Pub Date : 2019-09-04DOI: 10.1109/VS-Games.2019.8864576
F. Kharvari, W. Höhl
This paper investigates the advantage of VR technology in architectural education. Different studies showed that VR increases the engagement and motivation of students by creating an interactive environment and provides deeper learning. On the other hand, Precedents in architecture are the first and the most important step toward architectural education. One needs to study these precedents and store them in the experiential/episodic memory. Visiting precedents is more beneficial than conventional ways of studying them such as hand sketching but it is costly and not available to all students. Therefore, we believe that the VR technology can take the place of visiting precedents since it resembles the precedents exactly and offers a better, cheaper and easier way for accumulating highly specific architectural knowledge than a local visit due to providing architectural interactivity. We tested our hypothesis by using Therme Vals and an HTC Vive headset among architecture students. This paper shows that VR is an advantage in architectural education because it offers cheap and easy solutions for studying precedents. Also, it motivates the students and leads to deeper learning because of the interactivity that it offers. The students were able to recognize a complex plan clearly and remember the spatial configuration.
{"title":"The Role of Serious Gaming using Virtual Reality Applications for 3D Architectural Visualization","authors":"F. Kharvari, W. Höhl","doi":"10.1109/VS-Games.2019.8864576","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864576","url":null,"abstract":"This paper investigates the advantage of VR technology in architectural education. Different studies showed that VR increases the engagement and motivation of students by creating an interactive environment and provides deeper learning. On the other hand, Precedents in architecture are the first and the most important step toward architectural education. One needs to study these precedents and store them in the experiential/episodic memory. Visiting precedents is more beneficial than conventional ways of studying them such as hand sketching but it is costly and not available to all students. Therefore, we believe that the VR technology can take the place of visiting precedents since it resembles the precedents exactly and offers a better, cheaper and easier way for accumulating highly specific architectural knowledge than a local visit due to providing architectural interactivity. We tested our hypothesis by using Therme Vals and an HTC Vive headset among architecture students. This paper shows that VR is an advantage in architectural education because it offers cheap and easy solutions for studying precedents. Also, it motivates the students and leads to deeper learning because of the interactivity that it offers. The students were able to recognize a complex plan clearly and remember the spatial configuration.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121607259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-04DOI: 10.1109/VS-Games.2019.8864595
W. Höhl
We explored how game-based learning including open forms of teaching can improve teamwork, social skills and collaboration of inhomogeneous student groups. As open forms of teaching we used blended learning, open space technology (OST) and selected elements of gamification. Game-based learning approaches posit that learners who interact with educational materials with playful and dynamic tasks will learn better. To better understand improvement of teamwork, social skills and collaboration a specific business game with a defined amount of play tokens is introduced. Within this business game all participants (n = 22) will have to form interdisciplinary project teams to manage a professional 3D-visualization task. In three subsequent project stages (concept, development and implementation) all projects are continually evaluated and the teams are appropriately rewarded with play tokens. With these play tokens every team can purchase missing know-how or hire additional workforce. The final visualization project is evaluated by specific design criteria (qualitative) and by the remaining amount of play tokens (quantitative). The concept of a business game was a visible success. Open forms of teaching, such as blended learning and open space technology promote the active acquisition of basic knowledge, technical understanding and at least increase transfer competence. A continuous and transparent evaluation makes the individual learning progress directly tangible. Students who took part in the business game reported more enjoyment in learning the 3D visualization pipeline than students from the years before. The business game induced greater interest to the students in acquiring new content more easily and quickly than in the other courses. Also their high degree of personal responsibility led to outstanding new ideas and their own initiatives.
