1. Keynote Address – Teaching Virtual Reality:Why and How? Grigore C. Burdea Ph.D. Professor of Computer Engineering, Rutgers University. Symposium on Real World Information Systems, University of Tokyo, Japan September 8, 2003 Updated March 2004

2. Acknowledgement- Travel support for this presentation was provided by the 21st COE at the University of Tokyo.

3. Presentation outline  Introduction;  Why should VR be taught in universities?  Worldwide survey of universities teaching VR  How do we teach VR?  How should VR be taught?  Conclusions

4.  After decades of research, VR remains misunderstood by the public –

5. Introduction  Hype and unreasonable expectations;  The blame – media, VR equipment and software manufacturers, but also the VR professionals…  There is also a lack of unity, no dedicated newsletter, an a sense of fatigue…

6. Introduction – example of hype

7. Introduction – Mathematical definition

8. Why should VR be taught?  So that we help application development efforts in other industries;  So that we educate the general public as to what can and cannot be done;

9. Successes in industry lead to a need for VR professionals  Examples – military simulations, medical rehabilitation, or oil industry  In all these areas VR brings significant cost savings, as well as saves lives.

10. Military simulations – UK naval gunnery trainer

11. Oil industry – better discovery rates (80%)

12. Oil industry – better crude recovery

13. Ankle Rehabilitation Exercise

14. VR ankle rehabilitation exercise to be tested August 2002

15. Stroke patient exercising on the Rutgers Ankle system (August 2000)

16. Experimental results – stroke patient

17. Why should VR be taught?  So that more standards of quality of VR education are established;  So that we have more instructors qualified to teach.

18. Worldwide survey of VR teaching  My web survey found 148 universities teaching VR courses;  Currently only 3% of universities have VR courses;  Distribution is not uniform…

19. Worldwide survey: North America 64 universities 5 universities 57 universities 2 universities

20. Worldwide survey: Europe 52 universities 22 universities 3 universities 5 universities 1 university 4 universities1 university 7 universities 1 university 2 universities 3 universities

21. Worldwide survey: Asia 20 universities 4 universities 5 universities 3 universities 1 university 2 universities 4 universities 1 university

22. Worldwide survey: South America 8 universities 2 universities 3 universities

23. Worldwide survey: Africa – 3 universities 2 universities 1 university

24. Worldwide survey: Oceania – 1 university 1 university

25. 2004 Worldwide survey summary ContinentUniversitiesGeneral VRSpecialty VR North America (64) 5- Canada, 2- Mexico, 57- US 6440 Asia (20)3-Hong Kong, 5-Korea, 1-India, 4-Japan, 2-Malaysia, 1- Singapore, 4-Taiwan 365 Europe (52)1-Austria, 1-Czech Republic, 1-Denmark, 3-Finland, 5-France 7-Germany, 3-Holland 1-Norway, 1-Spain, 4-Sweden, 1-Switzerland, 22-UK 4423 Africa (3)1- Mauritius, 2-South Africa21 South America (8) 3-Brazil, 3-Colombia, 2-Peru63 Oceania (1)1- Australia-1 Total148 universities13677 © Greg Burdea, 2003, 2004

26. Worldwide survey of VR teaching  An updated survey table is maintained at www.vrtechnology.org (click on “Instructor’s resource page”

27. How do we currently teach VR?  Mostly teach without dedicated VR Teaching Laboratories;  Graduate courses use VR research labs;  This limits the student hands-on experience, and thus true understanding of the field.

28. How do we currently teach VR?

29.  VR is also being taught using distance learning. This is done for specialists in other fields (such as architectural design) who need VR knowledge;  Unfortunately, at this time, distance learning does not offer the same feedback modalities and quality of simulations as attending in person a Laboratory session.

30. How do we currently teach VR?  Previous VR textbooks do not have laboratory manuals, so the instructor has to develop the material on his own;  VR is an intensive subject to teach. Many people give up..

31.  An example of such a textbook is

32. How should we teach VR?  We need textbooks with videos to illustrate concepts, as well as laboratory manuals with programming assignments;  The programming assignments need to be in a free toolkit (such as VRML or Java 3D) rather than in WorldToolKit or other software that requires licensing. Universities cannot afford the cost of such commercial toolkits.

33. Is Java 3D is as good as WTK? The simulation variables used to judged performance were:  graphic mode (monoscopic, stereoscopic),  rendering mode (wireframe, Gouraud, textured);  scene complexity (number of polygons 5,000 – 50,000);  lighting (number of light sources 1, 5, 10);  interactivity (no interaction, hand input, force feedback)

34. Is Java 3D is as good as WTK?

35. Java 3D is faster WTK – Release 9 WTK – Release 9 50k poly, Gouraud shaded, stereo Java3D – Release 1.2 Java3D – Release 1.2 50k poly, Gouraud shaded, stereo Java3d is faster on average than WTK, but has higher variability (Boian and Burdea, 2001)

36. Java 3D has smaller latency Gouraud, stereo, collision detection Gouraud, stereo, collision detection Java3d has smaller latency than WTK over all scene complexities and light sources (Boian and Burdea, 2001)

37.  An example of such a textbook is

38. VR textbooks need Instructor’s Resource Web Sites  Instructors teaching a VR class should have access to lecture notes, previous laboratory projects, etc., which reduces their investment of time in teaching the class;  Such sites allow authors to update material as the VR state of the art changes.

39.  An example of such Instructor’s Site

40. How should we teach VR?  We need dedicated VR Teaching Laboratories (not Research Laboratories), which allows many students to take such classes;  The laboratory needs to multiplex expensive equipment (to allow more workstations in the lab);  It needs to have many sessions in a week (dividing the total class size to the available workstations).

41. A laboratory example (Rutgers U.)

42. ProductPortof budget PC 1.7 GHz (Fire GL2) NA48% Polhemus Fastrack Com 137% 5DT gloveCom 210 % Stereo Glasses FireGL23% FF joystickUSB2% Java/Jave3DNA0% VRMLNA0%

43. Conclusions  We need to teach VR in more universities;  We need better communication among teachers;  We need better ways of teaching;  We need to establish dedicated VR teaching labs;  We need standards of quality for diplomas.  You can play an important role in this