Learning immersion without getting wet

Julieta C. Aguilera

doi:10.1117/12.912404

Abstract

This paper describes the teaching of an immersive environments class on the Spring of 2011. The class had students from undergraduate as well as graduate art related majors. Their digital background and interests were also diverse. These variables were channeled as different approaches throughout the semester. Class components included fundamentals of stereoscopic computer graphics to explore spatial depth, 3D modeling and skeleton animation to in turn explore presence, exposure to formats like a stereo projection wall and dome environments to compare field of view across devices, and finally, interaction and tracking to explore issues of embodiment. All these components were supported by theoretical readings discussed in class. Guest artists presented their work in Virtual Reality, Dome Environments and other immersive formats. Museum professionals also introduced students to space science visualizations, which utilize immersive formats. Here I present the assignments and their outcome, together with insights as to how the creation of immersive environments can be learned through constraints that expose students to situations of embodied cognition.

Citation Download Citation

Julieta C. Aguilera, "Learning immersion without getting wet", Proc. SPIE 8289, The Engineering Reality of Virtual Reality 2012, 828906 (8 February 2012); doi: 10.1117/12.912404; https://doi.org/10.1117/12.912404

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