F. Vandamme, V. Soree, M. Vandamme (BIKIT The Babbage Institute for Knowledge and Information
Technology)
RIASSUNTO:
Gli autori presentano in questa relazione alcuni
studi e ipotesi di intervento tramite la Realta' Virtuale su situazioni di
formazione (nella seconda parte) e di handicap (nella terza parte),
esaminando dai punti di vista cognitivo, socio-emotivo e
comunicazionale, nonche' fisico-corporeo, e verificando e proponendo
le possibilita' di trattamento di alcuni casi . Infine presentano alcune
possibili applicazioni per le persone con handicap.
ABSTRACT:
Multimedia. with its extension of Virtual and
Augmented Reality revolutionizes education, training, but even science,
research and development. We have to add that management from
design up to marketing and selling is fundamentally changing too. But
in this paper we are concentrating our attention on education and
training especially of the physical handicapped. In section two
introduction of the central features of VR - in the wider and strict sense
- as well as a characterization of V/AR is given. In the third section, we
deal with the definitions of training spaces.
The description of the target group 'persons with a physical
handicap' is treated in the fourth section. The physical aspects with their
possible consequences in the domain of cognition, social/emotional
functioning, communication and the bodily experiences, and goals of
methods of treatment or action, are dealt with. Finally, we give a brief
review of a number of possible applications for persons with a
(physical) handicap.
1. Introduction
Multimedia, with its extension of Virtual and Augmented Reality
revolutionizes education, training, but even science and development. We
have to add that management from design up to marketing and selling is
fundamentally changing too. But in this paper we are concentrating our
attention on education and training especially of the physical handicapped. In
section two introduction of the central features of VR - in the wider and strict
sense - as well as a characterization of V/AR is given. In the third section,
we deal with the definitions of training spaces.
The decription of the target group 'persons with a physical handicap' is
treated in the fourth section. The physical aspects with their possible
consequences in the domain of cognition, social/emotional functioning,
communication and the bodily experiences, and goals of methods of treatment
or action, are dealt with. Finally, we give a brief review of a number of
possible applications for persons with a (physical) handicap.
2. Reality, Virtual Reality (VR) and Virtual and Augmented
Reality
The strong point of VR, that is immersion is also its weakness. It is
VART which in fact succeessful overcomes the drawbacks of VR and
which succeeds in integrating the VR benefits in the general collaborative
space. In this paper we introduce the central features of VR in the large and
in the narrow sense and then starting from it we characterize 'VART'.
Reality is a psycho-social construct with a very strong emotional
presence. Basic for such a constrict is strong or weak interactivity and
multidimensional sense data.
The constrictive aspect of reality is nicely explained by Einstein in the
following quotation 'Reality is a feature of the theory used to understand the
world, rather than a feature of the world itself. One is danger of being misled
by the illusion that the 'real' of our daily experience 'exists really' and that
certain concepts of phisics are 'mere ideas' separated from the 'real' by an
unbridgeable gulf'.
We use the term 'virtual' for instance in combinations as 'virtual memory',
'virtual computers' when we have constructions x whose substructures are
normally hidden for the user of them, so that x functions as a construction z
without these substructures. In a weaker sense, the difference between both
is negligible for the enduser, so that he identifies them as virtually z.
When we talk about 'virtual reality' (VR), we have the same situation, the
'constructed reality x' is functionally as relevant for the user(s), for the
targets in mind as the reality z, which is presented or modelled by x.
Popular examples are the film where a hero (actor) jumps from the roof
of one house (a table in x-reality) on another one (another table). For the
spectator which is looking in tension and full of fear (the x-reality is
irrelevant, as long as it doesn't disturb his enjoyment.
The nowadays VR world, in order to maximize the interactivity and
multisense aspect, one likes to introduce immersion (e. g. through head-
mounted devices: HMD). When moving ones head, ones gets a different
view (z-reality), as happens when being in the x-reality. Indeed in a normal
situation each movement of the head is associated with a different view.
This means that this immersion creates a very strong impression of reality
of the VR constructs.
This impression of reality is made even more stronger through the
projection in the HMD of 3D-pictures, generated by the computer. Through
several other input devices, one can even move through these 3D-world, and
change them (break a marvelous vase in a museum, reapint a Da Vinci, etc.).
One can even integrate and link tactile and force feedback as output devices,
responding to the events in the Virtual World.
However - as stated above - the strength of the VR-world with its
immersion, is also its weakness. This immersion means that the individual, the
VR-user is totally absorbed in the virtual world. The vital and critical feature
of an intelligent actor on the contrary means integration of as much as
possible virtual worlds, with a different degree and type of social validation.
