Pub Date : 2019-09-01DOI: 10.1109/VS-Games.2019.8864514
Uli Meyer, Susanne Draheim, K. Luck
Study results on virtual reality (VR) environment properties and their impact on presence have been contradictory. And due to the media specificity of VR, which includes place illusion, rules for environment design cannot directly be transferred from 3D computer games or stereoscopic film to VR. This study develops a model for VR environments based on Mel Slater's observation that place illusion in VR is caused by the use of sensorimotor contingencies (SMC). It defines properties of the environment which provide action possibilities for SMC as sensorimotor affordances (SMA). SMC and SMA form a bidirectional feedback loop of perception. This model helps to clarify former contradictory study results on VR environments, and also provides the basis for a framework of preceptual design rules for VR environments.
{"title":"A Model for Sensorimotor Affordances in Virtual Reality Environments","authors":"Uli Meyer, Susanne Draheim, K. Luck","doi":"10.1109/VS-Games.2019.8864514","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864514","url":null,"abstract":"Study results on virtual reality (VR) environment properties and their impact on presence have been contradictory. And due to the media specificity of VR, which includes place illusion, rules for environment design cannot directly be transferred from 3D computer games or stereoscopic film to VR. This study develops a model for VR environments based on Mel Slater's observation that place illusion in VR is caused by the use of sensorimotor contingencies (SMC). It defines properties of the environment which provide action possibilities for SMC as sensorimotor affordances (SMA). SMC and SMA form a bidirectional feedback loop of perception. This model helps to clarify former contradictory study results on VR environments, and also provides the basis for a framework of preceptual design rules for VR environments.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"7 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":"125388053","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.2019.8864531
Lei Zhang, D. Bowman, Caroline N. Jones
Immersive virtual reality (VR) holds great potential for learning, but it is unclear how VR experiences should be designed to maximize learning potential. In this study, we explored how the level of interactivity in an educational VR storytelling experience for immunology learning affects a user's learning gains. We created three versions of the VR experience with low (system automates as many actions as possible), medium (a combination of system automation and user-controlled actions), and high (as many user-controlled actions as possible) levels of interactivity. We hypothesized that too much or too little interactivity would result in smaller learning gains than a medium level of interactivity. Although data from pre and post-tests showed no significant difference in students' learning gains due to interactivity level, questionnaire and interview data suggest that interactivity in the experience significantly affects students' engagement in learning, attention, and focus on learning material. Participants also perceived that they could learn better and more effectively in a VR experience with a higher level of interactivity.
{"title":"Exploring Effects of Interactivity on Learning with Interactive Storytelling in Immersive Virtual Reality","authors":"Lei Zhang, D. Bowman, Caroline N. Jones","doi":"10.1109/VS-Games.2019.8864531","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864531","url":null,"abstract":"Immersive virtual reality (VR) holds great potential for learning, but it is unclear how VR experiences should be designed to maximize learning potential. In this study, we explored how the level of interactivity in an educational VR storytelling experience for immunology learning affects a user's learning gains. We created three versions of the VR experience with low (system automates as many actions as possible), medium (a combination of system automation and user-controlled actions), and high (as many user-controlled actions as possible) levels of interactivity. We hypothesized that too much or too little interactivity would result in smaller learning gains than a medium level of interactivity. Although data from pre and post-tests showed no significant difference in students' learning gains due to interactivity level, questionnaire and interview data suggest that interactivity in the experience significantly affects students' engagement in learning, attention, and focus on learning material. Participants also perceived that they could learn better and more effectively in a VR experience with a higher level of interactivity.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"145 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":"121294206","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.2019.8864546
D. Panzoli, Paco Royeres, Mathéo Fedou
Manipulating tools or crafting objects using one's bare hands is a recurring activity in many immersive training applications. Yet, high technical challenge and costly haptic hardware confine such tasks to surgery training and specialised simulators of the like, while more general immersive applications settle for less natural experiences using standard game controllers and/or relying on more abstract interactions. We designed a low-cost prototype were a physical object is used to provide a natural haptic feedback to a barehanded virtual manipulation task, hypothesising that nothing better than a real object would provide an accurate feeling of touch and control. With VR and AR high-end technologies now reaching out to broad audiences, we wondered if it was yet possible to design a compelling experience using only consumer market products and APIs. In this paper we demonstrate indeed that these technologies are mature enough to build a working prototype, but we failed to reach a level of quality suitable for more widespread usage.
