![]() ![]() Animations representing views of states of matter provided a vehicle by which to investigate learning in a series of lessons. ![]() In particular, it reports on interactive discussions that were stimulated by the students’ own animations as well as their critiques of experts’ animations. This article describes an investigation into teaching and learning with student-generated animations combined with a representational pedagogy. These tools harness 3D mid-air interactions to improve the user experience for existing design tasks, and to enable novel design aesthetics. We present four immersive tools, targeted at sketching, modelling, and animation tasks in VR/AR. These insights are then utilized to build concrete design guidelines for immersive creation tools. These user studies build fundamental knowledge about the limitations of human perception and our musculoskeletal system. Conducting interviews, observational studies, and formal quantitative experiments reveals insights into the needs and aspirations of future users of immersive tools. This thesis advocates for a human-centred approach to the design of creative tools for immersive environments. However, immersion also presents its own unique challenges in precision, control, ergonomics, and perception. By removing the crutch of two-dimensional proxies for input and output, the immersive medium presents a significant advance in the design of intuitive interfaces for 3D creative expression. Recent developments in immersive technologies of virtual and augmented realities (VR/AR) have opened up the immersive space for 3D creation. ![]()
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