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126 results for “virtual environment”
Virtual Research Environments Ethnography: a Preliminary Study
<p>Datasets accompanying the paper “Virtual Research Environments Ethnography: a Preliminary Study”, a systematic mapping study on the literature about Science gateways, Virtual Research Environments, and Virtual Laboratories.</p> <p>While for legal reasons we can not share the original datasets obtained by querying the databases, since they include copyrighted data, we can share the two datasets derived from the query results and the two topic modelling datasets.</p> <p>The dataset “<strong>main_dataset.csv</strong>” consists of the merged query results from ACM Digital Library, IEEEXplore, ScienceDirect, Scopus, and SpringerLink databases. It is structured into six columns: (i) doi; (ii) title; (iii) content_type; (iv) publication year; (v) keyword_search; (vi) DB.</p> <p>The ‘<strong>doi</strong>’, ‘<strong>title</strong>’, and ‘<strong>publication_year</strong>’ labels are self-describing, and are used for the DOIs, titles, and publication years (in the yyyy format) respectively.</p> <p>The ‘<strong>content_type</strong>’ label refers to the different and normalised typologies of resources: (a) Article; (b) Book, (c) Book Chapter; (d) Chapter; (e) Chapter ReferenceWorkEntry; (f) Conference Paper; (g) Conference Review; (h) Early Access Articles; (i) Editorial; (j) Erratum; (k) Letter; (l) Magazines; (m) Masters Thesis; (n) Note; (o) Ph.D. Thesis; (p) Retracted; (q) Review; (r) Short Survey; (s) Standards. (c) and (d) refer to the same type of entry (they are used in different databases), while in the case of (e) we observed that it is used in the Springer database to refer mainly to encyclopaedic entries.</p> <p>The ‘<strong>keyword_search</strong>’ label is used for identifying the keyword group used for formulating the query: (a) science gateway | scientific gateway; (b) virtual laboratory | Vlab; or (c) virtual research environment.</p> <p>The ‘<strong>DB</strong>’ label indicates the provenance of the entries from one of the five databases we selected for our study: (a) ACM; (b) IEEE; (c) ScienceDirect; (d) scopus; and (e) Springer, identifying the ACM Digital Library, IEEEXplore, ScienceDirect, Scopus, and SpringerLink respectively.</p> <p>The dataset “<strong>filtered_dataset.csv</strong>” consists of the deduplicated and filtered entries (journal articles and conference papers from 2010 onward, with a DOI assigned) from the “main_dataset.csv” we used as the final dataset for answering our research questions. It is structured into ten columns: (i) doi; (ii) title; (iii) venue; (iv) publication_year; (v) content_type; (vi) abstract; (vii) keywords; (viii) science gateway | scientific gateway; (ix) virtual laboratory | Vlab; and (x) virtual research environment.</p> <p>As for the previous dataset, the ‘<strong>doi</strong>’, ‘<strong>title</strong>’, and ‘<strong>publication_year</strong>’ labels are self-describing, and are used for the DOIs, titles, and publication years (in the yyyy format) respectively.</p> <p>The ‘<strong>venue</strong>’ label is used for indicating the conference or the journal the entries refer to. The values derive from the original query results.</p> <p>The ‘<strong>abstract</strong>’ and ‘<strong>keyword</strong>’ labels are used for the abstracts and the keywords associated with the entries. The values are mainly derived from the original query results, as we integrated the missing ones by querying OpenAIRE.</p> <p>The ‘<strong>science gateway | scientific gateway</strong>’, ‘<strong>virtual laboratory | Vlab</strong>’ and ‘<strong>virtual research environment</strong>’ labels indicate the connection between the entries and the keyword group used for denoting them. The values are binary (1 if the keywords belong to the group, 0 if they do not).</p> <p>The datasets “<strong>sg_vlab_vre_topics_datasets.csv</strong>” and “<strong>sgvlabvre_topics_dataset.csv</strong>” consist of the three datasets and of the unique dataset resulting from topic modelling, the first (corpus divided into three datasets) and the second analysis (corpus as a whole) respectively. They share the same structure: (i) Topic; (ii) #studies; (iii) Representative word; (iv) Representative word weight.</p> <p>The ‘<strong>Topic</strong>’ label is used for the topic denomination and the values consist of an alphanumeric string indicating the dataset and the progressive topic number: (a) SG, for the scientific gateway dataset; (b) VRE, for the virtual research environment dataset; (c) VLAB, for the virtual laboratory dataset; and (d) A, for the corpus as a whole.</p> <p>The ‘<strong>#studies</strong>’ label indicates the number of studies contributing to each topic.</p> <p>The ‘<strong>Representative word</strong>’ and ‘<strong>Representative word weight</strong>’ labels are used for denoting the keywords describing each topic and their weights respectively.</p>
