Virtual Access to STEM Careers: In the Field Experiments.

The Virtual Access to STEM Careers (VASC) project is an intertwined classroom and virtual reality (VR) curricular program for third through fourth graders. Elementary school students learn about and take on the roles and responsibilities of STEM occupations through authentic, problem-based tasks with physical kits and immersive VR environments. This article reports on a round of curriculum and virtual environment development and in-classroom experimentation that was guided by preliminary results gathered from our initial VASC prototyping and testing. This specific iteration focuses on curriculum for learning about sea turtles and tasks regularly completed by park rangers and marine biologists who work with these creatures and a new backend data collection component to analyze participant behavior. Our results showed that educators were able to setup and integrate VASC into their classrooms with relative ease. Elementary school students were able to learn how to interface with our system quickly and enjoyed being in the environment, making a positive link to STEM education.

Using Computer Graphics to Make Science Visible in Engineering Education.

Science plays a crucial role in engineering. But science tends to be obscure to students, especially when they are overwhelmed by complex engineering design challenges that involve many variables. This article shows how computer graphics can be used to visualize science concepts and operationalize inquiry practices in engineering design to support integrated learning and teaching of science and engineering. Based on these graphical capabilities, generative design driven by evolutionary computation can also be visually illustrated to give students a glimpse into how artificial intelligence is transforming engineering design. The article provides real-world examples in the field of sustainable energy engineering based on Aladdin, an open-source design and analysis Web app. It also presents evidence of learning from pilot tests at culturally diverse high schools. Science educators interested in incorporating engineering design into their lesson plans may find this article helpful.

How to Evaluate If Collaborative Augmented Reality Speaks to Its Users.

Augmented reality (AR) is increasingly considered to support scenarios of co-located and remote collaboration. Thus far, the core goal has been advancing the supporting technologies and assessing how they perform to inform design and development, thus providing support toward their maturity. Nevertheless, while understanding the performance and impact of supporting technology is indisputable groundwork, we argue that the field needs to adopt a framework that moves from answering questions about the proposed methods and technologies to a more holistic view, also encompassing collaboration. However, moving toward this goal challenges how evaluations are designed, adding complexity and raising several questions about what needs to be considered. In this article, we briefly examine the different dimensions entailed in collaborative AR and argue in favor of a distinctive evaluation framework that goes beyond current practice and sets its eyes on the elements that allow judging how collaboration unfolds while informing the role of the supporting technology.

WAVE: A Web-Based Platform for Delivering Knowledge-Driven Virtual Experiences.

Many studies have demonstrated the usefulness of virtual characters in educational settings; however, widespread adoption of such tools is limited by development costs and accessibility. This article describes a novel platform, web automated virtual environment (WAVE), to deliver virtual experiences through the web. The system integrates data acquired from a variety of sources in a manner that allows the virtual characters to exhibit behaviors that are appropriate to the designer's goals, such as providing support for users based on understanding their activities and their emotional states. Our WAVE platform overcomes the challenge of the scalability of the human-in-the-loop model by employing a web-based system and triggering automated character behaviors. To support wide-scale use, we are making WAVE freely accessible (part of the Open Education Resources) and available anytime, anywhere.

Environment-Aware Rendering and Interaction in Web-Based Augmented Reality.

This work presents a novel framework for web-based environment-aware rendering and interaction in augmented reality based on WebXR and three.js. It aims at accelerating the development of device-agnostic Augmented Reality (AR) applications. The solution allows for a realistic rendering of 3D elements, handles geometry occlusion, casts shadows of virtual objects onto real surfaces, and provides physics interaction with real-world objects. Unlike most existing state-of-the-art systems that are built to run on a specific hardware configuration, the proposed solution targets the web environment and is designed to work on a vast range of devices and configurations. Our solution can use monocular camera setups with depth data estimated by deep neural networks or, when available, use higher-quality depth sensors (e.g., LIDAR, structured light) that provide a more accurate perception of the environment. To ensure consistency in the rendering of the virtual scene a physically based rendering pipeline is used, in which physically correct attributes are associated with each 3D object, which, combined with lighting information captured by the device, enables the rendering of AR content matching the environment illumination. All these concepts are integrated and optimized into a pipeline capable of providing a fluid user experience even on middle-range devices. The solution is distributed as an open-source library that can be integrated into existing and new web-based AR projects. The proposed framework was evaluated and compared in terms of performance and visual features with two state-of-the-art alternatives.

