Conference Paper

Teleimmersive Archaeology: Simulation and Cognitive Impact.

DOI: 10.1007/978-3-642-16873-4_33 Conference: Digital Heritage - Third International Conference, EuroMed 2010, Lemessos, Cyprus, November 8-13, 2010. Proceedings
Source: DBLP


In this paper we present the framework for collaborative cyberarchaeology with support for teleimmersive communication which
aims to provide more natural interaction and higher level of embodiment. Within the framework we create tools for exploration,
interaction and communication of archaeologists in a shared virtual environment. Users at different geographical locations
are captured by a set of stereo cameras to generate their real-time 3D avatars. The proposed framework is intended to serve
as a virtual simulation environment where advanced behaviours, actions and new methodologies of research and training in archaeology,
cognitive science and computer science could be tested.

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Available from: Teenie Matlock, Oct 13, 2015
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    ABSTRACT: We present VITA (visual interaction tool for archaeology), an experimental collaborative mixed reality system for offsite visualization of an archaeological dig. Our system allows multiple users to visualize the dig site in a mixed reality environment in which tracked, see-through, head-worn displays are combined with a multi-user, multi-touch, projected table surface, a large screen display, and tracked hand-held displays. We focus on augmenting existing archaeological analysis methods with new ways to organize, visualize, and combine the standard 2D information available from an excavation (drawings, pictures, and notes) with textured, laser range-scanned 3D models of objects and the site itself. Users can combine speech, touch, and 3D hand gestures to interact multimodally with the environment. Preliminary user tests were conducted with archaeology researchers and students, and their feedback is presented here.
    3rd IEEE and ACM International Symposium on Mixed and Augmented Reality (ISMAR 2004), 2-5 November 2004, Arlington, VA, USA; 01/2004
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    ABSTRACT: The impact of looking into the camera during a presentation over a video link (resulting in the perception of mutual gaze) on information recall was investigated. In a face-to-face context mutual gaze has been shown to facilitate the encoding and subsequent recall of information [Fry, R., Smith, G.F., 1975. The effects of feedback and eye contact on performance of a digit-coding task. J. Soc. Psychol. 96, 145-146; Otteson, J.D., Otteson, C.R., 1980. Effect of teacher's gaze on children's story recall. Percept. Motor Skill. 50, 35-42; Sherwood, J.V., 1988. Facilitative effects of gaze upon learning. Percept. Motor Skill. 64 (3 Part 2), 1275-1278]. One explanation for these findings is that gaze acts as an arousal stimulus, which increases attentional focus and therefore enhances memory [Kelley, D.H., Gorham, J., 1988. Effects of immediacy on recall of information. Commun. Edu. 37(3), 198-207]. Two studies were conducted in order to test whether gazing at the camera during video-mediated presentations resulted in similar benefits as mutual gaze in a face-to-face context. In study 1 a confederate presented information about two fictitious soap products. In one condition, the confederate gazed at the camera for 30% of the presentation, therefore giving the participants the impression that he was gazing in their direction. In the other condition the confederate did not gaze at the camera. Participants viewed the sales presentations from both conditions. In the condition where gaze was directed at the camera, participants recalled significantly more information about the sales presentation. Study 2 employed the same pre-recorded sales presentations used in study 1, however they were delivered to the participants under audio-only conditions (therefore, the image was switched off). Results from study 2 indicated no recall differences between the two conditions. Findings from these studies would seem to indicate that the perception of gaze aversion over a video link (a consequence of the salesman not looking into the camera) has a negative impact on information recall. This has practical implications for video-mediated presentations. In a distance learning environment lecturers could be advised to look into the camera in order to promote more efficient learning in students.
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