| CODE | DGA2018 | ||||||||||||
| TITLE | Immersive Experience Design | ||||||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 5 | ||||||||||||
| ECTS CREDITS | 8 | ||||||||||||
| DEPARTMENT | Digital Arts | ||||||||||||
| DESCRIPTION | Augmented and Virtual Reality (XR), are fast developing areas with several potential industry applications beyond entertainment. Existing XR technology already has a proven track record of application in various industries such as manufacturing, education, health, forensics and research amongst a number of others. Recent improvements in accessibility of hardware and software are encouraging further exploration in an emerging technology that has the potential to displace several other contemporary technologies, and conceivably, even personal possessions. Existing digital media distribution channels have already reduced the need for personal ownership of data storage devices like Compact Discs, DVDs etc. Likewise smart devices have reduced the need for dedicated single use technologies such as cameras, music players etc. XR devices have the potential to increase this trend exponentially, eliminating the need for screens, certain physical possessions and even physical proximity. Immersive Experience Design will introduce students to mixed reality technologies covering both technical and experiential design considerations. The study-unit encourages students to familiarise themselves with the technology, to learn, research and explore existing and future opportunities in Virtual Realty, Augmented Reality and other Mixed Reality Media. The study-unit will give a historical perspective on the evolution of related technologies such as displays for VR, AR and MR, motion tracking, user interface, experience design, haptic devices and 3D capture devices together with various use-cases from various industries. This will allow students to compare and experience the variety of implementations such as the Cave Automatic Virtual Environment (CAVE) and head mounted displays. Besides using traditional 3D model creation techniques covered in other study-units, students will also learn how to create and work with content using 360 video, Photogrammetry and Point Cloud Data. As part of their assessment students will research, create and implement various relevant projects allowing them to have both theoretical and practical experience. Study-Unit Aims: - To give a historical overview of XR technology and use cases; - To inspire ideas for future application of XR technology; - To help students understand the human element in XR as well as its physiological and psychological impact; - To provide students with a range of opportunities in a growing Digital Arts field. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Recognize and use different XR technologies; - Describe the application and potential use-cases of related technologies; - Analyze and critically evaluate immersion experiences; - Describe 3D data capture techniques; - Discuss existing practical applications in industry; - Critique interface design in XR environments; - Identify ethical considerations in XR applications; - Recognize the physiological and psychological factors in XR experiences. 2. Skills: By the end of the study-unit the student will be able to: - Demonstrate the ability to film, edit and set-up 360 video; - Demonstrate the ability to photograph real objects/scenes and use the images to create 3D objects from photos (Photogrammetry); - Use various software and techniques to manipulate captured 3D data like Point Clouds; - Create interactive XR experiences; - Operate controls and collision triggers in a 3D environment. Main Text/s and any supplementary readings: Main Texts: - Bailenson, J. (2019). Experience on Demand: What Virtual Reality Is, How It Works, and What It Can Do, W. W. Norton & Company. - Calleja, G. (2011).In-Game: From Immersion to Incorporation, MIT Press. - Fictum, C. (2016). VR UX: Learn VR UX, Storytelling & Design, CreateSpace Independent Publishing Platform. - Lanier, J. (2017). Dawn of the New Everything: Encounters with Reality and Virtual Reality, Henry Holt and Co. - LaValle, S.M. (2016). Virtual Reality. Supplementary Readings: - Bucher, J. (2017). Storytelling for Virtual Reality, Routledge. - Isbister, K. (2017). How Games Move Us (Playful Thinking): Emotion by Design, MIT Press. - Swink. S. (2008). Game Feel: A Game Designer's Guide to Virtual Sensation, Routledge. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Fabrizio Cali |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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