While tremendous advances in visual and auditory realism have been made for virtual and augmented reality (VR/AR), introducing a plausible sense of physicality into the virtual world remains challenging. Closing the gap between real-world physicality and immersive virtual experience requires a closed interaction loop: applying user-exerted physical forces to the virtual environment and generating haptic sensations back to the users. However, existing VR/AR solutions either completely ignore the force inputs from the users or rely on obtrusive sensing devices that compromise user experience. By identifying users' muscle activation patterns while engaging in VR/AR, we design a learning-based neural interface for natural and intuitive force inputs. Specifically, we show that lightweight electromyography sensors, resting non-invasively on users' forearm skin, inform and establish a robust understanding of their complex hand activities. Fuelled by a neural-network-based model, our interface can decode finger-wise forces in real-time with 3.3% mean error, and generalize to new users with little calibration. Through an interactive psychophysical study, we show that human perception of virtual objects' physical properties, such as stiffness, can be significantly enhanced by our interface. We further demonstrate that our interface enables ubiquitous control via finger tapping. Ultimately, we envision our findings to push forward research towards more realistic physicality in future VR/AR.
more »
« less
Exploring Virtual Environments by Visually Impaired Using a Mixed Reality Cane Without Visual Feedback
Though virtual reality (VR) has been advanced to certain levels of maturity in recent years, the general public, especially the population of the blind and visually impaired (BVI), still cannot enjoy the benefit provided by VR. Current VR accessibility applications have been developed either on expensive head-mounted displays or with extra accessories and mechanisms, which are either not accessible or inconvenient for BVI individuals. In this paper, we present a mobile VR app that enables BVI users to access a virtual environment on an iPhone in order to build their skills of perception and recognition of the virtual environment and the virtual objects in the environment. The app uses the iPhone on a selfie stick to simulate a long cane in VR, and applies Augmented Reality (AR) techniques to track the iPhone’s real-time poses in an empty space of the real world, which is then synchronized to the long cane in the VR environment. Due to the use of mixed reality (the integration of VR & AR), we call it the Mixed Reality cane (MR Cane), which provides BVI users auditory and vibrotactile feedback whenever the virtual cane comes in contact with objects in VR. Thus, the MR Cane allows BVI individuals to interact with the virtual objects and identify approximate sizes and locations of the objects in the virtual environment. We performed preliminary user studies with blind-folded participants to investigate the effectiveness of the proposed mobile approach and the results indicate that the proposed MR Cane could be effective to help BVI individuals in understanding the interaction with virtual objects and exploring 3D virtual environments. The MR Cane concept can be extended to new applications of navigation, training and entertainment for BVI individuals without more significant efforts.
more »
« less
- Award ID(s):
- 1827505
- NSF-PAR ID:
- 10286821
- Date Published:
- Journal Name:
- ISMAR 2020 - International Symposium on Mixed and Augmented Reality
- Page Range / eLocation ID:
- 51 to 56
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Dini, Petre (Ed.)The National Academy of Engineering’s “Fourteen Grand Challenges for Engineering in the Twenty-First Century” identifies challenges in science and technology that are both feasible and sustainable to help people and the planet prosper. Four of these challenges are: advance personalized learning, enhance virtual reality, make solar energy affordable and provide access to clean water. In this work, the authors discuss developing of applications using immersive technologies, such as Virtual Reality (VR) and Augmented Reality (AR) and their significance in addressing four of the challenges. The Drinking Water AR mobile application helps users easily locate drinking water sources inside Auburn University (AU) campus, thus providing easy access to clean water. The Sun Path mobile application helps users visualize Sun’s path at any given time and location. Students study Sun path in various fields but often have a hard time visualizing and conceptualizing it, therefore the application can help. Similarly, the application could possibly assist the users in efficient solar panel placement. Architects often study Sun path to evaluate solar panel placement at a particular location. An effective solar panel placement helps optimize degree of efficiency of using the solar energy. The Solar System Oculus Quest VR application enables users in viewing all eight planets and the Sun in the solar system. Planets are simulated to mimic their position, scale, and rotation relative to the Sun. Using the Oculus Quest controllers, disguised as human hands in the scene, users can teleport within the world view, and can get closer to each planet and the Sun to have a better view of the objects and the text associated with the objects. As a result, tailored learning is aided, and Virtual Reality is enhanced. In a camp held virtually, due to Covid-19, K12 students were introduced to the concept and usability of the applications. Likert scales metric was used to assess the efficacy of application usage. The data shows that participants of this camp benefited from an immersive learning experience that allowed for simulation with inclusion of VR and AR.more » « less
-
