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Abstract—Widespread adoption of smartphones and tablets has enabled people to multiplex their physical reality, where they engage in face-to-face social interaction, with Web-based social networks and apps, whilst emerging 3D Web technologies hold promise for networks of parallel 3D virtual environments to emerge. Although current technologies allo...
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... tionally it should be noted that the cathedral reconstruction was created with relatively powerful desktop computers in mind as the primary deployment platform and has not been optimized for use on less powerful mobile platforms such as Pangolin. Performance of Pangolin on a less graphically complex OpenSim region (Salt Pan 2 [19]), that also depicts a reconstruction of a cultural heritage site, was better at 20 to 25 frames per second at the low position and between 15 and 20 frames per second at high (see figure 11). ...
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Citations
... On-site exploration of heritage sites using mobile technology has also been largely discussed in the public domain. A Virtual Time Window (VTW) which facilitates on-site exploration of heritage sites using an open source virtual reality server and a mobile (tablet) client viewer is introduced in [11], [12] introduces a location-aware, Augmented Reality (AR) mobile application for exploration of a historical street, [13] discusses the use of a "serious game" for heritage learning during museum visits, and the use of Google Cardboard [18] to facilitate an on-site comparison of the past and present states of St Andrews Cathedral, armed with location-awareness and audio narratives was discussed in [2]. ...
This paper investigates the use of Virtual Reality (VR) as a tool for cultural heritage learning, using St Andrews Cathedral as the subject matter. As part of a module focused on local history, first year secondary school pupils in a school in the town of St Andrews took part in virtual tours of the Cathedral as it stood in the 14th Century using the Samsung Gear VR, Google Cardboard, Oculus Rift, computer screen and Xbox controller, and answered questions aimed to elicit their experiences with the various systems. The system design and implementation is presented and the findings, observations and lessons learnt from the study are discussed.
... The Highland Clearances app enables mobile exploration [7] and connects Timespan to the Strath of Kildonan. Under the banner of Museum Without Walls a Clearance Trail App was created to give visitors a downloadable guide to explore and understand the history of the Strath of Kildonan, a valley that spans from the mouth of the river Helmsdale to Kinbrace, 15 miles northwest of Helmsdale. ...
... Non Player Characters (NPCs) -avatars programmed to respond to user interaction and predefined events -were embedded in different sections of the model to improve on the interactive experience of the users. The 3D model of the Cathedral (see has been adopted in several use cases such as exhibitions, guided tours, and teaching at different educational levels; it [3] also serves as an educational tool which is freely accessible over the Internet [1]. ...
... Davies et al. [3] details the design and implementation of a Virtual Time Window (VTW) system that facilitates on-site, mobile exploration of heritage sites with a tablet running a virtual world viewer connected wirelessly to an OpenSim server on which the virtual reconstruction of the Cathedral is hosted (see Fig 6). The system uses GPS data to facilitate location tracking as well as sensors (accelerometer and magnetometer) to synchronise the user's position in the real world with the avatar's position in the virtual environment, without the need for explicit interaction (i.e. using input devices) on the part Their approach revealed a number of challenges. ...
Combining digital reconstruction with mobile technologies has the potential of enriching visitors experience to historic sites. Through designing a mobile App with Google Cardboard it is possible to use technology already in peoples' pockets to provide immersive on-site exploration of historic sites. This paper looks at our experience in developing such a mobile App which acts as a digital guided tour of the remains of St Andrews Cathedral. The App brings together traditional media such as audio, images, panoramas, 3D video and 4π Steradian (or 360°) video with a mobile smartphone and Google Cardboard to provide a tour of one of Scotland's most important historic sites. The mobile App is available from both Google Play and iTunes, providing direct delivery to a potential audience of millions. It complements the location-aware mediaeval St Andrews App, which provides a guided tour to the town of St Andrews as a whole. In the absence of Google Cardboard the App is still useful providing both visual content and audio commentary on this historic monument.
... The goal of this project was to overlay old prints related to what was captured in the live video feed. More recently, Davies et al. [Davies et al. 2013] presented a tablet PC equiped with a GPS which shows the possibility to display virtual models of historical buildings at their right place, precision being limited to around 2 meters by the used geolocalization technology. ...
As buildings from ancient times wither away or are transformed or destroyed, it becomes increasingly difficult to figure what it looked like back then. Virtual reality is a great tool to handle this role, although it often implies a three-dimensional model of a building disconnected from the remains. In this article, we present an on-site device dedicated to architectural heritage, which uses realistic photometric rendering associated with the reproduction of the user's point of view in the virtual scene to immerse him in the uchronic virtual world while maintaining the link to the real site. This design is already in use at the old church of Cluny (France), where is it was welcomed by tourists and guides.