{"title":"Game-Based Learning - Developing a Business Game for Interactive Architectural Visualization","authors":"W. Höhl","doi":"10.1109/VS-Games.2019.8864595","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864595","url":null,"abstract":"We explored how game-based learning including open forms of teaching can improve teamwork, social skills and collaboration of inhomogeneous student groups. As open forms of teaching we used blended learning, open space technology (OST) and selected elements of gamification. Game-based learning approaches posit that learners who interact with educational materials with playful and dynamic tasks will learn better. To better understand improvement of teamwork, social skills and collaboration a specific business game with a defined amount of play tokens is introduced. Within this business game all participants (n = 22) will have to form interdisciplinary project teams to manage a professional 3D-visualization task. In three subsequent project stages (concept, development and implementation) all projects are continually evaluated and the teams are appropriately rewarded with play tokens. With these play tokens every team can purchase missing know-how or hire additional workforce. The final visualization project is evaluated by specific design criteria (qualitative) and by the remaining amount of play tokens (quantitative). The concept of a business game was a visible success. Open forms of teaching, such as blended learning and open space technology promote the active acquisition of basic knowledge, technical understanding and at least increase transfer competence. A continuous and transparent evaluation makes the individual learning progress directly tangible. Students who took part in the business game reported more enjoyment in learning the 3D visualization pipeline than students from the years before. The business game induced greater interest to the students in acquiring new content more easily and quickly than in the other courses. Also their high degree of personal responsibility led to outstanding new ideas and their own initiatives.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128357928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1109/VS-Games.2019.8864537
Jan Burkholz, S. Mammen
Type 1 diabetes patients have to control their blood insulin throughout their lives. Mastering this process increases one's quality of life as well as one's life expectancy. Since the 1990s, video games have been successfully informing diabetic children about the impacts of dietary habits or providing assistance by logging, visualising and rewarding a balanced insulin level. In the long list of diabetes-related games, some design choices frequently re-occur: (1) The player's identification with the game's protagonist whose metabolism needs to be balanced, (2) the aforementioned log-and-reward mechanism that rewards the player's own compliance with insulin medication and proper diet with game-related bonuses, and (3) a focus on the biochemical basics of the disease. We have investigated numerous game titles and several reviews on diabetes-related games, but could not identify a single game that incorporated all three core mechanics. For this reason, we propose a game design concept that merges these mechanics but, despite these interwoven goals, remains accessible for kids.
{"title":"Empathy & Information: Ingredients for a Children's Game on Diabetes","authors":"Jan Burkholz, S. Mammen","doi":"10.1109/VS-Games.2019.8864537","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864537","url":null,"abstract":"Type 1 diabetes patients have to control their blood insulin throughout their lives. Mastering this process increases one's quality of life as well as one's life expectancy. Since the 1990s, video games have been successfully informing diabetic children about the impacts of dietary habits or providing assistance by logging, visualising and rewarding a balanced insulin level. In the long list of diabetes-related games, some design choices frequently re-occur: (1) The player's identification with the game's protagonist whose metabolism needs to be balanced, (2) the aforementioned log-and-reward mechanism that rewards the player's own compliance with insulin medication and proper diet with game-related bonuses, and (3) a focus on the biochemical basics of the disease. We have investigated numerous game titles and several reviews on diabetes-related games, but could not identify a single game that incorporated all three core mechanics. For this reason, we propose a game design concept that merges these mechanics but, despite these interwoven goals, remains accessible for kids.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129422252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1109/VS-Games.2019.8864547
Sophia C. Steinhaeusser, Anna Riedmann, Max Haller, S. Oberdörfer, Kristina Bucher, Marc Erich Latoschik
Augmented Reality (AR) allows for a connection between real and virtual worlds, thus providing a high potential for Special Needs Education (SNE). We developed an educational application called Fancy Fruits to teach disabled children the components of regional fruits and vegetables. The app includes marker-based AR elements connecting the real situation with virtual information. To evaluate the application, a field study was conducted. Eleven children with mental disabilities took part in the study. The results show a high enjoyment of the participants. The study also validated the app's child-friendly design.
{"title":"Fancy Fruits - An Augmented Reality Application for Special Needs Education","authors":"Sophia C. Steinhaeusser, Anna Riedmann, Max Haller, S. Oberdörfer, Kristina Bucher, Marc Erich Latoschik","doi":"10.1109/VS-Games.2019.8864547","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864547","url":null,"abstract":"Augmented Reality (AR) allows for a connection between real and virtual worlds, thus providing a high potential for Special Needs Education (SNE). We developed an educational application called Fancy Fruits to teach disabled children the components of regional fruits and vegetables. The app includes marker-based AR elements connecting the real situation with virtual information. To evaluate the application, a field study was conducted. Eleven children with mental disabilities took part in the study. The results show a high enjoyment of the participants. The study also validated the app's child-friendly design.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123672345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1109/VS-Games.2019.8864517
G. Hoffmann, Lars Matysiak
The vast majority of Germans are reluctant to invest parts of their savings in the capital market, even though this is generally considered best practice for financial and retirement planning. Market research shows that lacking knowledge and motivation are key reasons for this behavior. In this research project, we evaluate game design and game mechanics as a means to educating and motivating particularly the younger generations to follow widely accepted general financial planning advice. Our paper presents an overview of the research we conducted and discusses a prototype we built, playtested, and currently evaluate for field deployment.