Recently, with the advent of the Internet of everything and 5G network, the amount of data generated by various edge scenarios such as autonomous vehicles, smart industry, 4K/8K, virtual reality (VR), augmented reality (AR), etc., has greatly exploded. All these trends significantly brought real-time, hardware dependence, low power consumption, and security requirements to the facilities, and rapidly popularized edge computing. Meanwhile, artificial intelligence (AI) workloads also changed the computing paradigm from cloud services to mobile applications dramatically. Different from wide deployment and sufficient study of AI in the cloud or mobile platforms, AI workload performance and their resource impact on edges have not been well understood yet. There lacks an in-depth analysis and comparison of their advantages, limitations, performance, and resource consumptions in an edge environment. In this paper, we perform a comprehensive study of representative AI workloads on edge platforms. We first conduct a summary of modern edge hardware and popular AI workloads. Then we quantitatively evaluate three categories (i.e., classification, image-to-image, and segmentation) of the most popular and widely used AI applications in realistic edge environments based on Raspberry Pi, Nvidia TX2, etc. We find that interaction between hardware and neural network models incurs non-negligible impact and overhead on AI workloads at edges. Our experiments show that performance variation and difference in resource footprint limit availability of certain types of workloads and their algorithms for edge platforms, and users need to select appropriate workload, model, and algorithm based on requirements and characteristics of edge environments.more » « less
-
The popular concepts of Virtual Reality (VR) and Augmented Reality (AR) arose from our ability to interact with objects and environments that appear to be real, but are not. One of the most powerful aspects of these paradigms is the ability of virtual entities to embody a richness of behavior and appearance that we perceive as compatible with reality, and yet unconstrained by reality. The freedom to be or do almost anything helps to reinforce the notion that such virtual entities are inherently distinct from the real world—as if they were magical. This independent magical status is reinforced by the typical need for the use of “magic glasses” (head-worn displays) and “magic wands” (spatial interaction devices) that are ceremoniously bestowed on a chosen few. For those individuals, the experience is inherently egocentric in nature—the sights and sounds effectively emanate from the magic glasses, not the real world, and unlike the magic we are accustomed to from cinema, the virtual entities are unable to affect the real world. This separation of real and virtual is also inherent in our related conceptual frameworks, such as Milgram’s Virtuality Continuum, where the real and virtual are explicitly distinguished and mixed. While these frameworks are indeed conceptual, we often feel the need to position our systems and research somewhere in the continuum, further reinforcing the notion that real and virtual are distinct. The very structures of our professional societies, our research communities, our journals, and our conferences tend to solidify the evolutionary separation of the virtual from the real. However, independent forces are emerging that could reshape our notions of what is real and virtual, and transform our sense of what it means to interact with technology. First, even within the VR/AR communities, as the appearance and behavioral realism of virtual entities improves, virtual experiences will become more real. Second, as domains such as artificial intelligence, robotics, and the Internet of Things (IoT) mature and permeate throughout our lives, experiences with real things will become more virtual. The convergence of these various domains has the potential to transform the egocentric magical nature of VR/AR into more pervasive allocentric magical experiences and interfaces that interact with and can affect the real world. This transformation will blur traditional technological boundaries such that experiences will no longer be distinguished as real or virtual, and our sense for what is natural will evolve to include what we once remember as cinematic magic.more » « less
-
null (Ed.)Spatial reasoning skills contribute to performance in many STEM fields. For example, drawing sectional views of three-dimensional objects is an essential skill for engineering students. There is considerable variation in the spatial reasoning skills of prospective engineering students, putting some at risk for compromised performance in their classes. This study takes place in a first-year engineering Spatial Visualization course to integrate recent practices in engineering design education with cognitive psychology research on the nature of spatial learning. We employed three main pedagogical strategies in the course - 1) in class instruction on sketching; 2) spatial visualization training; and 3) manipulation of physical objects (CAD/3D print creations). This course endeavors to use current technology, online accessibility, and implementation of the three pedagogical strategies to bring about student growth in spatial reasoning. This study is designed to determine the effect of adding two different spatial reasoning training apps to this environment. Over 230 students (three sections) participated in our study. In two of the three sections, students received interactive spatial visualization training using either a spatial visualization mobile touchscreen app in one section or an Augmented Reality (AR) app in the other section. Research suggests that there are benefits to using the Spatial Vis Classroom mobile app for college students.The app has been shown to increase student persistence resulting in large learning gains as measured by the Purdue assessment of spatial visualization (PSVT-R), especially for students starting with poor spatial visualization skills. The Spatial Vis Classroom app can be used in the classroom or assigned as homework. The AR app is designed to help users develop their mental rotation abilities. It is designed to support a holistic understanding of 3-dimensional objects, and research has shown that, in combination with a traditional curriculum, it increases students’ abilities also measured by the PSVT-R. Of particular interest, the data suggest that the app overcomes the advantage found by males over females in a traditional class alone focused on spatial reasoning. Both of the course sections were required to use the apps for approximately the same time in class and outside of class. Students in the control section were required to do hand sketching activities in class and outside of class, with roughly the same completion time as for the sections with the apps. Students grades were not affected by using the three different approaches as grading was based on completion only. Based on current literature, we hypothesize that overall benefits (PSVT-R gains) will be comparable across the 3 treatments but there will be different effects on attitude and engagement (confidence,enjoyment, and self-efficacy). Lastly, we hypothesize that the treatments will have different effects on male/female and ethnic categories of the study participants. The final paper will include an analysis of results and a report of the findings.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1109/ISMAR-Adjunct51615.2020.00028
