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- Eriksson, Eva, 1976, et al.
(författare)
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Staging the Interaction – Explorative Interventions for Engaging Citizens in the Development of Public Knowledge Institutions
- 2014
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Ingår i: Proceedings of Design Research Society's Conference 2014.
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Konferensbidrag (refereegranskat)abstract
- In this paper, six different classes of methods of exploratory interventions for engaging citizens in the development process of public knowledge institutions will be presented. The classification is based on twelve implemented and tested exploratory installations, and can be used as inspiration for stakeholders in order to work systematically with the stakeholder-citizens’ interaction. The discussion is centered on intertwining the physical and the digital, and exemplified through the development process of a new culture house. The contribution of this paper is the classification of methods that a) address the unification of physical and digital spaces and b) stage the interaction between different actors relevant for the development of the design process, through interactive tools that can be a complement to using the traditional virtual 3D-models, physical architectural models, or public hearings.
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- Eriksson, Eva, 1976, et al.
(författare)
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The Virtual Culture House – Shaping the Identity of a Public Knowledge Institution
- 2015
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Ingår i: http://thevalueofdesignresearch.com.
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Konferensbidrag (refereegranskat)abstract
- In this paper, we will discuss how a virtual platform can be used in orderto explore communication forms for stakeholders in the planning processof public knowledge institutions. The paper presents the Virtual CultureHouse, an attempt to stimulate the communication among stakeholdersand users of a future culture house. The project is cooperation betweenChalmers University of Technology and the municipality of Lundby inSweden, and aims to find new ways of complementing the traditionalarchitectural visualizations and public hearings for engaging citizens inthe development process of public knowledge institutions. Thecontribution of this paper is two-fold; firstly it presents a virtual platformbased on activities to complement the traditional methods for involvingstakeholders in the development process of public knowledgeinstitutions, and secondly, it introduces visitors, citizens, contributorsand officials as stakeholders on equal ground, and claim that such adialogical tool can support user involvement and participation andstimulate both staged activities and self-motivated activities. The VirtualCulture House forms, together with the physical local community, anactivity-based physical-digital space that shapes the identity of thefuture physical culture house.
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- Schroeder, Ralph, 1958, et al.
(författare)
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A comparison of Virtual and Real Environments
- 2000
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Ingår i: 3rd International Workshop on Presence, 27-28 March, Delft University of Technology, The Netherlands.
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Konferensbidrag (refereegranskat)
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- Sjölie, Daniel, 1977, et al.
(författare)
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PRACTICAL USE OF OFF-THE-SHELF VIRTUAL REALITY FOR DISTANCE EDUCATION - A LOOK AT THE FEASIBILITY OF NON-EXPERT USE
- 2020
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Ingår i: Learning and Teaching. - : IATED. - 1755-2273. ; 2020
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Konferensbidrag (refereegranskat)abstract
- As the potential value of online learning and distance education becomes increasingly clear (considering, e.g., global health and climate change) we are motivated to push for practical use of emerging technologies at an accelerated pace, to further facilitate rich and flexible distance education. In the current scenario, the changes forced into the classic educational system need to be executed quickly. While the pedagogical value of lectures has been often questioned, it remains a common method of instruction, making them relevant to investigate within digitalisation. Virtual Reality (VR) affords valuable embodied experiences and is currently at a point where it is within reach for non-experts, but the threshold may still be perceived as too high. By focusing on the use of off-the-shelf hardware and software to give virtual lectures, a larger number of educators can start experimenting within their comfort zone. The purpose of the current paper is to contribute to the acceleration of this process by describing challenges encountered in such an attempt to quickly employ readily available VR technology to give a lecture in VR. Is it possible for educators without previous expertise in VR to start using this technology now? What factors can be considered to make the experience positive to both educators and students? The setup of the VR lecture in this case study had the lecturer entering a virtual environment remotely (from another city) using the free VR application Bigscreen VR with students and three observing co-teachers entering the same environment being co-located in one physical room. The lecturer used the Oculus Rift S headset and a VR-capable laptop while the students used the simpler Oculus Go headsets. A predetermined view of the lecturer in the VR-environment was also shown via a projector, as a general fallback. The study was performed as an action research intervention, and the results were documented with ethnographic observations and a focus group. Compared to established tools for distance education, such as video meetings, the preparation time was significantly longer but the VR setup with off-the-shelf VR hardware and software worked relatively well for the lecture itself. The primary problems encountered concerned the student headsets and the preparation of and interaction with the students in the physical room. In addition to practical issues with managing a larger number of headsets (there were 5 headsets for the students) there were significant problems in getting the audio to work well as well as technical problems with Internet access. During the lecture more behavioral and social issues came to the forefront, for example students being uncertain about how to behave in the unfamiliar environment. Out of five participating students, two experienced discomfort, but were uncertain about how to act and whether it was OK to take off their headsets or not. Some issues encountered here may be avoided or minimised by raising awareness beforehand and additional preparation. Based on the present study, technical and ethical recommendations are given for which issues should be prioritized and how they may be dealt with, regardless of the educators level of expertise, to be able to successfully conduct a VR lecture.
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- Wideström, Josef, 1970
(författare)
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A Seeing Place – Connecting Physical and Virtual Spaces
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In the experience and design of spaces today, we meet both reality and virtuality. But how is the relation between real and virtual construed? How can we as researchers and designers contribute to resolving the physical-virtual divide regarding spaces? This thesis explores the relations between the physical and the virtual and investigates ways of connecting physical and virtual space, both in theory and practice. The basic concepts of the thesis are Space, Place, and Stage. The central idea is that the stage is a strong conceptual metaphor that has the capacity to work as a unifying concept relating physical and virtual spaces and forming a place for attention, agreements, and experience – A Seeing Place. The concept of seeing place comes from the Greek word theatre, meaning a “place for seeing”, both in the sense of looking at and understanding. In certain situations, the relations between physical and virtual spaces become important for users’ experience and understanding of these situations. This thesis presents seven cases of physical-virtual spaces, in the field of architectural and exhibition design. The method of these studies is research by design. The discussion then focuses on how each setting works as a stage, and how conceptual metaphors can contribute to the connection between physical and virtual spaces. Building upon the explorations and experiments in different domains, the thesis contains a collection of seven papers concerning the relations between physical and virtual space in different contexts outside the world of theatre. These papers range from more technical about Virtual Reality (design of networked collaborative spaces) to more conceptual about staging (methods in interaction design) and virtual space (using a transdisciplinary approach). The results of those studies suggest that the Stage metaphor of a physical-virtual space can contribute to the elucidating of relations between physical and virtual spaces in number of ways. Conceptually, the stage metaphor links together the semiotic and the hermeneutic views of space and place. And, from a practice-based perspective, A Seeing Place view opens up the way to creating contemporary spaces and resolving the physical-virtual divide.
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