{"title":"Exploring Game Design for the Financial Education of Millenials","authors":"G. Hoffmann, Lars Matysiak","doi":"10.1109/VS-Games.2019.8864517","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864517","url":null,"abstract":"The vast majority of Germans are reluctant to invest parts of their savings in the capital market, even though this is generally considered best practice for financial and retirement planning. Market research shows that lacking knowledge and motivation are key reasons for this behavior. In this research project, we evaluate game design and game mechanics as a means to educating and motivating particularly the younger generations to follow widely accepted general financial planning advice. Our paper presents an overview of the research we conducted and discusses a prototype we built, playtested, and currently evaluate for field deployment.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128192192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1109/vs-games.2019.8864593
09:00 10:00 Crop genetic diversity, Domestication and Traditional Varieties (Chapters 1,2, Chap. 3 part I) T. Hodgkin/ D. Jarvis/M. Turdieva (Bioversity) Introduction to traditional varieties (pp. 1-11) The origins of Agriculture and Crops (pp. 13-28) Centres of Crop diversity and Centres of Origin (pp. 28-33) Nature, Biodiversity and Genetic Resources (pp. 35-40) 10:00 – 13:00 Diversity and Its Evolution in Crop Populations (Chapter 4) The Nature of Diversity (pp. 64-66) Crops, Varieties, and Populations (pp. 67-70) Population Genetic Structure (pp. 71-77) 11:00 11:15 Coffee break Evolution in Crop Varieties and Populations (pp. 78-84) Reproductive Biology (pp. 84-89) Crops and Crop Varieties in Production Systems (pp. 91-92) 13:00 14:00 LUNCH BREAK 14:00-17:00 Measuring Diversity in Crops (Chapter 5)
{"title":"Summer School Program","authors":"","doi":"10.1109/vs-games.2019.8864593","DOIUrl":"https://doi.org/10.1109/vs-games.2019.8864593","url":null,"abstract":"09:00 10:00 Crop genetic diversity, Domestication and Traditional Varieties (Chapters 1,2, Chap. 3 part I) T. Hodgkin/ D. Jarvis/M. Turdieva (Bioversity) Introduction to traditional varieties (pp. 1-11) The origins of Agriculture and Crops (pp. 13-28) Centres of Crop diversity and Centres of Origin (pp. 28-33) Nature, Biodiversity and Genetic Resources (pp. 35-40) 10:00 – 13:00 Diversity and Its Evolution in Crop Populations (Chapter 4) The Nature of Diversity (pp. 64-66) Crops, Varieties, and Populations (pp. 67-70) Population Genetic Structure (pp. 71-77) 11:00 11:15 Coffee break Evolution in Crop Varieties and Populations (pp. 78-84) Reproductive Biology (pp. 84-89) Crops and Crop Varieties in Production Systems (pp. 91-92) 13:00 14:00 LUNCH BREAK 14:00-17:00 Measuring Diversity in Crops (Chapter 5)","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134445421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1109/VS-Games.2019.8864536
Andreas Müller, Samuel Truman, S. Mammen, K. Brukamp
Numerous research studies and controlled trials have unveiled the potential of serious games in various health-related areas [1]. Their range of application can be even further extended by the use of virtual reality (VR) technology, which allows the realistic representation of interactive contents. Virtual Reality Exposure Therapy (VRET) is a very promising novel use case for the development of serious games. Held in a virtual environment (VE) adaptive to the needs of the patient, this form of therapy can outperform traditional realworld measures [2], [3]. One of its major success factors is the engagement of the patient, which can be increased by an immersive gaming experience. We show a demonstrator of VRET application for a fire-related post-traumatic stress disorder (PTSD). In this demonstrator, features to support actively guided VR experiences are improved on, focusing on the interactive adaptivity of the VE.