{"title":"Hand-based interactions in Virtual Reality: No better feeling than the real thing!","authors":"D. Panzoli, Paco Royeres, Mathéo Fedou","doi":"10.1109/VS-Games.2019.8864546","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864546","url":null,"abstract":"Manipulating tools or crafting objects using one's bare hands is a recurring activity in many immersive training applications. Yet, high technical challenge and costly haptic hardware confine such tasks to surgery training and specialised simulators of the like, while more general immersive applications settle for less natural experiences using standard game controllers and/or relying on more abstract interactions. We designed a low-cost prototype were a physical object is used to provide a natural haptic feedback to a barehanded virtual manipulation task, hypothesising that nothing better than a real object would provide an accurate feeling of touch and control. With VR and AR high-end technologies now reaching out to broad audiences, we wondered if it was yet possible to design a compelling experience using only consumer market products and APIs. In this paper we demonstrate indeed that these technologies are mature enough to build a working prototype, but we failed to reach a level of quality suitable for more widespread usage.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"275 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":"122690902","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.2019.8864519
M. Giannakos, K. Sharma, E. Niforatos
Games are nowadays used to enhance different learning and teaching practices in institutions, companies and other venues. Factors that increase the adoption and integration of learning games have been widely studied in the past. However, the effect of different backgrounds and designs on learners'/players' electroencephalographic (EEG) signals during game-play remains under-explored. These insights may enable us to design and utilize games in a way that adapts to users' cognitive abilities and facilitates learning. In this paper, we describe a controlled study consisted of 251 game sessions and 17 players that focused on skill development (i.e., user's ability to master complex tasks), while collecting EEG and game-play data. Our results unveiled factors that relate to the game-phases and learners'/players' expertise and affect their mental effort when playing a learning game. In particular, our analysis showed an effect of players background (experience and performance) and games design (number of attempts/lives and difficulty) on players mental effort during the game-play. Finally, we discussed how such effects could benefit the design and application of games for learning as well as, directions for future research.
{"title":"Exploring EEG signals during the different phases of game-player interaction","authors":"M. Giannakos, K. Sharma, E. Niforatos","doi":"10.1109/VS-Games.2019.8864519","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864519","url":null,"abstract":"Games are nowadays used to enhance different learning and teaching practices in institutions, companies and other venues. Factors that increase the adoption and integration of learning games have been widely studied in the past. However, the effect of different backgrounds and designs on learners'/players' electroencephalographic (EEG) signals during game-play remains under-explored. These insights may enable us to design and utilize games in a way that adapts to users' cognitive abilities and facilitates learning. In this paper, we describe a controlled study consisted of 251 game sessions and 17 players that focused on skill development (i.e., user's ability to master complex tasks), while collecting EEG and game-play data. Our results unveiled factors that relate to the game-phases and learners'/players' expertise and affect their mental effort when playing a learning game. In particular, our analysis showed an effect of players background (experience and performance) and games design (number of attempts/lives and difficulty) on players mental effort during the game-play. Finally, we discussed how such effects could benefit the design and application of games for learning as well as, directions for future research.","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":"131097868","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.2019.8864550
M. Vayanou, G. Loumos, A. Kargas, O. Sidiropoulou, K. Apostolopoulos, Ermis Ioannidis, G. Kakaletris, Y. Ioannidis
This paper explores the design of digitally mediated, gamified experiences in the environment of art exhibitions. We use the trajectories HCI framework for analysis and design, decomposing the overall experience in different levels. First, we develop a storytelling game that is meant to be experienced by ‘many’ visitors, leveraging a group gameplay that fosters social interactions between the group members. Second, the gamified experience unfolds in ‘many’ physical spaces, with multiple collections of artworks. We model alternative spatial layouts and discuss how these affect the evolving group experience. Finally, ‘many’ stands for repeat visits: inviting people in gamified cultural experiences over and over again, with potentially new groups and in different exhibitions, we examine the impact of prior game participation. Throughout the paper, we showcase how the use of trajectories enables us to clearly reflect and investigate all the aforementioned ‘manies’, in a combined, holistic way.
