Post on 12-Nov-2014
description
Can The Past Be Shared In VR?
ICOMOS: Imagined pasts Imagined futures, Nov 1-3, 2013, Canberra
Erik Champion, Curtin University
Can the Past be Shared in Virtual Reality?
Learn and share historical knowledge + interpretation?
Heritage and history do not have to be a series of slides; space-time-intention can now be depicted and reconfigured.
Teaching history and heritage through ‘learning by doing’
Evaluation of virtual environments relatively context-free
It is still much more difficult to create a virtual place that brings the past alive without destroying it.
Games are the future?
Explosion in virtual heritage conferences..
1. Could academic interest +recent advances in virtual reality (VR) prepare one for designing a successful VHE?
2. Games using historical characters, events or settings, may be readily adaptable to virtual heritage?
3. Issues of Presentation Interaction & Participation..
Presentation
http://www.cineca.it/en
Interaction
Creative Game Tools
Participation
Game Design in Teams
Involving Strangers
Minecraft Library Hackathon Lithuania
Social Judgment..is sadly missing in Virtual Worlds..
http://www.thedigitalshift.com/2013/10/social-media/south-carolina-state-library-launches-social-media-library-and-archive/
N
Digital Heritage 2013 Marseille
Navigating Real /Virtual Sites
Scanning Futures(D. Pouliquen, Autodesk)
2012: Nokia 808 pureview phone as powerful as SLR,. 40+megapixels
2014: Pelican imaging ultra thin camera array for phones
We can capture 2 billion pts in 2012, 20+billion in 2014 pt cloud
Create online high textured 3D from photos, http://recap.autodesk.com/signin.aspx (Krishna)
www.occipital.com super easy 360 panoramas or capture 3D
CYARK in India
Jean-Pierre JesselIRIT, Université Paul Sabatier
Mobile games: not “a better learning but a better global game experience”
Fraunhofer IDG CHESS project-Markerless tracking
Eduventure, Rhine Castle
OLD VR is dead
.. long live VR
• Augmented is now mixed reality
• Vision is just one of many
• Active stereo non glasses around corner
• Game engines are VR engines
• Collaborative gameplay
• Interactive storytelling
• Learning about cultural heritage is designing heritage interactivity
IMG_1480.jpg
http://www.cineca.it/en
Assets will be available
http://www.cineca.it/en
CINECA APA re-use game
http://www.cineca.it/en
Learning via Game Design
Fort Worth Game, Duke University
Fort Worth Game, Duke University
Serious Games in CH
Gaius Day, Augmented Reality on site Roma Nova Petridis 2012 Canada: A People’s History Game OR building Detroit On site historical (Schrier 2006)reliving the
revolution Eduventure I: (Ferdinand 2005) Rhine valley
history, played in real Marksburg castle, on tablet, webcam ARToolkitPlus
Virtuso Arts history (Wagner 2007), sort a collection of artworks or monuments
ThIATRO art history (Froschauer et al, VSMM 2012)
Escaladieu (IRIT 2010) Abbey in Pyranees, 3D AR Studierstube ES game handheld AR platform Strategy eg Battle of Waterloo (BBC)
Professional:Serious games interactive
Challenge: ..the belief that it is exciting to learn about history. The game integrates learning and playing in a way that engages pupils and gives them a concrete feel for the historical time and setting
Solution: The game can be compared to a journey through time and space
Platform: Mac/PC, single player, browser
Technology: 3D Unity game engine
Playtime: Per game 60 minutes Target group: 9-14 years oldhttp://playinghistory.eu/front
Thanks to Pernille for the info
My background
PhD
Teaching game design interaction design and multimedia interface design, now cultural visualisation
Supervision
Digital Humanities (CHCTA Europe)
Now, looking for students and projects, may host conference
Interaction design issues
1. Fact versus Fiction
2. Unrealistic expectations
3. Increasing interaction interferes with increasing knowledge of history
4. Joysticks of Doom: The Indiana Jones Dilemma
5. ‘Cultural Presence’ missing
Journey to the West
Problem: Inhabitants’ point of view
Can users learn via interaction the meanings and values of others, do we need to interact as the original inhabitants did?