Immersive virtual reality for upper limb rehabilitation: comparing hand and controller interaction.

Virtual reality shows great potential as an alternative to traditional therapies for motor rehabilitation given its ability to immerse the user in engaging scenarios that abstract them from medical facilities and tedious rehabilitation exercises. This paper presents a virtual reality application that includes three serious games and that was developed for motor rehabilitation. It uses a standalone headset and the user's hands without the need for any controller for interaction. Interacting with an immersive virtual reality environment using only natural hand gestures involves an interaction that is similar to that of real life, which would be especially desirable for patients with motor problems. A study involving 28 participants (4 with motor problems) was carried out to compare two types of interaction (hands vs. controllers). All of the participants completed the exercises. No significant differences were found in the number of attempts necessary to complete the games using the two types of interaction. The group that used controllers required less time to complete the exercise. The performance outcomes were independent of the gender and age of the participants. The subjective assessment of the participants with motor problems was not significantly different from the rest of the participants. With regard to the interaction type, the participants mostly preferred the interaction using their hands (78.5%). All four participants with motor problems preferred the hand interaction. These results suggest that the interaction with the user's hands together with standalone headsets could improve motivation, be well accepted by motor rehabilitation patients, and help to complete exercise therapy at home.

Educational Data Virtual Lab: Connecting the Dots Between Data Visualization and Analysis.

Educational Data Virtual Lab (EDVL) is an open-source platform for data exploration and analysis that combines the power of a coding environment, the convenience of an interactive visualization engine, and the infrastructure needed to handle the complete data lifecycle. Based on the building blocks of the FIWARE European platform and Apache Zeppelin, this tool allows domain experts to become acquainted with data science methods using the data available within their own organization, ensuring that the skills they acquire are relevant to their field and driven by their own professional goals. We used EDVL in a pilot study in which we carried out a focus group within a multinational company to gain insight into potential users' perceptions of EDVL, both from the educational and operational points of view. The results of our evaluation suggest that EDVL holds a great potential to train the workforce in data science skills and to enable collaboration among professionals with different levels of expertise.

An Augmented Reality Serious Game for Learning Intelligent Wheelchair Control: Comparing Configuration and Tracking Methods.

This work proposes an augmented reality serious game (ARSG) for supporting individuals with motor disabilities while controlling robotic wheelchairs. A racing track was used as the game narrative; this included restriction areas, static and dynamic virtual objects, as well as obstacles and signs. To experience the game, a prior configuration of the environment, made through a smartphone or a computer, was required. Furthermore, a visualization tool was developed to exhibit user performance while using the ARSG. Two user studies were conducted with 10 and 20 participants, respectively, to compare (1) how different devices enable configuring the ARSG, and (2) different tracking capabilities, i.e., methods used to place virtual content on the real-world environment while the user interacts with the game and controls the wheelchair in the physical space: C1-motion tracking using cloud anchors; C2-offline motion tracking. Results suggest that configuring the environment with the computer is more efficient and accurate, in contrast to the smartphone, which is characterized as more engaging. In addition, condition C1 stood out as more accurate and robust, while condition C2 appeared to be easier to use.

Comparing Desktop vs. Mobile Interaction for the Creation of Pervasive Augmented Reality Experiences.

This paper presents an evaluation and comparison of interaction methods for the configuration and visualization of pervasive Augmented Reality (AR) experiences using two different platforms: desktop and mobile. AR experiences consist of the enhancement of real-world environments by superimposing additional layers of information, real-time interaction, and accurate 3D registration of virtual and real objects. Pervasive AR extends this concept through experiences that are continuous in space, being aware of and responsive to the user's context and pose. Currently, the time and technical expertise required to create such applications are the main reasons preventing its widespread use. As such, authoring tools which facilitate the development and configuration of pervasive AR experiences have become progressively more relevant. Their operation often involves the navigation of the real-world scene and the use of the AR equipment itself to add the augmented information within the environment. The proposed experimental tool makes use of 3D scans from physical environments to provide a reconstructed digital replica of such spaces for a desktop-based method, and to enable positional tracking for a mobile-based one. While the desktop platform represents a non-immersive setting, the mobile one provides continuous AR in the physical environment. Both versions can be used to place virtual content and ultimately configure an AR experience. The authoring capabilities of the different platforms were compared by conducting a user study focused on evaluating their usability. Although the AR interface was generally considered more intuitive, the desktop platform shows promise in several aspects, such as remote configuration, lower required effort, and overall better scalability.