{"title":"Engineering a Showcase of Virtual Reality Exposure Therapy","authors":"Andreas Müller, Samuel Truman, S. Mammen, K. Brukamp","doi":"10.1109/VS-Games.2019.8864536","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864536","url":null,"abstract":"Numerous research studies and controlled trials have unveiled the potential of serious games in various health-related areas [1]. Their range of application can be even further extended by the use of virtual reality (VR) technology, which allows the realistic representation of interactive contents. Virtual Reality Exposure Therapy (VRET) is a very promising novel use case for the development of serious games. Held in a virtual environment (VE) adaptive to the needs of the patient, this form of therapy can outperform traditional realworld measures [2], [3]. One of its major success factors is the engagement of the patient, which can be increased by an immersive gaming experience. We show a demonstrator of VRET application for a fire-related post-traumatic stress disorder (PTSD). In this demonstrator, features to support actively guided VR experiences are improved on, focusing on the interactive adaptivity of the VE.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131175992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1109/VS-Games.2019.8864522
N. Bakalos, I. Rallis, N. Doulamis, A. Doulamis, Eftychios E. Protopapadakis, A. Voulodimos
In this paper we present a deep learning scheme for classification of dance postures using Kinect II RGB data and Convolutional Neural Networks (CNN). This is achieved through the analysis of a data-set that includes three traditional Greek dances, where each dance was performed by 3 different dancers. The obtained data were processed and analyzed using a deep convolutional neural network, in order to identify the primitive postures that comprise the choreography. To enhance the classification performance, a background subtraction framework was utilized, while the CNN architecture was adapted to simulate a moving average behavior. The overall system can be used as an AI module for assessing the performance of users in a serious game for learning traditional dance choreographies
在本文中，我们提出了一种使用Kinect II RGB数据和卷积神经网络(CNN)进行舞蹈姿势分类的深度学习方案。这是通过分析一个数据集来实现的，其中包括三个传统的希腊舞蹈，每个舞蹈由三个不同的舞者表演。获得的数据使用深度卷积神经网络进行处理和分析，以识别组成舞蹈的原始姿势。为了提高分类性能，使用了背景减法框架，同时采用CNN架构来模拟移动平均行为。整个系统可以作为AI模块，用于评估用户在学习传统舞蹈编排的严肃游戏中的表现
{"title":"Choreographic Pose Identification using Convolutional Neural Networks","authors":"N. Bakalos, I. Rallis, N. Doulamis, A. Doulamis, Eftychios E. Protopapadakis, A. Voulodimos","doi":"10.1109/VS-Games.2019.8864522","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864522","url":null,"abstract":"In this paper we present a deep learning scheme for classification of dance postures using Kinect II RGB data and Convolutional Neural Networks (CNN). This is achieved through the analysis of a data-set that includes three traditional Greek dances, where each dance was performed by 3 different dancers. The obtained data were processed and analyzed using a deep convolutional neural network, in order to identify the primitive postures that comprise the choreography. To enhance the classification performance, a background subtraction framework was utilized, while the CNN architecture was adapted to simulate a moving average behavior. The overall system can be used as an AI module for assessing the performance of users in a serious game for learning traditional dance choreographies","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132686559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1109/VS-Games.2019.8864512
Fangkai Yang, Christopher E. Peters
Serious games with virtual characters heavily depend on character properties related to social interactions and awareness. This paper presents social-aware navigation for crowds in serious games. It enables a virtual character to join a group or navigate to a goal position through a crowd with static and dynamic group formations in a safe and socially acceptable way. The social-aware space is modeled in order to produce a speed map used by a fast marching method to find the fastest path to the goal position. We evaluate the method on a simulated scenario and public crowd datasets. Initial results show that social-aware navigation is capable of driving a virtual character to join a group or navigate to the goal in a realistic way while considering social norms and interactions.
{"title":"Social-aware navigation in crowds with static and dynamic groups","authors":"Fangkai Yang, Christopher E. Peters","doi":"10.1109/VS-Games.2019.8864512","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864512","url":null,"abstract":"Serious games with virtual characters heavily depend on character properties related to social interactions and awareness. This paper presents social-aware navigation for crowds in serious games. It enables a virtual character to join a group or navigate to a goal position through a crowd with static and dynamic group formations in a safe and socially acceptable way. The social-aware space is modeled in order to produce a speed map used by a fast marching method to find the fastest path to the goal position. We evaluate the method on a simulated scenario and public crowd datasets. Initial results show that social-aware navigation is capable of driving a virtual character to join a group or navigate to the goal in a realistic way while considering social norms and interactions.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129862476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1109/vs-games.2019.8864509
{"title":"[Title page]","authors":"","doi":"10.1109/vs-games.2019.8864509","DOIUrl":"https://doi.org/10.1109/vs-games.2019.8864509","url":null,"abstract":"","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128230063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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