{"title":"Cultural Mobile Games: Designing for ‘Many’","authors":"M. Vayanou, G. Loumos, A. Kargas, O. Sidiropoulou, K. Apostolopoulos, Ermis Ioannidis, G. Kakaletris, Y. Ioannidis","doi":"10.1109/VS-Games.2019.8864550","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864550","url":null,"abstract":"This paper explores the design of digitally mediated, gamified experiences in the environment of art exhibitions. We use the trajectories HCI framework for analysis and design, decomposing the overall experience in different levels. First, we develop a storytelling game that is meant to be experienced by ‘many’ visitors, leveraging a group gameplay that fosters social interactions between the group members. Second, the gamified experience unfolds in ‘many’ physical spaces, with multiple collections of artworks. We model alternative spatial layouts and discuss how these affect the evolving group experience. Finally, ‘many’ stands for repeat visits: inviting people in gamified cultural experiences over and over again, with potentially new groups and in different exhibitions, we examine the impact of prior game participation. Throughout the paper, we showcase how the use of trajectories enables us to clearly reflect and investigate all the aforementioned ‘manies’, in a combined, holistic way.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"22 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":"115515459","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.2019.8864601
Milla Immonen, Paula Alavesa, Vasiliki Mylonopoulou
Industry 4.0, describes the transition of labor into more digitized and automated era. This transition makes it possible to develop a plethora of solutions for factory floor spanning from purely utilitarian to gamification. In this paper we present the initial step in recognizing the design challenges for a project developing social gamified eHealth applications to the factory floor.
{"title":"Design Challenges for Social Interactions at Factory Floor","authors":"Milla Immonen, Paula Alavesa, Vasiliki Mylonopoulou","doi":"10.1109/VS-Games.2019.8864601","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864601","url":null,"abstract":"Industry 4.0, describes the transition of labor into more digitized and automated era. This transition makes it possible to develop a plethora of solutions for factory floor spanning from purely utilitarian to gamification. In this paper we present the initial step in recognizing the design challenges for a project developing social gamified eHealth applications to the factory floor.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"16 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":"125391105","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.2019.8864538
Chris Ferguson, H. Oostendorp, E. V. D. Broek
In modern day game development, story is seen as an essential component in a game. However, in many games, gameplay and story are worked on separately, by different teams and separated in time, which can lead to a mismatch between the two. To solve this problem, particularly in the context of educational games, we provide a novel solution that involves establishing of the game story and gameplay simultaneously, and physically linking the two together to see to what extent story information is present in the actual gameplay. A Storyline Scaffolding Tool (SST) is developed to make this possible. Subsequently, the SST's use was assessed, which focused on the effectiveness and usability of this tool. Participants found the tool both useful and usable and it was found that planned story content did not fully match the actual gameplay in an example game, identifying a need for such a tool.
{"title":"The Development and Evaluation of the Storyline Scaffolding Tool","authors":"Chris Ferguson, H. Oostendorp, E. V. D. Broek","doi":"10.1109/VS-Games.2019.8864538","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864538","url":null,"abstract":"In modern day game development, story is seen as an essential component in a game. However, in many games, gameplay and story are worked on separately, by different teams and separated in time, which can lead to a mismatch between the two. To solve this problem, particularly in the context of educational games, we provide a novel solution that involves establishing of the game story and gameplay simultaneously, and physically linking the two together to see to what extent story information is present in the actual gameplay. A Storyline Scaffolding Tool (SST) is developed to make this possible. Subsequently, the SST's use was assessed, which focused on the effectiveness and usability of this tool. Participants found the tool both useful and usable and it was found that planned story content did not fully match the actual gameplay in an example game, identifying a need for such a tool.","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":"128839074","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.2019.8864589
Katharina Anna Maria Heydn, M. Dietrich, M. Barkowsky, G. Winterfeldt, S. Mammen, A. Nüchter
In this study, we evaluate an interaction sequence performed by six modalities consisting of desktop-based (DB) and virtual reality (VR) environments using different input devices. For the given study, we implemented a vertical prototype of a first person shooter (FPS) game scenario, focusing on the genre-defining point-and-shoot mechanic. We introduce measures to evaluate the success of the according interaction sequence (times for target acquisition, pointing, shooting, overall net time, and number of shots) and conduct experiments to record and compare the users' performances. We show that interacting using head-tracking for landscape-rotation is performing similarly to the input of a screen-centered mouse and also yielded shortest times in target acquisition and pointing. Although using head-tracking for target acquisition and pointing was most efficient, subjects rated the modality using head-tracking for target acquisition and a 3DOF Controller for pointing best. Eye-tracking (ET) yields promising results, but calibration issues need to be resolved to enhance reliability and overall user experience.
{"title":"The Golden Bullet: A Comparative Study for Target Acquisition, Pointing and Shooting","authors":"Katharina Anna Maria Heydn, M. Dietrich, M. Barkowsky, G. Winterfeldt, S. Mammen, A. Nüchter","doi":"10.1109/VS-Games.2019.8864589","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864589","url":null,"abstract":"In this study, we evaluate an interaction sequence performed by six modalities consisting of desktop-based (DB) and virtual reality (VR) environments using different input devices. For the given study, we implemented a vertical prototype of a first person shooter (FPS) game scenario, focusing on the genre-defining point-and-shoot mechanic. We introduce measures to evaluate the success of the according interaction sequence (times for target acquisition, pointing, shooting, overall net time, and number of shots) and conduct experiments to record and compare the users' performances. We show that interacting using head-tracking for landscape-rotation is performing similarly to the input of a screen-centered mouse and also yielded shortest times in target acquisition and pointing. Although using head-tracking for target acquisition and pointing was most efficient, subjects rated the modality using head-tracking for target acquisition and a 3DOF Controller for pointing best. Eye-tracking (ET) yields promising results, but calibration issues need to be resolved to enhance reliability and overall user experience.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"37 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":"128352861","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.2019.8864548
Brita Munsinger, Gregory White, J. Quarles
Our objective in this research is to compare the usability of three distinct head gaze-based selection methods in an Augmented Reality (AR) hidden object game for children: voice recognition, gesture, and physical button (clicker). Prior work on AR applications in STEM education has focused on how it compares with non-AR methods rather than how children respond to different interaction modalities. We investigated the differences between voice, gesture, and clicker based interaction methods based on the metrics of input errors produced and elapsed time to complete the tutorial and game. We found significant differences in input errors between the voice and gesture conditions, and in elapsed tutorial time between the voice and clicker conditions. We hope to apply the results of our study to improve the interface for AR educational games aimed at children, which could pave the way for greater adoption of AR games in schools.
{"title":"The Usability of the Microsoft HoloLens for an Augmented Reality Game to Teach Elementary School Children","authors":"Brita Munsinger, Gregory White, J. Quarles","doi":"10.1109/VS-Games.2019.8864548","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864548","url":null,"abstract":"Our objective in this research is to compare the usability of three distinct head gaze-based selection methods in an Augmented Reality (AR) hidden object game for children: voice recognition, gesture, and physical button (clicker). Prior work on AR applications in STEM education has focused on how it compares with non-AR methods rather than how children respond to different interaction modalities. We investigated the differences between voice, gesture, and clicker based interaction methods based on the metrics of input errors produced and elapsed time to complete the tutorial and game. We found significant differences in input errors between the voice and gesture conditions, and in elapsed tutorial time between the voice and clicker conditions. We hope to apply the results of our study to improve the interface for AR educational games aimed at children, which could pave the way for greater adoption of AR games in schools.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"35 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":"133315667","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.2019.8864604
Iris Kico, F. Liarokapis
Analysis and comparison of human motion are very important for games and virtual reality. In the case of dances, teacher's or professional performance is considered as the ground truth. To provide feedback to the learner, learner's movements are compared to the teacher's movements. Recording human motion using optical motion capture system is often considered as gold standard. In this paper, the problem of getting ground truth data has been analyzed. Professional dancers, male and female, were recorded performing folk dances, alone and with a partner using an optical motion capture system. Two cases for dancing in pair, one person was wearing the suit with passive markers, and both were wearing suits. Three-dimensional marker trajectories and quaternions were compared using dynamic time warping and multidimensional dynamic time warping. Initial results show that dances performed in pair are the most similar and could be used in the applications for learning purposes.
{"title":"Comparison of Trajectories and Quaternions of Folk Dance Movements Using Dynamic Time Warping","authors":"Iris Kico, F. Liarokapis","doi":"10.1109/VS-Games.2019.8864604","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864604","url":null,"abstract":"Analysis and comparison of human motion are very important for games and virtual reality. In the case of dances, teacher's or professional performance is considered as the ground truth. To provide feedback to the learner, learner's movements are compared to the teacher's movements. Recording human motion using optical motion capture system is often considered as gold standard. In this paper, the problem of getting ground truth data has been analyzed. Professional dancers, male and female, were recorded performing folk dances, alone and with a partner using an optical motion capture system. Two cases for dancing in pair, one person was wearing the suit with passive markers, and both were wearing suits. Three-dimensional marker trajectories and quaternions were compared using dynamic time warping and multidimensional dynamic time warping. Initial results show that dances performed in pair are the most similar and could be used in the applications for learning purposes.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"5 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":"133967529","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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