Identifying Deception as a Critical Component of Visualization Literacy.

The ability to recognize misleading data visualizations is a key aspect of visualization literacy. In this article, we argue that learning to successfully identify a deceptive graphic requires strategies that deliberately force learners to take an active role in the visualization process. We describe a series of experiments where three groups of learners were shown various deceptive graphics and asked to answer a series of questions. Three different interventions were analyzed to compare the educational effectiveness of the strategies used to engage learners into the process of identifying deceptive visualizations. Our results suggest that the ability to identify deceptive visualizations must be explicitly taught as a core element of visualization literacy. Although both traditional and self-learning approaches are beneficial, the more active the intervention, the higher its educational effectiveness.

Teaching Social Virtual Reality With Ubiq.

We share our experiences of teaching virtual reality with Ubiq, an open-source system for building social virtual reality (VR). VR as a subject touches on many areas, including perception, human-computer interaction, and psychology. In our VE module, we consider all aspects of VR. In recent years, networked VR, and in particular social VR, has become increasingly relevant, at the same time as demand for online and hybrid teaching has increased. Commercial social virtual reality systems have proliferated, but for a number of reasons, this has not resulted in systems any more suitable for research and teaching. As a result we created Ubiq, a system for building social VR applications designed first for research and teaching. In this article, we describe how Ubiq came to be, and our experiences of using it in our virtual environments module over the last two years.

A Conceptual Model and Taxonomy for Collaborative Augmented Reality.

To support the nuances of collaborative work, many researchers have been exploring the field of Augmented Reality (AR), aiming to assist in co-located or remote scenarios. Solutions using AR allow taking advantage from seamless integration of virtual objects and real-world objects, thus providing collaborators with a shared understanding or common ground environment. However, most of the research efforts, so far, have been devoted to experiment with technology and mature methods to support its design and development. Therefore, it is now time to understand where the field stands and how well can it address collaborative work with AR, to better characterize and evaluate the collaboration process. In this article, we perform an analysis of the different dimensions that should be taken into account when analysing the contributions of AR to the collaborative work effort. Then, we bring these dimensions forward into a conceptual framework and propose an extended human-centered taxonomy for the categorization of the main features of Collaborative AR. Our goal is to foster harmonization of perspectives for the field, which may help create a common ground for systematization and discussion. We hope to influence and improve how research in this field is reported by providing a structured list of the defining characteristics. Finally, some examples of the use of the taxonomy are presented to show how it can serve to gather information for characterizing AR-supported collaborative work, and illustrate its potential as the grounds to elicit further studies.

Syntactic and Semantic Analysis for Extended Feedback on Computer Graphics Assignments.

Modern computer graphics courses require students to complete assignments involving computer programming. The evaluation of student programs, either by the student (self-assessment) or by the instructors (grading) can take a considerable amount of time and does not scale well with large groups. Interactive judges giving a pass/fail verdict do constitute a scalable solution, but they only provide feedback on output correctness. In this article, we present a tool to provide extensive feedback on student submissions. The feedback is based both on checking the output against test sets, as well as on syntactic and semantic analysis of the code. These analyses are performed through a set of code features and instructor-defined rubrics. The tool is built with Python and supports shader programs written in GLSL. Our experiments demonstrate that the tool provides extensive feedback that can be useful to support self-assessment, facilitate grading, and identify frequent programming mistakes.

Teaching Clustering Algorithms With EduClust: Experience Report and Future Directions.

We share our experiences teaching university students about clustering algorithms using EduClust, an online visualization we developed. EduClust supports professors in preparing teaching material and students in visually and interactively exploring cluster steps and the effects of changing clustering parameters. We used EduClust for two years in our computer science lectures on clustering algorithms and share our experience integrating the online application in a data science curriculum. We also point to opportunities for future development.

Serious Games for Stroke Telerehabilitation of Upper Limb - A Review for Future Research.

Maintaining appropriate home rehabilitation programs after stroke, with proper adherence and remote monitoring is a challenging task. Virtual reality (VR) - based serious games could be a strategy used in telerehabilitation (TR) to engage patients in an enjoyable and therapeutic approach. The aim of this review was to analyze the background and quality of clinical research on this matter to guide future research. The review was based on research material obtained from PubMed and Cochrane up to April 2020 using the PRISMA approach. The use of VR serious games has shown evidence of efficacy on upper limb TR after stroke, but the evidence strength is still low due to a limited number of randomized controlled trials (RCT), a small number of participants involved, and heterogeneous samples. Although this is a promising strategy to complement conventional rehabilitation, further investigation is needed to strengthen the evidence of effectiveness and support the dissemination of the developed solutions.