Data Report: "Health care of Persons Deprived of Liberty" Course from Brazil's Unified Health System Virtual Learning Environment
<p><strong>Dataset name: </strong>asppl-dataset.csv</p> <p><strong>Version: </strong>1.0</p> <p><strong>Dataset period: </strong>06/07/2018- 05/25/2021</p> <p><strong>Dataset Characteristics: </strong>Multivalued</p> <p><strong>Number of Instances: </strong>4861</p> <p><strong>Number of Attributes: </strong>33</p> <p><strong>Missing Values: </strong>Yes</p> <p><strong>Area(s): </strong>Health and education </p> <p><strong>Sources: </strong></p> <ul> <li> <p><strong>Primary</strong>: Unified Health System Virtual Learning Environment (AVASUS, in Portuguese: Ambiente Virtual de Aprendizagem do Sistema Único de Saúde) [1];</p> </li> <li> <p><strong>Secondary: </strong></p> <ol> <li> <p>Brazilian Classification of Occupations (CBO, in Portuguese: Classificação Brasileira de Ocupação) [2];</p> </li> <li> <p>National Registry of Health Establishments (CNES, in Portuguese: Cadastro Nacional de Estabelecimentos de Saúde) [3]; and </p> </li> <li> <p>Brazilian Institute of Geography and Statistics (IBGE, in Portuguese: Instituto Brasileiro de Geografia e Estatística) [4].</p> </li> </ol> </li> </ul> <p><strong>Description: </strong>The data contained on the asppl-dataset.csv dataset (see Table 1) originates from participants of the technology-based educational course “Health care of Persons Deprived of Liberty”. The course is available on the Unified Health System Virtual Learning Environment [1]. This dataset provides elementary data for analyzing the course’s impact and reach, as well as the profile of its participants.</p> <p> </p>
On demand customizable Virtual Environments with JupyterHub explainer comic strip
<p>This comic strip explains at a high level the convergence between JupyterHub and Binder to enable institutions to deploy a service for their members and users provisionning on demand customizable Jupyter-based Virtual Environments.</p> <p>Files:</p> <ul> <li>Community.png: main picture</li> <li>Community_text.svg: svg export: just the text</li> <li>Community_wo_text.svg: svg export: just the background image (e.g. for translations)</li> </ul>
Video Examples from: Creating Audio Object-focused Acoustic Environments for Room-Scale Virtual Reality
<p>Video recordings illustrating the issues and possible solutions mentioned in the paper.</p> <p>Please use headphones when watching the videos.</p>
Auditory Selective Attention Switch in a Virtual Reality Classroom Environment
<p><strong>General</strong></p> <p>The audio-visual Auditory Selective Attention VR Proof of Concept (asaVRpoc) project serves to investigate the auditory selective attention switch in a close-to-real-life classroom setting. This dataset consists of a Unity project and Matlab code used to collect data on the voluntary switching of auditory selective attention in a virtual reality classroom scenario.</p> <p>The dataset contains:</p> <ul> <li>Unity project for visual display and the experiment structure</li> <li>Matlab code for experiment preparation and HpFT measurement</li> <li>Data collected in the experiment (experiment performance, head tracking, questionnaires)</li> </ul> <p><strong>Experiment preparation using Matlab</strong></p> <p>The code and software used to prepare the experiment is provided in the folder<em> "matlab_asaVRpoc"</em>.</p> <p>The Matlab code used to prepare the trials for each participant as well as to measure the HpTFs. For the HpTF measurements, the ITA Toolbox for Matlab was used and is provided (https://git.rwth-aachen.de/ita/toolbox commit hash: 598675ef704c178365f53d41e03ff4b11dea390f). A developmental version of Virtual acoustics (VA) 2020b (https://www.virtualacoustics.org/VA/overview/) is provided.</p> <p>Software requirements:</p> <ul> <li>Matlab 2019a or higher</li> <li>ITA Toolbox for Matlab installed</li> </ul> <p> </p> <p><strong>Experiment conduction in Unity</strong></p> <p>The Unity project is provided in the folder<em> "unity_pc_asaVRpoc"</em>.</p> <p>Therefore, a virtual classroom with some basic furniture is provided. The used models, prefabs and plugins can be found in the Assets folder.