Final #2: 6 Monocular Depth Cues

This one is Atmospheric Perspective. You can see that in the picture that the further one that is circled does now show that much detail compared to the closer one. That is because distances causes further images to be fuzzy. We can clearly see the detail on the closer building while we can barely make out the other building.

This one is shading and lighting. The light hits hitting the snow, making parts of it darker than others. We can see that it makes it look like different shades of gray and some parts are black because of this. It is creating different gradients of color and makes the white snow actually a lot darker than it is. 

This one is linear perspective. In Minecraft, I created a stone road which shows this example. We can see that the lines appear to narrow as they get further away which is known as the vanishing point. However, this is just an illusion and the stones are actually the same. 

This one is occlusion. My avatar is standing in front of the wall which tells us the front-to-back order. Because my avatar occludes the building, we can assume that he is in front of it. Another way to tell is by seeing a portion of the wall missing, where my avatar is standing. 

This one shows size differences. We can see that the front chair seems to be bigger than the one in the back. This is because objects that are closer to us seem larger than ones that are further. However, they are actually the same size. These size differences show us how far or close an object is to us. 

This one is texture density. In this picture, we are relatively close so we can see all the texture on the building. However, if we were to go further away, the tiles on the building would look more and more dense till it would become a big and blue block. The further away you are from an object, the morse dense the patterns look. The closer you are, the less packed it looks. 

This was a part of our final where we had to find 6 monocular depth cues in a virtual reality world and identify them. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://immersiveeducation.org/@/bc

FINAL PROJECT STEP 2: BUILDING MY IMMERSIVE LIBRARY/MUSEUM

Started building my pig. 

Front of my finished Pig sculpture.

Added a tail. 

different view of back.

Starts building the base of my house.

Filled the ground with oak wood.

Started building the sides of the wall. 

Made a red door. Tried to make it like a barn.

Started building a roof. Going for "oriental" roof look.

Made a glass top.

Inside view of glass top.

Added a small window.

Made an indoor garden with a glass covering.

Another view of it.

Outside view of what I have so far.

Made an icecream cone tree. 

Another view of my place.

From the purple platform, I made a purple brick monster.

Added arms.

View of the side and front.

View of the front.

View of my whole place.

Aerial view.

Another ariel angle.

This is a part 2 of one of our final projects. This shows our process of building our immersive library/museum. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal a thttp://ImmersiveEducation.org/@/bc

FINAL PROJECT STEP 1: IMMERSIVE LIBRARIES AND MUSEUMS

Libraries and museums regarding Immersive Education allows us to have personalized researched that does not require physical space. For museum education, the purpose is to let audiences engage in accessible ways. The library allows people to do research, however it is sometimes restricted to only physical services in real buildings. The purpose of the Libraries and Museums Technology Working Group is to let people go beyond the physical aspects and be able to engage themselves in 3D graphics and technology.

There are many objectives that LAM.TWG are trying to achieve. There is a list but I feel that these are the most important ones. The first one is to apply for collaborative funding opportunities to advance this LAM.TWG projects. I feel that this is important because with more funding, we are able to expand this more to even greater audiences. Furthermore, another one of their objectives is to promote basic research to increase the understanding of library and museum services. People need to be educated about what this is in order to fully grasp it and immerse themselves in it. Lastly, they are trying to promote a networking community among active users of the immersive library and museum environments. With a strong network, people are able to communicate and share their experiences with each other.

One of the most important sections of this reading were its criteria for success. In order for success, LAM.TWG members should initiate research studies on immersive libraries and museums. Furthermore, they need to prepare the most efficient practices for the design of immersive libraries and museums. Not only this, but they also need to be able find the best way to deliver these services within the immersive environments. The most important one in my opinion is to establish a community of LAM researchers and video game users using virtual meetings. This will help establish a community and give a face to everyone that is a part of this new initiative.

The article also gives some cases as some examples. The first one they mention is providing a collaborative learning environment to foster communication, collaboration and cooperation in learning. It gives an example of a foreign language class going into a virtual world with other students and practicing Japanese in a virtual location. The AI's are scripted to give live interaction with the students to provide a better learning experience. Similarly, they also use a virtual classroom for a Latin American class which does a similar thing.

Lastly, another case they presented was a Immersive Real/Virtual Watershed experience. They used an LVM Real/Virtual Watershed to help students learn about ecological concepts. This immersive environment is really useful because it is able to provide a bilingual educational resource that many teachers can not provide. Furthermore, it is focused on teacher involvement, parental suppose, and development of 21st century skills. We can see how these are all great ways to students to learn and develop skills that are necessary for the world today.

Link to the website: http://JiED.org

Source for info: Immersive Education Libraries and Museums Technology Working Group (LAM.TWG)

This is a final project where we learn more about immersive education. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal a thttp://ImmersiveEducation.org/@/bc

Class 9, Exploring Second Life

Started off on an island. Was facing this abandoned ship and did not know what to do initially. 

Learned that I could fly, so I started to explore the island. There was a nice waterfall here.

Went to a different part of the world and there was a club like place there.

My avatar was able to dance in the club. I was by myself though :(.

Went to another world and there was a movie theater outside. I tried to watch something, but nothing came up.

Chatted with other people. However, they spoke another language so I felt left out.

Went to a world that lets you make art. I did not know how to do it, but it was pretty cool. 

There was a place that sold apple products. The building itself was a crystal pyramid.

Tried to buy a laptop, but you needed actual money....

Went to someone's house? It was really nice. You could interact with the different things in here.

I tried to interact with this area, but I did not have permission.

Class 9, Big BOOM