Current study sought to measure the perception of intangible cultural heritage and systems of the ancient Bini kingdom, as well as the acceptance of users when extended reality (XR) is used for its recreation and representation. Four aspects of intangible cultural heritage were identified and used for the study—stories, music, festivals and dance. The stories were recreated from folklore using the comic book storyboard technique with the Adobe Photoshop software, while three dimensional (3D) characters were generated and positioned within the virtual environment using commercially available Unity3D and Blender softwares; dance was simulated using non-immersive virtual reality, with created characters responding to sourced traditional music; festivals remain as celebrated yearly. With semi-structured questionnaires administered on a sample size of forty-two (42) consisting of palace/museum staff and local tourists (young and old) in Bini city, Edo State, Nigeria, several findings were generated and measured on the Likert scale. Although most respondents could remember some stories, they could not recall the names of key characters, implying that some names associated with oral tradition are lost as they pass between generations. For the application of XR in the reconstruction and restoration of intangible cultural heritage, most of the respondents agreed it was a fun and interesting way to learn about the cultural heritage of the Bini kingdom. However, youths were undecided on the issue of dance and music, showing the strong influence of Hip life and Afro Hip hop music and dances.
The continuous technological advancement of computer simulation, display technology, and the internet of things leads to the opportunities to use cross-reality (XR) technologies in crisis management. XR emphasizes the compositions of different concepts in reality-virtuality continuum under a shared online virtual world, including virtual reality (VR), augmented reality (AR), and mixed reality (MR). It is touted as a promising tool to facilitate crisis management strategies in different stages, including prevention, onsite management, and recovery. This research contributes to the field of research in VR, XR, and crisis management (an essential component of healthcare) in the following four ways: (1) It proposes an idea to apply XR in crisis management. (2) It proposes a framework to connect VR, AR, and MR serving one purpose. (3) It presents a qualitative study to examine the user perception of the XR-based crisis management method. (4) It brings out the challenges and opportunities of using XR in crisis management.
The recent acceleration of technological developments and the need to improve the understanding of their environmental and socioeconomic impacts provide a context in which the capabilities of innovative technologies are presented through some examples of their application in built heritage management and presentation. Developing a sustainability assessment method for decision-making on the application of innovative technologies in cultural heritage management is proposed. The following are outlined: recommendations for strengthening leadership and understanding the changes under way; setting up institutional frameworks for diffusion of innovation; developing a consistent, positive and common narrative to inform future strategies; and the potential pathways for achieving the above goals.
In recent years, mobile technology and augmented reality have provided heritage and archaeology with new public engagement avenues. Despite technical advances and noteworthy projects, there are still critical issues in both the development and application of mobile heritage experiences, including high cost of development and sustainability, lack of multivocality, and little information about the background scholarly process that led to presented conclusions. Here I present a critical discussion of mbira (mbira.matrix.msu.edu), a developing open source¹1 Open source software is computer software whose source code is made available with a license that gives anyone the rights to study, change, and distribute the software to anyone and for any purpose. Often, open source software is developed in a collaborative public manner.View all notes mobile heritage authoring platform at Michigan State University, designed specifically to address many of these issues. I discuss mbira’s architecture and authoring workflow, particularly features that support multivocality and long-term sustainability.
In this paper, we explore the use of smartphones as remote 3D interaction devices for digital heritage applications. We present a set of single-handed interaction techniques by combining the modern 3D sensing capabilities of these devices with touch-screen inputs, covering the basic 3D manipulation tasks in an intuitive and ergonomic way.
A 3D gallery prototype has been developed, and all the proposed techniques have been integrated in an Android application to remotely interact with the gallery through a normal WiFi connection.
In the recent past 3D and immersive technologies were not supported by standard business and educational computers. Yet new generations of Intel and AMD processors and improved networking provide a basis for the spread of immersive technologies, into all aspects of education, business and leisure. Consequently, it is critical that computer science and IT degree programs facilitate the graduation of professionals with an understanding of and experience in working with immersive technologies. The work reported in this paper addresses the need to support learning about how to develop, engineer, use and evaluate 3D and immersive systems. The Apollo Virtual World GRID [1] provides a platform designed to support collaborative learning and exploratory project work with 3D technologies. Apollo provides an environment for the creation of 3D content, a framework for the development of 3D systems and a platform for the delivery of distributed immersive systems. It is built around the open source and freely available OpenSimulator project and extends it by providing educational content, a rapid application development environment and a measurement infrastructure. Using the Apollo GRID student projects have expanded the scope of experiential learning by creating interactive 3D environments that simulate specific learning contexts. For example a Virtual WiFi laboratory supports exploratory learning and experimentation with WiFi network protocols and the LAVA virtual fieldwork resource supports archaeologists in learning how to manage archaeological excavations. This paper reflects upon experience in using Apollo for 30 collaborative projects involving more than 100 students over a period of four years.