</p> <p>Note that the <em>acoustic stimuli are NOT provided</em> with this Unity project. The stimuli are available on request from the Institute for Hearing Technology and Acoustics, RWTH Aachen University.</p> <p>This Unity project was intended for the use in virtual reality using an HMD and respective controllers for input. However, it can also be used on a desktop pc. The mode can be changed using the "VRMode" toggle as described below.<br> The audio reproduction is realized using the Unity plugin for Virtual Acoustics (VA, http://www.virtualacoustics.org/).</p> <p>Software requirements:</p> <ul> <li>Unity 2019.4.21.f1.</li> <li>SteamVR 1.19.7</li> <li>Virtual Acoustics v2021a, VAUnity: https://git.rwth-aachen.de/ita/VAUnity</li> </ul> <p> </p> <p><strong>Data evaluation</strong></p> <p>The collected data is provided in the folder<em> "dataEvaluation_asaVRpoc"</em>. This folder contains three types of data: the raw data collected in the experiment (reaction times and error rates), the head tracking data and responses from the simulator sickness questionnaire (before and after the experiment) and the igroup presence questionnaire (after the experiment). Matlab code for the evaluation of the head tracking data and the questionnaires is provided.</p> <p> </p>
The Passenger Experience of Mixed Reality Virtual Display Layouts in Airplane Environments - Participants Questionnaire
<p>Dataset for questionnaire data from the paper "<strong>The Passenger Experience of Mixed Reality Virtual Display Layouts in Airplane Environments</strong>" published at ISMAR 2021</p>
Figure 5: Screen shot of the generated collaborative virtual environment
<p>The output of the design is an xml file. The technical user has to customize<br> the designed session in order to put in the virtual environment engine in order<br> to generate the session. The customization regards technical parameters (for<br> example spatial coordinate, intensity of the light and so on). A screen shot of<br> the generated session is in figure 5.</p>
Solutions for Reproducibility in Empirical Research: Virtual Machines, Containers, Environment Management Packages, and Cloud Platforms
<p>This image provides a comprehensive overview of various technologies and platforms used to enhance the reproducibility of empirical research. It is divided into several sections:</p> <ol> <li><strong>Virtual Machines (VMs): </strong>the left section of the image illustrates the architecture of VMs with Type 1 and Type 2 hypervisors. <br> - <em>Type 1 Hypervisor </em>runs directly on the hardware, providing high efficiency and performance. Examples include VMware ESXi, <strong>Microsoft Hyper-v</strong>, and Xen Project.<br> - <em>Type 2 Hypervisor</em> runs on an existing operating system, offering flexibility at the cost of some performance. Examples include <strong>Oracle VirtualBox</strong>, VMware Workstation, and Parallels.</li> <li><strong>Containers: </strong>the middle section of the image explains the containerization concept, which shares the host operating system's kernel, making containers more lightweight than VMs. Technologies like <strong>Docker</strong> and <strong>Kubernetes</strong> are shown as popular solutions for container orchestration.</li> <li><strong>Environment Management Packages: </strong>the top right section focuses on tools for managing software dependencies and environments. <strong>renv</strong> (for R) and <strong>Conda</strong> (for Python and other languages) are highlighted as key tools for creating reproducible research environments.</li> <li>Cloud Platforms: the bottom right section features various cloud-based platforms that facilitate reproducible research by providing scalable and shareable computational environments. Platforms include <strong>Google Colab</strong>, <strong>Posit Cloud</strong>, JupyterHub, <strong>Binder</strong>, Nextjournal, OpenShift, and <strong>Code Ocean</strong>.</li> </ol> <p>Together, these solutions provide a robust framework for ensuring that empirical research can be reliably reproduced and validated by others, addressing the challenges of dependency management, environment consistency, and computational resource availability.</p>
BRAIN Journal-Brain-Like Artificial Intelligence for Automation-Figure 19. AnyLogic Implementation of Decision-Making Architechture in an Virtual Autonomous Agent Environment
