Discovering Computer Graphics : March 2015

Final #2: Six Monocular Depth Cues

What we are witnessing in the above photo is Atmospheric Perspective. This is a cue that allows things near us to be crisp and detailed while objects at a distance are perceived with a blur. This happens because our vision picks up on light which bounces off the object illuminating it. But as we grow distant from an object the light must travel through "more" atmosphere creating the blurriness.

Here we can see how lighting and shading can be used to depict depth. By adding light to the foreground and slowly darkening the circle to black we get the illusion of a crater. By also bending the shading we fully realize the illusion and just perceive depth.

The above depth cue is known as Linear Perspective and like the other cues is quite effective. When our few point is straddled by parallel lines, like a road or train tracks the lines effective come closer together as they get further away. This continues until the lines reach a disappearing point where it seems that the road seems to go on forever. This is a great tool to symbolize distance.

The above depth cue is occlusion and happens when objects appear to be put in front of other objects. This in turn creates the illusion of depth where there is none. In the above picture we seen the pillar an believe it is in front of the wall. Our mind takes this information and tells us the image is 3D when it is in fact not.

Another way to create depth is to manipulate the size of objects. In the above feature we can see a tree in the foreground. This shows the size when up close, its large and somewhat detailed. In the background we can see another tree circled, it is smaller and less detailed and demonstrates to the viewer that the tree is "far" away.

The final depth cue is texture density and it is used to give the impression of height and distance. Above is an example of texture density and this is when a texture (in this case bricks) begins to get more expansive and closer together as they seem further away. This is a way for and image to display 3D distance in an otherwise 2D world.

This is a visual example of Monocular Depth Cues, in the above pictures we can see examples of Atmospheric Perspective, Lighting and Shading, Linear Perspective, Size Differences, and Texture Density. Under every picture is a write up explaining what each cue is and how it is used to create a visual 3D look in and 2D environment. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

FINAL PROJECT STEP 2, PART 1: BUILDING MY IMMERSIVE LIBRARY/MUSEUM.

FINAL PROJECT STEP 2, PART 1: BUILDING MY IMMERSIVE LIBRARY/MUSEUM

Every project starts with a foundation and some ground work, this project was no different. Here we are laying some brick flooring.

Continuing up the with the walls, my idea for this library/museum was something different. I didn't want to make the rectangular two story boring building what I wanted to do was create something that fits together and connects. My whole idea was to create a sort of skyscraper "JENGA" that allows the user to fly through the levels taking in a different piece of interpretive art at every level.

So I began to build up creating levels with different colors and feelings. This is the second level, a pink level that would be the start of everything.

Laying the landscape for the second level, each level boasting one side that is for building on and another open "traveling" side which allows for the user to move to the next level.

Here I am creating the center beam for the next level.

Here I am creating level three, the orange level which boast the same construction as the previous levels.

As you can see to the left is the level which we can build on and the right allows for a flight path. The wall on the right is to give an enclosed structure feel while still giving free flow.

Finishing up the third level floor.

The wall on the right side, the enclosure side.

And the center beam up to the forth level.

The fourth level, the blue level floor construction.

This is an outside view of the third and fourth level and gives a real good idea for what I am shooting for. The left orange level is enclosed and meant for the user to fly up through to then see what will be built on the right side of the orange level. It is then an inverse when the user flies up the right side of the blue side to then see what will be built on the left side of the blue level.

After creating all the floors I decided to go back to the base level and begin enclosing the back walls to create that feel I was talking about.

Continued enclosure...

After constructing the walls I decided to begin creating my 3D standalone "statues", this is my first one the Gold and emerald rotating statue. The gold is the same shape at every level but the emerald rotates at every level by one side.

On the open sides I decided to give some shape by creating glass walls to give a great JENGA feeling.

This was my second idea for a 3D object and it was a glass menagerie of sorts where we encapsulated the spawn of a bunch of monsters. It looks like a very cool idea right up until the sun hits them and then they burnt and disappeared. Sigh, all that work for nothing.

And here's one of them burning... thanks for nothing MineCraft.

Finishing up the Glass Menagerie.

This was my third 3D object and it was a diamond sculpture kind of like a McDonalds funhouse where the user can walk through or jump on top of.

Here is a great view of the glass menagerie to the left and me closing the open structure with glass on the right.

Here is the fifth level construction.

Another view of the diamond 3D object as well as what the glass enclosures look like.

Closing in the base floor with glass.

Here is my next 3D object which is a mix of blue and red ore in an checkerboard pattern. There are two separate sections with three rows of five and it goes eleven layers high.

Here I am finishing my checkerboard 3D objects.