How can we find out how they interacted? Can the limited and constraining nature of
current technology help interaction become more meaningful, educational and enjoyable (Handron & Jacobson, 2010)?
How do we even know when meaningful learning is reached?
Different Linguistic Worlds
Palenque model: a Mayan sees backpacker in the jungle; backpacker sees the Mayan in a museum
Games for history/heritage
1. Play and and answer questions2. Play and classroom discuss authenticity3. Role-play with games, puppets, or narrators4. Mod cities, empires events based on theories5. Film events etc. using machinima tools6. Combine images or panoramas with other media7. Design past artefacts, events, rituals or customs8. Create VEs using games and game mods or using VR
What is the Cultural Significance and Contextual Fragility?
Alternatives to Violence
Reflexivity: A reflective space, where players are encouraged to relax and consider the
consequences of their actions Performativity: The player, if in a class situation, could be asked to perform or orate and
present their experience of the VE Role-playing Virtue Ethics: Take on characters in role playing games and see how their
characters change in relation to perceived development of virtue ethics.. Consequentialism: Players could be allowed to be violent, but the consequences of their
actions could affect their future gameplay. through the game. Alternative Strategies: Violence could be offered as a strategy, but it could be offered as a
long-term destructive strategy. Creative Uses For Weapons: used as tools to construct. NPC distaste and disparagement: they discourage violence. Biofeedback: Performance based on calmness Expressive and embodied modes of interaction Emphasis on non-violent competition Players become morally accountable for their actions
Integrate Text+Model
http://gap.alexandriaarchive.org/gapvis/index.html#index
Cinematic biofeedback
Games: Pros and consFactors Weaknesses Strengths
Interaction Agency destroys historic causality. Simplistic interaction, may be difficult for older audiences.
Helps teach interaction design.
Engagement Educational games: worst of both worlds? Well-known & popular.
Learning How to promote heritage & knowledge transfer.
Learn by trial and error. Leveling allow for skills learnt
Technical issues
Often contains many bugs. Often platform specific.
Speed, lighting, avatar design, peripheries, networking
Support Support by the actual company can be slow, and they may avoid listing intended future features.
Community support (internet forums).
Game development
Non proprietary formats, changing game engine code may require extremely good levels of programming.
Education discounts available, some games are easily “modded”.
Access/ cost Expensive software development kits and commercial licenses. Expensive as classroom set.
Take them home, personalize modify and share them.
Institutional value Not taken seriously. Employability for students.
What I need from you
Fresh brains
What will or won’t work in the field?
Conference suggestions
Collaborative projects in any and all of the above..
Facilities at Curtin University: HIVE
Contact details
Erik ChampionProfessor of Cultural Visualisation, School of Media Culture & Creative Arts, Faculty of Humanities, Curtin University, Perth AUSTRALIA
E: erik.champion@curtin.edu.au W: http://erikchampion.wordpress.com
Li Wang and Erik Champion
References
Beacham, R., Denard, H., & Niccolucci, F. (2006). London charter for the computer-based visualization of cultural heritage. Retrieved from http://www.londoncharter.org/introduction.html
Fredrik, D. (2012). Rhetoric, Embodiment, Play: Game Design as Critical Practice in the Art History of Pompeii. Meaningful Play 2012 conference paper. Retrieved from http://meaningfulplay.msu.edu/proceedings2012/mp2012_submission_178.pdf
Riedek J. et al., 2011. State of the art of serious games for business and industry, 17th International Conference on Concurrent Enterprising (ICE). Online at http://ieeexplore.ieee.org/xpl/login.jsp?tp=&arnumber=6041266&url=http%3A%2F%2Fieeexplore.ieee.org%2Fxpls%2Fabs_all.jsp%3Farnumber%3D6041266