Using Virtual Reality to Increase Motivation in Poststroke Rehabilitation.

Virtual reality (VR) applications meet fundamental principles of rehabilitation: intensity, task oriented training, biofeedback, environments rich in stimuli, and motivation, all pivotal factors for the success of rehabilitation programs. This paper describes the development process of a set of VR minigames developed to increase the motivation of stroke patients while performing repetitive upper limb movements.

An Exploratory Study on the use of Virtual Reality in Balance Rehabilitation.

Studies have shown the potential of Virtual Reality and motion tracking devices in physical rehabilitation. This paper addresses the topic of using non-immersive Virtual Reality therapeutic games with motion tracking in physical rehabilitation and describes an exploratory study performed in collaboration with a national public Rehabilitation Center about their use to motivate patients to perform exercises relevant for balance rehabilitation. The work involved developing and adapting mini-games to track patients posture; tests with patients recovering from Spinal Cord Injury suggest that this type of games can be helpful in the recovery process namely in patients' motivation for performing the therapeutic gestures.

Portuguese Haemophilia Registry.

National Patient Registries (NPR) have an important role in the management of haemophilia and other inherited bleeding disorders, representing powerful instruments to support healthcare and research. Computer software to assist the NPR is crucial, as it facilitates the introduction of the data from a national universe that will be centralized and merged into a unique location, thus ensuring a greater reliability and accuracy of the collected data, avoiding duplication of patients. In Portugal, despite the efforts and recognition of the need of a NPR, just recently the protocol for the establishment of the computer software to support the Portuguese National Registry of Haemophilia and other Congenital Coagulopathies (PorR H&CC) was approved. This paper aims to present this newly developed computerized solution, as well as to report the main variables and information that will be available. The development of this application, which includes a set of sociodemographic, clinical and treatment data, was based on the principles of WFH, and the database that supports the NPR, with anonymized data, is operated and maintained in accordance with the Data Protection Law. Currently, the first data are available on the application. Our focus now is to ensure more registries and continuous data entry in order to have complete information on the characterization of the haemophilia patient population in Portugal.

CraMs: Craniometric Analysis Application Using 3D Skull Models.

Craniometric analysis plays an important role in anthropology studies and forensics. This paper presents CraMs, an application using a new craniometric approach based on 3D models of the skull. The main objective is to obtain, through a process supervised by anthropologists, the main points of interest used to compute craniometric measurements. The application aids this process by analyzing the skull geometry and automatically providing points of interest. The application also allows for semiautomatic point detection, where the user provides an initial guess that might be refined based on the curvature of the skull, as well as the manual selection of any other points of interest. Moreover, results comparing measurements obtained with CraMs and traditional craniometry methods on eight skulls suggest that the application provides comparable craniometric measurements and lower inter-observer variability. This approach offers advantages such as an easier access to skulls with no risk of bone damage and the possibility of defining new measurements based on morphology or other skull characteristics, which are not possible using traditional methods.

Biological Activities and Chemical Characterization of Cordia verbenacea DC. as Tool to Validate the Ethnobiological Usage.

Knowledge of medicinal plants is often the only therapeutic resource of many communities and ethnic groups. "Erva-baleeira", Cordia verbenacea DC., is one of the species of plants currently exploited for the purpose of producing a phytotherapeutic product extracted from its leaves. In Brazil, its major distribution is in the region of the Atlantic Forest and similar vegetation. The crude extract is utilized in popular cultures in the form of hydroalcoholic, decoctions and infusions, mainly as antimicrobial, anti-inflammatory and analgesic agents. The aim of the present study was to establish a chemical and comparative profile of the experimental antibacterial activity and resistance modifying activity with ethnopharmacological reports. Phytochemical prospecting and HPLC analysis of the extract and fractions were in agreement with the literature with regard to the presence of secondary metabolites (tannins and flavonoids). The extract and fraction tested did not show clinically relevant antibacterial activity, but a synergistic effect was observed when combined with antibiotic, potentiating the antibacterial effect of aminoglycosides. We conclude that tests of antibacterial activity and modulating the resistance presented in this work results confirm the ethnobotanical and ethnopharmacological information, serving as a parameter in the search for new alternatives for the treatment of diseases.