So e. g. a manager has to integrate 1. the virtual perspective of his clients, 2.
the virtual perspective of his production unit(s), 3. the social and cultural
environments of his plant, etc.. Another example, a system user using a
virtual environment constructed on the basis of a fusion of historical maps
and historical data concerning construction methods and a peculiar battlefield,
will like to compare what he sees, with his personal notations, to discuss
about it with his fellow-scientist, make annotations in his personal notebook,
to compare what he sees with historical pictures, video's, paintings, designs,
etc.. This means that practical cooperation requires that immersion is only
partial and that an easy move from one virtual world to another can be
realized. A lot of new tools have been designed and/or are in the process of
development for weakening the immersion and for more sophisticated
integration of traditional tools, media cooperation methods, with computer
cooperative tools and media.
This is the domain of VART: Virtual and Augmented Reality Tools. The
main difference between VR and VART is that in VR one can only interact
with the environment through interaction in the VR. In VART, however,
interaction (input and output) with the immediate or distant environment and
other actors can happen through VR, as well as through other input/output
channels (e. g. use of pen and paper, or through direct visual input from
camera's, or through combined computer generated and direct inputs (shutter
glasses)). As a consequence, in VART one has interaction and integration in
parallel of different 'virtual worlds', with a different social value and validity,
and with different levels of abstraction and detail.
The VART worlds are very interesting too for their potential of
embedding different data-interpretation system (making use of hybrid system:
Neural Networks, inductive systems, rule-based systems, procedural
systems).
Another vital potential is the elaborate scale of datafusion and
datavisualization methods which are at hand in this methodology. Datafusion
means the merging and/or integration of complementary or different data and
knowledge. So e. g. to each object, a certain elasticity can be linked. So a
TV-set can get an elasticity like football and bounce like it when it is thrown
on the floor or rather it can get a near zero elasticity so that it, when falling,
breaks apart in hundred pieces. Another example: a river with a certain debit
and a certain velocity will cause a certain erosion and change the landscape
at a certain pace, if no special measures are taken. Through visualization of
this data and the knowledge fusion, this erosion effect can evidently much
better be grasped and understood eventually relative to different theories.
The visualization refers to the process of translating qualitative and/or
numeral data and knowledge (after data and knowledge fusion eventually)
into 2 or 3 dimensional pictures. The fact that one can navigate and interact
in these 3D-pictures, opens a whole new era for application, exploitation and
applied as well as fundamental research, on the top of older use, exploitation
of data, knowledge and theories.
3. On training space definitions
The training space is rather complex notion It is a complex of space or
worlds with accessibility relations between them. Each individual has access
to different spaces or worlds. The primary types of spaces or worlds are the
following ones:
Type I : the output space: the space in which actions are realized.
Dependent on the type of actions, or combinations there of all kind of
subtypes of action space can be defined.
1. The individual action space,
2. The social action space,
3. The manual action space,
4. The movement action space.
Type II: the (input) feedback space: one can differentiate between visual,
acoustic, tactile, force, smell, taste feedback, .....
Type III : the secondary product interactive space.
Type IV : the imagination space : here again we can make a lot of
differentiations: conscious, unconscious, directed, undirected imagination, etc.
It is clear that each individual has his limitation in this spaces. The
limitations are for everybody limitations of time and place. Each activity in a
space needs time and happens in a specific place as least as far as type I, II
and III is concerned. In imagination, one is more place independent. Also
specific restrictions on time can be overcame except duration. Imagination
also takes time, has duration.
However there are a lot of other restrictions and limitations in the several
types of spaces. One person or group is more handy than another or put it
negatively, one person or group can be lightly or severely more handicapped
than the other . What is more a handicap in the world of type I, will have its
repercussion on the experience and potential in type II, III and even IV.
To take an example, if one cannot move his head, efficient observation of
phenomena, and therefore also interaction and even omagination may be
hampered or at least in specific direction guided .... The same if somebody
cannot efficiently use a pencil. The access to the other spaces will not
become impossible but they will be again hampered and eventually onesidedly
directed. The inverse will also be true. Mentally handicapped people can also
have restricted efficiency in interaction and action.....
It is crucial to be aware that through Virtual Reality (VR) and Virtual and
Augmented Reality (V/AR) Technology, the accessibility in the different
types I,II,III and IV, of spaces as well as the several subspaces will be
importantly ameliorated. This alone illustrates and proves that the V/AR
technology must be very strongly pushed. It opens to an enormous large
number of handicapped and elderly people, a fructual way for emotional,
social and economic integration and cooperation.
This become even more clear when we take into account that for instance
very intelligent people, which have a severe handicap of their body
movement, have in most cases only a IV-type of space (imagination) feeded
bye feedback or input from others (e.g. parents).
Through V/AR this one-dimensional space accessibility can easily be
ameliorated towards a three type space accessibility (Fig. 1).
An example is walking through a virtual museum of a severely movement
handicapped person. He can walw/fly through the museum, open a cabinet,
break a statue, etc.
However one can go much further. Through integratin actuators in the
virtual world, the handicapped person can eventually through his virtual world,
boil an egg and let a robot bring it to him. In other words, he interactive space
can become accessible also for him. (Fig. 2).
