ABSTRACT
The main objective of this paper is to study and formalize the Take-Over Control in Collaborative Virtual Environments for Training (CVET). The Take-Over Control represents the transfer (the take over) of the interaction control of an object between two or more users. This paradigm is particularly useful for training scenarios, in which the interaction control could be continuously exchanged between the trainee and the trainer, e.g. the latter guiding and correcting the trainee's actions. The paper presents the formalization of the Take-Over Control followed by an illustration focusing in a use-case of collaborative maritime navigation. In the presented use-case, the trainee has to avoid an under-water obstacle with the help of a trainer who has additional information about the obstacle. The use-case allows to highlight the different elements a Take-Over Control situation should enforce, such as user's awareness. Different Take-Over Control techniques were provided and evaluated focusing on the transfer exchange mechanism and the visual feedback. The results show that participants preferred the Take-Over Control technique which maximized the user awareness.
- Aguerreche, L., Duval, T., and Lécuyer, A. 2009. 3-hand manipulation of virtual objects. In EGVE, 153--156. Google ScholarDigital Library
- Duval, T., Nguyen, T. T. H., Fleury, C., Chauffaut, A., Dumont, G., and Gouranton, V. 2014. Improving awareness for 3d virtual collaboration by embedding the features of users physical environments and by augmenting interaction tools with cognitive feedback cues. Journal on Multimodal User Interfaces 8, 2, 187--197.Google ScholarCross Ref
- García, A. S., Molina, J. P., Martínez, D., and González, P. 2008. Enhancing collaborative manipulation through the use of feedback and awareness in cves. In VRCAI, 45--50.Google Scholar
- Hirose, M., Schmalstieg, D., Wingrave, C., and Nishimura, K. 2009. Collaborative interaction in co-located two-user scenarios. EGVE - ICAT, 85--92. Google ScholarDigital Library
- Lopez, T., Bouville, R., Loup-Escande, E., Nouviale, F., Gouranton, V., and Arnaldi, B. 2014. Exchange of avatars: Toward a better perception and understanding. IEEE TVCG 20, 4, 644--653. Google ScholarDigital Library
- Pinho, M. S., Bowman, D. A., and Freitas, C. M. 2002. Cooperative object manipulation in immersive virtual environments: Framework and techniques. In ACM VRST, 171--178. Google ScholarDigital Library
- Riege, K., Holtkämper, T., Wesche, G., and Fröhlich, B. 2006. The bent pick ray: An extended pointing technique for multi-user interaction. In IEEE 3DUI, 62--65. Google ScholarDigital Library
- Roberts, D., Wolff, R., Otto, O., and Steed, A. 2003. Constructing a gazebo: supporting teamwork in a tightly coupled, distributed task in virtual reality. Presence 12, 6, 644--657. Google ScholarDigital Library
- Ruddle, R. A., Savage, J. C., and Jones, D. M. 2002. Symmetric and asymmetric action integration during cooperative object manipulation in virtual environments. ACM TOCHI 9, 4, 285--308. Google ScholarDigital Library
Index Terms
- Take-over control paradigms in collaborative virtual environments for training
Recommendations
VR [we are] Training - Workshop on Collaborative Virtual Training for Challenging Contexts
CHI EA '22: Extended Abstracts of the 2022 CHI Conference on Human Factors in Computing SystemsVirtual reality provides great opportunities to simulate various environments and situations as reproducible and controllable training environments. Training is an inherently collaborative effort, with trainees and trainers working together to achieve ...
Research on Education and Training Oriented Virtual Collaborative Training Environment
ICCMS '10: Proceedings of the 2010 Second International Conference on Computer Modeling and Simulation - Volume 01Computer Support Collaborative Work (CSCW) leads to many changes in the field of education and training. Aim at the problems of high expense, fixed training sites, restricted trainee number or time that existed in the widely used simulation system for ...
Virtual training
Teams were trained for complex collaborative tasks.A virtual training was compared to a standard training and control group.The training was evaluated according to reactions, learning and transfer.All teams were sent to a complex task in reality.Virtual ...
Comments