Semantic web technologies
• Component-based learning technologies
• Semantic Interoperability
• Presence production
A Knowledge Manifold
• is a structured information architecture that supports a number of different strategies for information hiding (encapsulation).
• can be regarded as a Knowledge Patchwork, with a number of linked Knowledge Patches, each with its own Knowledge Gardener.
• gives the users the opportunity to ask questions and search for certified human Knowledge Sources.
• can be used to design learner-centric, knowledge-pulling interactive learning environments that support Question Based Learning.
A Knowledge Manifold (cont.)
• has access to distributed archives of resource components.
• allows teachers to compose components and construct customized learning environments.
• makes use of conceptual modeling to support separation of content from context.
• contains a concept browser (Conzilla) that supports these principles and activites.
The different Knowledge Roles of a KM
• The knowledge cartographer
• The knowledge composer
• The knowledge librarian
• The knowledge coach
• The knowledge preacher
• The knowledge plumber
• The knowledge mentor
• constructs context-maps.
• fills the context-maps with content.
• composes content components into learning modules.
• cultivated questions.
• provides live answers.
• connects questions with appropriate preachers.
• provides motivation and supports self-reflection.
Design principles for Concept Browsers
• separate context (= relationships) from content.
• describe each context in terms of a context-map.
• assign an appropriate set of components as the content of a concept or a conceptual relationship.
• filter the content components through different aspects.
• label all resources with a standardized data description (metadata) scheme (LOM-IEEE).
• transform a content component which is a context-map into a context by contextualizing it.
Mathematical Knowledge Manifold work at KMR
• Virtual Mathematics Exploratorium (Conzilla)
• New ways to study geometrical constructions
• Interacting with mathematical formulas, using
• Shared 3D interactive learning environments
• Interactive geometry with PDB.
• Graphing Calculator (Ron Avitzur).• LiveGraphics3D (Martin Kraus).
• framework for archiving and accessing components
• CyberMath.
created with these (and other) techniques.
Virtual Mathematics Exploratorium 1
Virtual Mathematics Exploratorium 2
CyberMath: A Shared Virtual Environmentfor the Interactive Exploration of Mathematics
• teaching of both elementary, intermediate and advanced mathematics and geometry.
Goals: The CyberMath system should allow:
Means:• Making use of advanced VR technology (e.g. DIVE).
• global sharing of resources.
• the teacher to teach in a direct manner.
• students to work together in groups.
• teachers to present material that is hard to visualize using standard teaching tools.
CyberMath: The cylindrical exhibition hall
Presence Productionin a Distributed Shared Virtual Environmentfor Exploring Mathematics
CyberMath: The Teacher in Stockholm
STUDENTS / DIS, UPPSALA
ALL / CYBERMATH, VR
TEACHER / CID, STOCKHOLM
PERSON
AVATAR
CAMERA
COMPUTER SCREEN / VR REPRESENTATION
MONITOR / PRESENCE PRODUCTION
CyberMath: Experimental Lecture Connectivity
CyberMath: Students in Uppsala
CyberMath: The Virtual Museum Mode
CyberMath: Changing the Learning Mode
CyberMath: From Control to Chaos
Car
Vehicle
is a:Car
kind of
is a kind of
a
Unified Language Modeling
:Wheel Wheel
abstraction of
part of has
is a
a
is a part of ahas a
a kind of
Basic principles
Unified Language ModelingThe CyberMath lecture
Relevant web sites
http://kmr.nada.kth.se
http://www.gt.kth.se
http://www.r1.kth.se
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