My New Blogspot - Baker C: 2014

Friday, May 9, 2014

FINAL PROJECT: ADDING 10 NEW CONTENT ELEMENTS TO MY IMMERSIVE LIBRARY

Meshmoon was crashing but able to add in content about how 3d printers work and virtual worlds for education from Journal of Virtual Worlds Research.

These are samples for class. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

CLASS 13: Identity in the Context of Virtual Worlds

Identity is innate in people. Everyone has parents (known or unknown). Observations in within the Virtual Worlds, identity is sought after and may be personal and impersonal at the same time. There is flexibility to a certain extent which I will cover in the following paragraphs. I thoroughly enjoyed this class as it help me further become aware of the details that are needed to plan, create, implement and execute and test - an avatar in a virtual world.

GIMP is a tool that can be used beyond this class for personal use. I never heard about GIMP before taking this class. Modifying images to airbrush or add particular elements is powerful and can influence a person's perception on the image. As it relates to identity there are both angles of being negative by not being what that image is in raw value or positive in that an image may be used to improve one's self esteem.

Entering a virtual world can be an adventure - there is a certain element of unknown that people adhere to. Virtual worlds may not be for everyone - when entering a cool space like a beach or seaside - the pictures are relaxing and images reflect a sense of calm which may be beneficial for people who have never seen a beach or seaside or maybe not able to get to. Virtual worlds may create imagination and can on the other side be uncomfortable as well. As we learned in class, the user has the flexibility to step away or close out the computer program if an uncomfortable situation arises.

Honing in on the uncomfortable situation - that is where guardrails are not necessarily found and can hinder use of virtual worlds. There are age appropriate virtual worlds. That is needed when identity is unknown and accountability for behavior may not be easily attainable. Having an unknown identity is somewhat counterintuitive in virtual world because the first step is to create an identity. The flexibility to modify an identity with a few clicks away and gain a reaction from others can be interesting depending on how drastically the avatar identity has changed. Possible reactions are that everyone in the room walks away from you or gets closer to interact more.

Learning via online games can be fun. In class we used Greenfoot to create a game. The application seemed easy to navigate and there were more topics to read about on how Greenfoot can help with math. Identity was not a particular focus. Cloud Party was halted during class. The virtual world had more areas and easily navigated around with more elements to customize identity. Meshmoon was more basic and allowed creation of spaces to create for avatar to visit.

FINAL 5a: Greenfoot JoC #4 Finally some code

Greenfoot was impressive and easier on the eyes as far as layout. I found some code on wombats!

This is code for wombats in Greenfoot. Interesting to follow the logic and interested in learning more about this topic. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

FINAL 5b: Greenfoot Lettuce and Snake

Greenfoot was fun and easier to navigate - still need to practice but I understand the concept. The rocket launcher had loud sound and after hitting the run button - it move down to explode with a very loud BANG! The dart was fun too!
This is from Greenfoot and followed instructions to create a game. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

FINAL 5c: MY CUSTOMIZED JAVA GAME

This is snapshot of my original issues with Java.

It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

Thursday, May 8, 2014

Final #3: Group 3D Building Project

These are pictures of building a 3D project in Meshmoon. Using different shapes and textures allowed me to build a tree using fancy masonry. Using the brick and stone combination shows the contrast between the different textures and shapes to build a tall structures. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

FINAL PROJECT: TESTING MY FELLOW CLASSMATES' IMMERSIVE LIBRARIES

This is a visit to Jamie's Library in Meshmoon. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

Final #4: High Resolution Avatar

This was fun have a fresh canvas to build an avatar. I adjust face specifically forehead and added distinct eyebrows. I was also able to choose specific type of hair length and adjust the body type using a more flexible option versus creating an avatar in other virtual worlds used in this class as exercise.

This are examples creating a high resolution avatar in Make Human. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

Examining Gender, Race and Body Image in a Virtual World

My observation was that I found that at first there was a lag of time for the others to approach me. What felt like 10 mins but was probably 1 min that had passed before the others started to come closer.

As I was walking to find others another avatar popped up in front of me. We stood there for a while and I kept my patience to see what would happen. After about 5 mins, the avatar started to nod back and forth. I swayed back and forth to let the avatar know that I appreciate the nod then I proceeded to find no one else.

In Miami Beach, I was welcomed and looked for others. I got uncomfortable then left to search another scene.

Here at Caribbean - there was plenty of dancing!

Uncomfortable! I changed avatar to green animal but others were receptive. After quite some time, one avatar was responsive with a big SMILE hanging above. I think that just by being in a Virtual World you won't be ignored no matter what your avatar looks like - I think people who choose to head to a Virtual World anticipate that others may approach you -- and socialize.

This are examples experiment when changing avatar in Second Life. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

FINAL PROJECT: ADDING 5 PDF PAPERS TO MY IMMERSIVE LIBRARY

This is my library in Meshmoom - bakchristina14. I also added youtube video so turn up the audio. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

Thursday, April 24, 2014

Class 12 Roll Call #1 & #2

Thursday, April 3, 2014

Class #10 - Roll Call #2

Final #2 (Six Monocular Depth Cues)

Example of Size Differences: Objects that appear farther away are smaller. Avatar is appears further away and taller than pews at the church.

Examples of Lighting and Shading: The light brown shade and darker brown color demonstrates that there is a long wall and when the two colors are side by side it shows a distinct corner. The different colors on the floor show that the floor has some depth to it as well versus if it was just one flat color brown with no shading or different color to contrast the floor.

Example of texture density: the tiles on the roof show density as well as different sizes of the tiles and colors represent each corners of the roof and the pitch of the roof.

Example of Occlusion: The avatar is standing in front of the chair and closer to us versus the shaded area where there is a hallway or tunnel.

Atmospheric Perspective: Trees in the background show less detail than the larger tree with leaves. Trees in the distance appear smaller than the tree closest to the avatar.