HCC: III: Small: MyDome - Defining the Computational and Cognitive Potential of Interactive Simulations in an Immersive Dome Environment

HCC：III：小型：MyDome - 定义沉浸式圆顶环境中交互式模拟的计算和认知潜力

• 批准号: 0916098
• 负责人: Annette Schloss
• 金额: $ 49.98万
• 依托单位: University of New Hampshire
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-08-01 至 2013-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0916098&HistoricalAwards=false
• 关键词: HCC; III; Small; MyDome; Defining

The MyDome project will bring 3D virtual worlds for group interaction into planetaria and portable domes. Advances in computing have evolved the planetarium dome experience from a star field and pointer presentation to a high-resolution movie covering the entire hemispherical screen. The project will further transform the dome theater experience into an interactive immersive adventure. MyDome will develop scenarios in which the audience can explore along three lines of inquiry: (1) the past with archeological reconstructions, (2) the present in a living forest, and (3) the future in a space station or colony on Mars. These scenarios will push the limits of technology in rendering believable environments of differing complexity and will also provide research data on human-centered computing as it applies to inquiry and group interactions while exploring virtual environments.The project proposes to engage a large portion of the population, with a special emphasis on the underserved and under-engaged but very tech-savvy teenage learner. Research questions addressed are: 1. What are the most engaging and educational environments to explore in full-dome? 2. What on-screen tools and presentation techniques will facilitate interactions? 3. What are the limitations for this experience using a single computer, single projector mirror projection system as found in the portable Discovery Dome? 4. Which audiences are best served by exploration of virtual hemispherical environments? 5. How large can the audience be and still be effective for the individual learner? What techniques can be used to provide more people with a level of control of the experience and does the group interaction enhance or diminish the engagement of different individuals? 6. What kind of engagement can be developed in producing scientific and climate awareness? Does experiencing past civilizations lead to more interest in other cultures? Does supported learning in the virtual forest lead to greater connection to and understanding of the real forest? Does the virtual model space experience excite students and citizens about space exploration or increase the understanding of the Earth's biosphere?The broader impacts of the project are (1) benefits to society from increasing public awareness and understanding of human relationships with the environment in past civilizations, today?s forests and climate change, and potential future civilizations in space and on Mars; (2) increasing the appeal of informal science museums to the tech-savvy teenage audience, and (3) significant gains in awareness of young people in school courses and careers in science and engineering. The partners represent a geographically diverse audience and underserved populations that include rural (University of New Hampshire), minority students (Houston Museum of Natural Science) and economically-distressed neighborhoods (Carnegie Museum of Natural History). Robust evaluation will inform each program as it is produced and refined, and will provide the needed data on the potential for learning in the interactive dome environment and on the optimal audience size for each different type of inquiry.

MyDome 项目将把用于群体互动的 3D 虚拟世界引入到天文馆和便携式圆顶中。计算技术的进步已经将天文馆圆顶体验从星场和​​指针演示演变为覆盖整个半球屏幕的高分辨率电影。该项目将进一步将球幕影院体验转变为互动式沉浸式冒险体验。 MyDome 将开发场景，观众可以沿着三个探究线索进行探索：(1) 考古重建的过去，(2) 活生生的森林中的现在，以及 (3) 空间站或火星殖民地的未来。这些场景将突破技术的极限，渲染不同复杂度的可信环境，并且还将提供以人为中心的计算的研究数据，因为它适用于探索虚拟环境时的查询和群体交互。该项目建议让大部分人口参与进来，特别强调服务不足、参与度低但非常精通技术的青少年学习者。解决的研究问题是： 1. 在全穹顶中探索的最具吸引力和教育性的环境是什么？ 2. 哪些屏幕工具和演示技术可以促进交互？ 3. 使用便携式 Discovery Dome 中的单台计算机、单投影仪镜面投影系统进行这种体验有何限制？ 4. 哪些受众最适合探索虚拟半球环境？ 5. 受众群体有多大才能对个人学习者仍然有效？可以使用哪些技术来为更多的人提供一定程度的体验控制？群体互动是否会增强或减弱不同个体的参与度？ 6. 可以开展什么样的参与来提高科学和气候意识？体验过去的文明是否会导致对其他文化更感兴趣？虚拟森林中的支持学习是否会导致与真实森林的更多联系和理解？虚拟模型空间体验是否激发学生和公民对太空探索的兴趣或增加对地球生物圈的了解？该项目的更广泛影响是（1）提高公众对过去文明中人类与环境关系的认识和理解，从而为社会带来好处、当今的森林和气候变化，以及未来太空和火星上潜在的文明； (2) 增加非正式科学博物馆对精通技术的青少年观众的吸引力，以及 (3) 显着提高年轻人对学校课程和科学与工程职业的认识。合作伙伴代表了不同地域的受众和服务不足的人群，其中包括农村地区（新罕布什尔大学）、少数民族学生（休斯顿自然科学博物馆）和经济困难的社区（卡内基自然历史博物馆）。 稳健的评估将为每个节目的制作和完善提供信息，并将提供有关在交互式圆顶环境中学习的潜力以及每种不同类型的探究的最佳观众规模的所需数据。