This is the last level, the golden level which is capped by the glass ceiling, those turquoise colors are beacons.

After finishing off the glass roof I decided to create another 3D object and this was a "Beacon to the Stars" of sorts as I layers the beacons over a layer of glass and put beacons on top.

This the continued construction of the beacon to the sky.

And adding ladders for those who can't figure out how to fly.

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INVENTORY:

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My JENGA library/museum: 2,920 blocks

Glass enclosures: 1665 blocks

Gold/Emerald Sculpture: 79 blocks

Glass Menagerie: 302 blocks

Diamond Statue: 121 blocks

Ladder: 52 blocks

Banners: 12 blocks

Cobblestone wall: 75

Beacons: 9

Blue and Red Ore Statue: 330

Gold and Black floating statue: 56

Torches: 15

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TOTAL: 5,636 blocks

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This is 3D Library and Museum building project that takes place in MineCraft. We were tasked with creating a structure that bucks the social norms of a regular "building". I took this chance to build a "JENGA" type structure of sorts which allows the user to have a real in depth immersive feeling. I found the experience to be truly freeing and gave me a sense of creativity that I haven't felt in a very long time. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

FINAL PROJECT STEP 1: IMMERSIVE LIBRARIES AND MUSEUMS

The Libraries and Museums Technology Working Group (LAM.TWG) is a group dedicated to creating and upholding the standards of libraries and museum under the umbrella of Immersive Education. This demand is by no means a one person job accepts to members when the right candidate comes along. The LAM.TWG is open to all members of the Immersive Education Initiative but those members must have real-world, physical experience with libraries or museums, have experience with digital libraries of museums, or having in-depth experience developing or using virtual worlds, simulators, video games, or augmented mixed realities.

Now you may ask, "what is the need for the Libraries and Museums Technology working Group"? The answer is that there is a need, now more than ever, for personalized learning services that are not contained to physical space. For years learning has been dictated by the printed word but with the onset of the internet learning has changed. What was once stuck in a classroom disseminated from a dusty page is now network enabled, connected to mp3's, videos, and so much more. With this ability to learn comes the need to categorize and create proper ways to decipher through the mountains of new data that flows in by the minute. For these reasons there is a definite need for a more in-depth, personalized experience that these librarians and museum creators give. These new age libraries gives us as both creators and user the ability to experience knowledge in interactive ways, all the while simultaneously viewing it with a friend on the other side of the world.

Now that we understand the "what" we must conquer "why" we are doing this. With any new project there are goals or objectives the creator is trying to meet and this is no exceptions. The LAM.TWG aims to design client and server-side platform specifications and reference implementations for each specific library or museum. They wish to design specific framework for the development of platform support, define and create a universal best practices provision and assessment for each library and museum, duplicate the same for representation and interpretation as well as design of the immersive libraries and museums. There are also goals such as redefining the curatorial practices on how to handle cultural heritage online, identifying and implementing collaborative funding opportunities, promoting basic and applied research to increase the knowledge base, maintaining up to date bibliographies, and promoting network and community building among the practitioners.

So how will they succeed? LAM.TWG has set up strict guidelines to measure success and they consist of initiating research studies by members, prepare and publish best practices design, document summarizing the immersive environments, best practices for delivering library and museum services in the environments, and reaching at-risk youth using Immersive Education. They will also develop and maintain a professional and scientific digital library that it monitored and up to date while establishing an active community of LAM researchers, practitioners, and virtual world and video game users for virtual meetings. They will further educate members and users by using cases which will give them a feeling of what they will face as well as what they can offer to people of different cultures and languages.
The last function we will talk about are the meetings an confidentiality of the LAM.TWG. The meetings are held once a month with additional in-world (virtual environments) at the direction of the group. There are also one three-day session of face-to-face meetings which are held twice a year. These meetings are held to maximize the relationships that we have already cultivated in world. These meetings, by no coincidence will be scheduled are industry events that will also help aide in the groups knowledge base. With all the information that is being transferred and maintained it is also very important to the LAM.TWG and that restricted material will only be available to members of the group. LAM.TWG is a open-standards organization and because of the need for ongoing accountability to the public, MediaGrif.org will publish public summaries of all technical decisions made by the group.

If you have any interest in what you have read above please visit http://JiED.org as all the information above is from Immersive Education Libraries and Museums Technology Working Group (LAM.TWG).

This is summary of the Immersive Education Library and Museum Technology Working Group. It is designed to give the casual reader a basic understanding of the what the group does and how they operate. It also offers anyone interested in the program the steps it takes to get involved and help in the future goals of the group. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc