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Collaborative Work with Large
Amount of Graphical Content in a
3D Virtual World
Evaluation of Learning Tools in vAcademia
Andrey Smorkalov and Mikhail Morozov
Volga State University of Technology, Russia
Mikhail Fominykh
Norwegian University of Science and Technology, Norway
16th International Conference on Interactive Collaborative Learning (ICL)
September 25–27, 2013
Kazan, Russia
1

VSUT
Motivation and challenges:
Applying 3D VWs for learning
o 3D Virtual Worlds (VWs)
– Have great features…
… but not widely used

o Challenges

– Steep learning curve
– Demand for computational and network resources
– lack of features that educators use in everyday teaching

o Solution Proposal

– Enabling learning scenarios which require large amounts
of 2D graphical content displayed

2

VSUT
Related work: Large Amount of
Graphics in 3D VWs
o 3D Virtual Worlds

– Multiple workspaces or virtual screens
… but their performance is limited => oversimplification
– Small number of active screens (for example, Second Life
has a limit of five)
– Static images (for example, “Sametime 3D” has a sticky
notes tool, but notes are static, can be placed on slots,
their size is constant, and there is no possibility to use
any other tools on the same screen
– Individual use of screens

3

VSUT
Web conferencing?
4

VSUT
5

VSUT
Related work: Current
technological limitations
Usually, an image is calculated on a
CPU on client side (e.g., in Second
Life™ and Blue Mars™) or server side
(e.g., in Open Wonderland™) and then
loaded into the stream-processor
memory as a texture.
Therefore, the use of dynamic 2D
images in existing 3D VWs is very limited.

6

VSUT
Interactive virtual whiteboard (VWB)
of vAcademia
7

VSUT
8

VSUT
Accessing tools

9

VSUT
Original methods for processing
large amounts of graphics in 3D VWs
o Sharing Changing Blocks

‒ Sharing application window
‒ Sharing screen area
‒ Sharing web-camera image

o Sharing Attributed Vector Figures
‒ Drawing figures and typing text

– Inserting text

o Processing Static Images
‒ Slideshow

‒ Image insert
‒ Sticky notes
10

– Area print screen
– Backchannel
VSUT
Original methods for processing
large amounts of graphics in 3D VWs
o Sharing Changing Blocks

‒ Sharing application window
‒ Sharing screen area
‒ Sharing web-camera image

o Sharing Attributed Vector Figures
‒ Drawing figures and typing text

– Inserting text

o Processing Static Images
‒ Slideshow

‒ Image insert
‒ Sticky notes
11

– Area print screen
– Backchannel
VSUT
Sharing application window
12
Drawing figures and typing text
13
Sticky notes
14
Performance Evaluation
o Comparison of the algorithm
performance on SPs and CPU
o General efficiency of the system
We present average results acquired by running the system on
‒ 20 different hardware configurations with Intel CPU and
NVidia / ATI graphics adapters from the same price range
‒ On each hardware configuration 10 runs were conducted for
each image size.

15

VSUT
Performance Evaluation:
Algorithms on SPs and CPU
The rationale behind using SPs (instead
of CPU) for image processing in
vAcademia is confirmed
The improvement differs from the ratio
of the peaking performance of SPs to
the peaking performance of CPU not
more than twofold, which can be
considered satisfactory.

16

VSUT
Performance Evaluation:
General Efficiency of the System
Tested: performance degradation as a
function of the number of:
o VWBs (in one location)
o actively used VWBs
o simultaneous changes of images on
VWBs

17

VSUT
Testing performance with 50 VWBs
18

VSUT
Performance degradation as a function
of the number of VWBs
Performance
100%
99%
98%
97%

Average

96%

Peaking

95%
94%
93%
92%
0
19

10

20
30
40
Number of whiteboards

50

VSUT
Performance degradation as a function
of the number of actively used VWBs
Performance
100%
95%
90%
Average

85%

Peaking

80%
75%
0
20

5
10
15
20
25
Number of actively used whiteboards

VSUT
Performance degradation as a function
of the number of simultaneous changes
of images on VWBs
Performance
100%
96%
92%

Average

88%

Peaking

84%
80%
1
21

2
3
4
5
Number of simultaneous changes of images

VSUT
User Evaluation
o Diagram designing task using
provided templates
o 23 second-year CS students
o No tutorials on vAcademia were
given
o All participants had experience
playing 3D video games
o Data: system logs, questionnaires,
and an interview
22

VSUT
Implications

23

VSUT
User Evaluation
Question

It was clear what functions the VWB has and how to
access them.
It was comfortable "to look" at VWBs (to change the
view angle).
VWBs displayed the contents crisply and precisely
enough to understand them.
VWBs displayed the contents quickly enough, and
delays did not influence the process.
Increasing the # of VWBs in the virtual auditorium
during the class did not lead to visible delays.
VWB is a convenient (handy) enough tool for working
on similar tasks.
Working with vAcademia tools is more comfortable
than with traditional tools, for similar tasks.
It was clear how to work in vAcademia.
24

Str. agree Agree

16

7

15

8

14

9

14

8

13

10

13

8

15

8

19

4

N

VSUT

2

D

SD
Conclusions
o Original method for collaborative work
with large amount of graphical content
in 3D virtual worlds
o Design & implementation in vAcademia
o The algorithms we applied
– are superior to the commonly used ones

o The tools we designed
– have stable work and
– have educational value

25

VSUT
Future Work
o Designing scenarios for new learning
activities possible using our method
o Conducting a full-scale user
evaluation testing all designed tools
o Developing new tools based on our
method

26

VSUT
Thank you!
Andrey Smorkalov

smorkalovay@volgatech.net

Mikhail Fominykh

mikhail.fominykh@ntnu.no

Mikhail Morozov

morozovmn@volgatech.net

http://vacademia.com
http://www.facebook.com/vAcademia
@vacademia_info
http://slideshare.net/vacademia
http://slideshare.net/mfominykh
27

VSUT

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Collaborative Work with Large Amount of Graphical Content in a 3D Virtual World: Evaluation of Learning Tools in vAcademia

  • 1. Collaborative Work with Large Amount of Graphical Content in a 3D Virtual World Evaluation of Learning Tools in vAcademia Andrey Smorkalov and Mikhail Morozov Volga State University of Technology, Russia Mikhail Fominykh Norwegian University of Science and Technology, Norway 16th International Conference on Interactive Collaborative Learning (ICL) September 25–27, 2013 Kazan, Russia 1 VSUT
  • 2. Motivation and challenges: Applying 3D VWs for learning o 3D Virtual Worlds (VWs) – Have great features… … but not widely used o Challenges – Steep learning curve – Demand for computational and network resources – lack of features that educators use in everyday teaching o Solution Proposal – Enabling learning scenarios which require large amounts of 2D graphical content displayed 2 VSUT
  • 3. Related work: Large Amount of Graphics in 3D VWs o 3D Virtual Worlds – Multiple workspaces or virtual screens … but their performance is limited => oversimplification – Small number of active screens (for example, Second Life has a limit of five) – Static images (for example, “Sametime 3D” has a sticky notes tool, but notes are static, can be placed on slots, their size is constant, and there is no possibility to use any other tools on the same screen – Individual use of screens 3 VSUT
  • 6. Related work: Current technological limitations Usually, an image is calculated on a CPU on client side (e.g., in Second Life™ and Blue Mars™) or server side (e.g., in Open Wonderland™) and then loaded into the stream-processor memory as a texture. Therefore, the use of dynamic 2D images in existing 3D VWs is very limited. 6 VSUT
  • 7. Interactive virtual whiteboard (VWB) of vAcademia 7 VSUT
  • 10. Original methods for processing large amounts of graphics in 3D VWs o Sharing Changing Blocks ‒ Sharing application window ‒ Sharing screen area ‒ Sharing web-camera image o Sharing Attributed Vector Figures ‒ Drawing figures and typing text – Inserting text o Processing Static Images ‒ Slideshow ‒ Image insert ‒ Sticky notes 10 – Area print screen – Backchannel VSUT
  • 11. Original methods for processing large amounts of graphics in 3D VWs o Sharing Changing Blocks ‒ Sharing application window ‒ Sharing screen area ‒ Sharing web-camera image o Sharing Attributed Vector Figures ‒ Drawing figures and typing text – Inserting text o Processing Static Images ‒ Slideshow ‒ Image insert ‒ Sticky notes 11 – Area print screen – Backchannel VSUT
  • 13. Drawing figures and typing text 13
  • 15. Performance Evaluation o Comparison of the algorithm performance on SPs and CPU o General efficiency of the system We present average results acquired by running the system on ‒ 20 different hardware configurations with Intel CPU and NVidia / ATI graphics adapters from the same price range ‒ On each hardware configuration 10 runs were conducted for each image size. 15 VSUT
  • 16. Performance Evaluation: Algorithms on SPs and CPU The rationale behind using SPs (instead of CPU) for image processing in vAcademia is confirmed The improvement differs from the ratio of the peaking performance of SPs to the peaking performance of CPU not more than twofold, which can be considered satisfactory. 16 VSUT
  • 17. Performance Evaluation: General Efficiency of the System Tested: performance degradation as a function of the number of: o VWBs (in one location) o actively used VWBs o simultaneous changes of images on VWBs 17 VSUT
  • 18. Testing performance with 50 VWBs 18 VSUT
  • 19. Performance degradation as a function of the number of VWBs Performance 100% 99% 98% 97% Average 96% Peaking 95% 94% 93% 92% 0 19 10 20 30 40 Number of whiteboards 50 VSUT
  • 20. Performance degradation as a function of the number of actively used VWBs Performance 100% 95% 90% Average 85% Peaking 80% 75% 0 20 5 10 15 20 25 Number of actively used whiteboards VSUT
  • 21. Performance degradation as a function of the number of simultaneous changes of images on VWBs Performance 100% 96% 92% Average 88% Peaking 84% 80% 1 21 2 3 4 5 Number of simultaneous changes of images VSUT
  • 22. User Evaluation o Diagram designing task using provided templates o 23 second-year CS students o No tutorials on vAcademia were given o All participants had experience playing 3D video games o Data: system logs, questionnaires, and an interview 22 VSUT
  • 24. User Evaluation Question It was clear what functions the VWB has and how to access them. It was comfortable "to look" at VWBs (to change the view angle). VWBs displayed the contents crisply and precisely enough to understand them. VWBs displayed the contents quickly enough, and delays did not influence the process. Increasing the # of VWBs in the virtual auditorium during the class did not lead to visible delays. VWB is a convenient (handy) enough tool for working on similar tasks. Working with vAcademia tools is more comfortable than with traditional tools, for similar tasks. It was clear how to work in vAcademia. 24 Str. agree Agree 16 7 15 8 14 9 14 8 13 10 13 8 15 8 19 4 N VSUT 2 D SD
  • 25. Conclusions o Original method for collaborative work with large amount of graphical content in 3D virtual worlds o Design & implementation in vAcademia o The algorithms we applied – are superior to the commonly used ones o The tools we designed – have stable work and – have educational value 25 VSUT
  • 26. Future Work o Designing scenarios for new learning activities possible using our method o Conducting a full-scale user evaluation testing all designed tools o Developing new tools based on our method 26 VSUT
  • 27. Thank you! Andrey Smorkalov smorkalovay@volgatech.net Mikhail Fominykh mikhail.fominykh@ntnu.no Mikhail Morozov morozovmn@volgatech.net http://vacademia.com http://www.facebook.com/vAcademia @vacademia_info http://slideshare.net/vacademia http://slideshare.net/mfominykh 27 VSUT