This is an experimental work presenting a study about usability experience of users in a cyber-archeology fully immersive 3D environment in Virtual Reality (VR). Particularly we research how users explore a realistic 3D environment with VR devices through archaeometry conventional techniques for archeology analysis and discoveries. Our main objective is to evaluate user’s experience with interactive archaeometry tools of a population called archeologists, not a VR expert, but expert on the context of the real experience of practicing archeology in remote site; and compare the results with another population called VR experts, in this case, not experts in archeology, but in VR technology and multimedia applications. Several standard metrics will be used to collect data about their interactions with the cyber system (efficacy, efficiency, satisfaction, level of presence and cyber-sickness). Two hypotheses will be tested with this experiment: a) it is possible to represent the virtual world as realistically as the real one, in such way that a person unfamiliar with this kind of technology, in this case the archaeologist, can develop analytical process of discoveries in the VR model; and b) if this VR model is passive of exploration, virtually it is possible to create analytical tools that will help the archaeologist to manipulate archaeometry tools. Both sample population had participated in usability tests and the results are promising.

This demo presents a fully immersive and interactive virtual environment (VE) - the ArcheoVR, which represents Itapeva Rocky Shelter, a prehistoric archeological site in Brazil. W workflow started with a real world data capture - laser scanners, drones and photogrammetry. Captured information was transformed into a carefully designed realistic 3D scene and interactive features that allows users to experience the virtual archeological site in real-time. The main objective of this VR model is to allow the general public to feel and explore an otherwise restricted and ephemeral site and to assess prototype tools intended for future digital archaeological exploration.

This poster presents the conceptual process of developing Itapeva 3D, a Virtual Reality (VR) archeology experience. It describes the technical spectrum of cyber-archeology process applied to the creation of a fully immersive and interactive virtual environment (VE), which represents Itapeva Rocky Shelter, a prehistoric archeological site in Brazil. The workflow starts with a real world data capture - laser scanners, drones and photogrammetry, continues with the transposition of the captured information into a 3D surface model capable of real-time rendering to head-mounted displays (HMDs), and ends with the design of interactive features allowing users to experience the virtual archeological site. The main objective of this VR model is to make plausible to general public to feel what it means to explore an otherwise restricted and ephemeral place. As final thoughts it is reported on preliminary results from an initial user observation.

This poster presents an initial study about people experience with advertising messages in Virtual Reality (VR) that simulates the urban space. Besides looking to the plastic and textual factors perceived by the users in the Virtual Environment (VE), this work also reflects about effects of immersion provided by different technological devices and its possible influences in the advertising message reception process - a head-mounted display (Oculus Rift DK2), a cavern automatic virtual environment (CAVE) and a desktop monitor (PC). To carry this empirical experiment, a 3D scenario that simulates a real city urban space was created and several advertising image formats were inserted on its landscape. User navigation through the urban space was designed in a firstperson perspective. In short, we intend to accomplish two objectives: (a) to identify which factors lead people to pay attention to adverting in immersive VE; (b) to verify the immersion effects produced by different VR interfaces in the perception of advertising.

In this work we present the methodological approach applied to develop a fully immersive and interactive virtual environment that simulates an archaeological site located in Sao Paulo (Brazil). To create a realistic 3D space, which would be relevant for research through a cyber-archeology exploration, laser scanners and photometry were used for collecting 3D point clouds data from the physical. In consequence, the digital data acquired from these apparatus generated a huge density of point clouds, requiring a many gigabytes computer storage and a research work on design to compact all the information in an user friendly interactive virtual model, but realistic to archaeologists. Also to provide an immersive feeling when exploring the virtual reality we decided to allow the user to navigate through the scene using control devices (keyboard, mouse and joysticks) and a head-mounted display (Oculus Rift) to visualize the aesthetical and spatial elements of the archaeological site as if she/he was really in that place (forms, scales, proportions, perspective, textures, illumination, shadows). In resume, through a sophisticated digital simulation environment, which regards the playful of an electronic game in first-person field of vision, we created a telepresence sense to the user, as well providing archeologists a landscape (and objects) exploration through a non-destructive way.

In this work we present a simulator system for training operation and maintenance of power grids distribution lines with focus on workplace safety and risk control of fuse cutout activities. The student uses a VR goggles to visualize the virtual environment (Oculus Rift) and maneuver a real bat to interact with the 3D environment, both tracked by a high precision infrared camera system (OptiTrack). It all provides a high degree of immersion and realism to the user experience. The student arms, back and head are also tracked, and the movements are replicated in a virtual avatar, allowing the instructor to evaluate ergonomic aspects. The system consists of two modules: a) Instructor Interface, which helps her/him to create and to control different challenges in the scenario and, also, to follow the student reactions and behavior; and b) Simulation Interface, which is presented to the student through VR goggles. It is important to underline that the training session can also be viewed on a projected screen by other students, extending the learning process to the observation of mistakes and successes of their peers. The simulator features various risk scenarios such as: climate (sun, rain and wind), lighting (day and night), types of structures, transformer on fire and explosions, short-circuit and electric arc, defective equipment and many other obstacles (trees, cars, windows, swarm of bees, etc)

In this work we present an interactive and collaborative 3D object manipulation system using the shelf mobile devices coupled with Augmented Reality (AR) technology that allows multiple users to collaborate concurrently on a scene. Each user interested in participating in this collaboration uses both a mobile device running android and a desktop (or laptop) working in tandem. The 3D scene was visualized by the user in the desktop system. The changes in the scene viewpoint changes and the object manipulations were performed using a mobile device through the AR. The system leverages user's knowledge of common tasks performed on current mobile devices such as pinching for zooming in and out; swiping with one or two fingers for object rotation and press-and-hold for 2 seconds for object translation. As you will see in this video, we built a prototype system (in a maze style) and applied an informal user study with three experienced VR researchers. Users had to carry a 3D cube through three square rings along the maze. In resume, we diagnosed that working in a collaborative way (users A and B) was better and easier than individual one (user C). We registered more than 2 minutes late for the individual experience comparing to the teamwork. It may happen because the two player team shared information, functions and had a multi-perspective view during the task.