But it is very vital for an individual to have pluri-accessibility to different
worlds at the same time at the same place. It is crucial for a human being
that we can eat in a restaurant and at the same time do business, entertain
each other, etc.
This pluri-accessibility to different worlds is also vital for handicapped
person, It is crucial that when he/she is walking through a virtual museum,
he/she discusses a picture in this virtual museum, eventually with somebody
else (in the virtual space). But at the same time, he must be able (I) to share
his experience with a friend who is near his bed or wheelchair, eventually
even be able to make some notes. He must also be able to make data and
knowledge fusions from the several worlds/spaces that he can access. All
this opens new ways, but the freedom of access, the multiple and pluri-
accessibility is a vital requirement to open the mind and the potentiality of the
handicapped. If not VR become a burden, and an enslaving technology also
for the handicapped.
4. Description of the target group
'Persons with a physical handicap'
The group of persons with a physical handicap can be considered as very
heterogeneous.
4.1 The physical aspect
Summing up we can say that the most important 'restriction' of a
physically handicapped person is situated on the movemental level.
Dependent on the cause and location - brain, brain-spine, spine i.o.w., the
central nervous system, the nervous system, the muscolar system, and finally
the skeleton with the osseous system and the joints - the physical
consequences can vary as well as the mental/the cognition and/or sensorial
functioning and/or speech can be affected.
Regarding the 'movemental apparatus' the handicap can vary from with
difficulty with or without aids being able to walk, moving on in a manual or
electronical wheelchair and with difficulty or not at all being able to
manipulate as a result of a failing or total absence of co-ordination of the
limbs, rigidity of the muscles, laborious or no balance, little or no muscolar
strength, all sorts of deformations of the skeleton, total or partial loss of
sensibility, .....
4.2 Possible consequences in the domain of cognition,
social/emotional functioning, communication and bodily experience
Cognitive problems can be caused by an additional mental handicap. A
physical handicap also can result into developmental retardation with regard
to cognitive, social/emotional and/or communicative functioning. Naturally,
these sub-domains influence each other very strongly.
4.2.1 Cognitive functioning
According to Piaget the child develops through interaction with the
environment by means of assimilation (integration of the external reality) and
accomodation (the adaptation of oneself to the varying demands of reality).
Each time, this process leads to a next stage.
The points of support of the later (cognitive) development in relation to
someone's environment originate in the early experience and comprehension,
i.o.w. in the interaction of sensorial and motor impressions. This interaction
debouches into models of actions, such a grasping, pushing, knocking, ...
which are resulting into means-goal relation because they become applicable
progressively on a large scale.
Due to the physical-handicap (less or no possibilities to explore), this
develpment can be delayed, less intensive or altered. The required
differences concerning the process of assimilation and accomodation often
are frustrating great. For this reason they are difficult to integrate. The
process of education has to diminish this disparity in order to transform them
into a stimulating difference (Leyendecker & Neumann, 1983, in Haupt U. &
Jansen G.W., pag.434).
Pijning, referring to Piaget, stressed that are there has to be a necessary
relation between the sensorial, motor and cognitive develpment to stimulate
learning processes.
This percentual-motor binding determines the arrangement in space and
time and is the pillar of the cognitive development. On the one hand, the
behavior is based upon perceptive information. On the other side, motor
action procure f. e. proprioceptive feedback, which lead continually to raltions
between perceptual and motor data.
In this perceptual-motor binding is poorly or non-existent, then the binding
behavior-information input (almost) does not exist (Pijning, 1983, p.140).
The development of the bodily plan and bodily notion is founded on the
sensorial-motor development, necessary to function cognitively in an optimal
manner.
Yet, Pijning cites three points of relativity. The quoted relation can
debouch into hyper activity. Van Meel (in Van Rossum, 1982) indicates
communication system as important learning conditions as the sensorial-motor
development. Finally, the notion 'movement' is an indissolubly unity of
orientating, performing and controlling activities, through which it is partial a
cognitive event. He bases his case aminly on the ides of Gal'perin, who
relates the sensorial-motor develpment to the gradual formation of mental
actions. this results in the following four phases. The phases of orientation
investigates the conditions to perform. The performance itself turns into the
material action. During the verbal performance the action is pronounced
loudly. In the end there is the mental action, by which the action is internally
pronounced in a sorted manner.
According to Jennings there is a correlation between the acquired
experiences and the expectation of success. The latter in its turn is influenced
by estimating the degree of difficulty of the tasks and the own possibilities.
Motivation during the educational practice is an important catalyst for the
general education and increases in accordance with the expectation of
success, which supposes a relative autonomous action.
Still, in our opinion the perceptual-motor binding needed for the cognitive
development, varies according the individual possibilities to think on a high
level of abstraction. The seeing, the hearing, the communication, the memory,
the power of immagination and not at least the social experiences are as
much of importance.
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