<p>Figure 19 shows a screenshot of the test implementation. The picture in the middle shows the modules and interfaces<br> of the decision-making architecture which were realized by so-called “active objects” and “ports”.<br> On the left side, the implemented modules are listed. In the right lower corner of the figure, the<br> agents and the virtual environment are displayed. The environment comprises different “objects”<br> (food sources, obstacles, predators, other agents, etc.). In order to survive, the agents have to access<br> food sources. However, the accessing of food sources bears difficulties and risks.</p>
Prototyping 3D Virtual Learning Environments with X3D-based Content and Visualization Tools-Figure 10. Room model generated with Autodesk 123D Catch - the 3D model (screen capture from GLC Player)
<p>Structure from motion was used for rapid modeling of a small room with all its objects. Two files were generated, a Wavefront obj and mtl (corresponding to the texture). The 3D model was post-processed with MeshLab, during which several filters were applied to clean up the model. The mesh model was also connected with the scanned model, by choosing at least 4 connection points. The 2D and 3D results are shown in Figures 9, 10. A post-processing could also be performed using the Autodesk 123D Catch web application.</p>
Prototyping 3D Virtual Learning Environments with X3D-based Content and Visualization Tools-Figure 2. The model of the 3D virtual campus - details from the building interior (3D modeling by Marius Hodea)
<p>The processing workflow for 3D modeling and design for a 3DVLE represents a time- consuming stage in the overall pipeline production. One reason is that a range of technologies and tools are typically used. In (Cudworth 2014) a 3-week period is indicated for experienced users to perform the 3D modeling of a virtual space. In our case, a 3-month work was needed for designing a working model of a 3D virtual campus (see Figure 1 and Figure 2 for final results).</p>
Prototyping 3D Virtual Learning Environments with X3D-based Content and Visualization Tools-Figure 1. The model of the 3D virtual campus - an outdoor view (3D modeling by Marius Hodea)
<p>The processing workflow for 3D modeling and design for a 3DVLE represents a time- consuming stage in the overall pipeline production. One reason is that a range of technologies and tools are typically used. In (Cudworth 2014) a 3-week period is indicated for experienced users to perform the 3D modeling of a virtual space. In our case, a 3-month work was needed for designing a working model of a 3D virtual campus (see Figure 1 and Figure 2 for final results).</p>
Prototyping 3D Virtual Learning Environments with X3D-based Content and Visualization Tools-Figure 9. Room model generated with Autodesk 123D Catch - the 2D model
<p>Structure from motion was used for rapid modeling of a small room with all its objects. Two files were generated, a Wavefront obj and mtl (corresponding to the texture). The 3D model was post-processed with MeshLab, during which several filters were applied to clean up the model. The mesh model was also connected with the scanned model, by choosing at least 4 connection points. The 2D and 3D results are shown in Figures 9, 10. A post-processing could also be performed using the Autodesk 123D Catch web application.</p>
Prototyping 3D Virtual Learning Environments with X3D-based Content and Visualization Tools-Figure 8. The 3D model of the faculty building in a HTML page
<p>The pipeline processing was the following: a) the 3D model from Sketchup was saved as a Collada file; b) this file has been imported in MeshLab (MESHLAB 2017) and converted to VRML97 format (wrl); c) aopt utility was used to convert wrl files to X3D and HTML5 files. The model was visualized in the OpenSim virtual world setting using an external browser (Figure 8).</p>
Prototyping 3D Virtual Learning Environments with X3D-based Content and Visualization Tools-Figure 5. Iteration of the 3D modeling of the virtual faculty building (3D modeling by Marius Hodea)
<p>For our research, several iterations and methods were employed for the 3D design of an online campus. Different virtual models of a faculty building (see Figures 4,5) were designed and finally a virtual model of a 3D campus comprising a simplified 3-story faculty building (Figure 6) was created. The objective was the optimization of the 3D model and the demonstration of the desired functionalities. For these purposes two 3D modeling and post-processing software were used, i.e. 3DSMax and Trimble Sketchup. The model of the building resulted in 5962 vertices and 4528 faces. The textures and illumination were applied using OpenSim’s in-world tools. Furniture objects (tables, chair, computer monitors) were taken from the Google 3D Warehouse, distributed and shared under Trimble General Model License.</p>
Prototyping 3D Virtual Learning Environments with X3D-based Content and Visualization Tools-Figure 12. Diagram of the proposed working methodology
<p>The chart below (Figure 12) summarizes the workflow recommended for the implementation of a prototype of a 3D online campus.</p>
Prototyping 3D Virtual Learning Environments with X3D-based Content and Visualization Tools-Figure 11. Online accessible repository of digital data on cultural heritage with X3D models (STARC Web Repository, 2017, © Copyright 2017, STARC, Cyprus Institute. Used with permission)
<p>Prototyping can also include the development of toolkits for automatic content generation simulator, but in the case of an architectural environment, the components are too complex to be automatically generated. Furniture elements or the learning artifacts (i.e. content created by learners) can be converted to be viewed in X3D compatible browsers or included in online galleries (Figure 11). After functional and 3D content prototyping, certain components of the virtual campus can be easily modified and adapted as needed.</p>
Prototyping 3D Virtual Learning Environments with X3D-based Content and Visualization Tools-Figure 3. The graphic stack of X3DOM (Havele 2011)
<p>The current release of X3DOM supports native implementations (iOS8, Chrome, and Firefox for Android), with fallback to WebGL API, and partially to X3D/SAI plugins (INSTANTREALITY 2017). X3DOM is above WebGL, OpenGL and DirectX, and subsequently has less complexity (in Figure 3 is shown the graphical stack). Integrated into the HTML DOM, X3DOM allows web programmers to continue their experience, based on known web technologies such as CSS, Java Script, JQuery or Ajax. Standard technologies can streamline a VR or AR application development, by hiding the low-level complex tasks, and allow the access to device sensors and video camera via high-level API functions. X3DOM supports embedded X3D-XML files references using inline nodes, i.e. an X3D- XML file can reference other X3D-XML files and build a hierarchy of assets (X3DOM 2017) which can be loaded in the background with a higher throughput.</p>
Prototyping 3D Virtual Learning Environments with X3D-based Content and Visualization Tools-Figure 6. The first implementation of the virtual campus (OpenSim import of the 3D model)
<p>For our research, several iterations and methods were employed for the 3D design of an online campus. Different virtual models of a faculty building (see Figures 4,5) were designed and finally a virtual model of a 3D campus comprising a simplified 3-story faculty building (Figure 6) was created. The objective was the optimization of the 3D model and the demonstration of the desired functionalities. For these purposes two 3D modeling and post-processing software were used, i.e. 3DSMax and Trimble Sketchup. The model of the building resulted in 5962 vertices and 4528 faces. The textures and illumination were applied using OpenSim’s in-world tools. Furniture objects (tables, chair, computer monitors) were taken from the Google 3D Warehouse, distributed and shared under Trimble General Model License.</p>
Prototyping 3D Virtual Learning Environments with X3D-based Content and Visualization Tools-Figure 7. The HTML source (partial) code, integrating the X3D model
<p>To integrate the model into a web page, a model conversion to X3D format and an X3DOM output under the form of an HTML5 encoded webpage (Figure 7) were needed. Instant Reality distribution provides a command line transcoding tool, named Avalon Optimizer (aopt), that was used to convert a VRML format (wrl extension) of the model to X3D. </p>
ScienceDex guides
Understand access before you commit
These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
Allen Brain Atlas
Allen Brain Atlas is an Allen Institute collection of brain map atlases, datasets, APIs, and analysis tools covering mouse, human, and non-human primate brain resources.
Annotated Behaviour and Observability Dataset (ABODe)
ABODe is a University of Edinburgh DataShare dataset for behavior classification in group-housed mice using home-cage video, identities, bounding boxes, ground-plate positions, and annotator labels.
DANDI Archive for NWB datasets
DANDI is a BRAIN Initiative archive for publishing and sharing neurophysiology data, including electrophysiology, optophysiology, and behavioral data packaged as NWB and related standards.
International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.