This is a virtual tour of Darien, Georgia. The tour includes historic environmental data, predicted sea level rise, resident narratives, and other aspects of the landscape that you otherwise could not see without the affordances of virtual reality. The user is equip with a microphone to interview resident avatars; allowing them to play the role of interviewer or investigator. Secondly, the user is equip with a camera that takes 'actual' printed photos. Upon completing the tour the user is asked to take a survey regarding environmental threats to this coastal town. They are also encouraged to take pictures of places they consider aesthetically pleasing in a research effort to identify aspects of the landscape that people value as 'scenice'. The technical accomplishments of this app are a procedurally generated town, a functional virtual camera, a background data log, networking, and haptic responses. The goal of the project is to provide a research tool for environmental planners and communicators that cannot access places across time and place; as virtual reality can provide.

This social VR project was created to facilitate Dr. Ahn’s research (Grady College) regarding human interaction in virtual environments. Specifically, it is meant to be a sort of “first date simulator,” wherein two participants- represented by identical avatars- meet in a nondescript environment.

Statics is the branch of mechanics concerned with bodies at rest and forces in equilibrium. Many of the concepts related to Statics are hard for students to visualize and comprehend. We have taken the task of creating a Virtual Reality program that will help improve students’ comprehension of specified Statics concepts. Our group has created five modules that will help the user visualize and understand several Statics concepts. The first module that we created was Rotations Produced by Forces in 3D. In this module, the user picks up a cube and “slides” it onto one of the axes of the XYZ coordinate plane. The user can then hit the cube and it will rotate in the direction that the force was applied. A moment vector then appears at the end of the corresponding axis and shows the direction of rotation. The next module that we created was the Orthogonal Vector Components in 3D. This module allows the user to grab a vector and rotate it around the origin of the XYZ coordinate plane using the controller. The X, Y, and Z vector components are also updated based on the direction and magnitude of the vector. The third module that we completed was the Cross Product Depiction in 3D. The user is given 2 arbitrary vectors, and once the tails of the two vectors touch, a vector is created that is a cross-product of the original 2 vectors. The next module created was the Coordinate Direction Angles and Vector Components. This module allows a user to grab a vector and rotate it around the origin of the XYZ coordinate plane. The angles from the vector to each of the axes are shown and updated as the vector is rotated. The last module that we created was Rotations Produced by Moment Vectors in 3D. In this module, a user can create a moment vector and then apply it to a cube. The cube will then show the rotation corresponding to the moment vector applied to it. With the use of these five modules, we hope to improve students’ understanding of Statics concepts.

Mass Transfer problems are most commonly shown via 2D graphs and charts. These are usually difficult to understand visually and are not the best to help understand the material. Being able to experience these exercises in VR allows the student to engage the problem and interact with the parameters in real-time. This enables students to understand the subject matter intuitively and take the knowledge to the real world more easily.

The objective has been to develop a solution within a head mounted display (also referred to as HMD) to track and record where users are looking not only at that particular moment but also how often and how long they are focused on a point for a period of time. We also developed a way to extend the technology’s use for potential training/testing purposes such as a pilot's reaction speed while in flight. While we can easily track and see the general area where users are looking, we wanted to go further and get more accurate locations on where users are looking. We accomplished this with the implementation of eye tracking inside of a head mounted display. This allows for users to be in a realistic simulated environment where everything they subconsciously look at is recorded. The users do not need to remember specific details about their experience, which potentially leads to less bias in what the user remembers.

The purpose of this project is to give students the opportunity to practice using land surveying equipment. Using this equipment can be a struggle for most students, so this virtual world is a great practice environment that eliminates the anxiety that normally comes with real-world use. Real-world land surveying is also time consuming, with surveyors having to move from place to place often. Our virtual world minimizes this travel time using teleportation. Land surveyors use specific equipment to make measurements that aid in general construction. Such construction encompasses roads, railways, bridges, buildings, and much more. The key surveying equipment includes total stations, digital levels, and retroreflectors. Our virtual world utilizes this equipment along with a leveling rod for assisted measurement and a tripod to hold the total station and digital level. Students are able to take measurements alone or with others. Please enjoy experiencing terrestrial measurement in our virtual world!

Fake News VR is a first person virtual reality experience. In this experience, you control a fake news erasing superhero flying around the city ridding it of Fake news. With your trusty eraser you cleanse misleading news, changing the color based on which part of the news source you think is fake (Title, Author, or Content). Certain events will happen when you destroy news sources, such as buildings being destroyed by Tornadoes, or restoring broken buildings. We made this project for the Science Library to help teach students to analyze information and discern between trustworthy news and biased/untrustworthy news.

Our Surgeon Simulator - Cricothyroidotomy in VR is a tool that can be used by inexperienced doctors to practice certain procedures that are not commonly used. Cricothyroidotomy is a procedure that involves surgically inserting a tube into the patient’s throat to allow the patient to breathe in the event of an obstructed airway. This procedure, although relatively simple and associated with fewer complications, is not performed often. For doctors who are new to the field, the only effective way of training is to perform on an actual patient in a real life or death situation. Our simulator provides a way for these doctors to practice this procedure beforehand and familiarize themselves with each step of the procedure and all of the necessary tools. Our environment is set up to reflect that of an operating room, including a monitor to keep track of vitals, tools that the user can interact with, and a model of the patient to practice on. We also include sound such as the heart rate monitor to simulate the operating environment, and voice command to spawn necessary tools to allow the user to focus on the surgical area, much like in a real operation. There are currently two modes that can be used. The tutorial mode walks the user through each step of the process, with guided tool selection and instructions on how to use the simulator. The free-play mode features the same steps but without guidelines on how to proceed, allowing the user to make their own decisions and potentially make mistakes that may result in failure to complete the procedure.

Problems in statics can be difficult to model on paper, and that can make them more challenging for students to understand conceptually. Even students who do well with a 2D rendering of a problem may fail to immediately make the connection to the real world. We offer a solution using virtual reality. We have modeled three rigid body equilibrium problems: a small-scale ‘2D’ problem, a small-scale ‘3D’ problem, and a large-scale problem. We provide the VR user with a few measuring tools and a few dynamically simulated supports to help the user gain deeper insight into these problems in a more immersive and accessible space. Our goal is that this prototype will assist students with their understanding of rigid body equilibrium and inspire exploration into modeling other problem spaces as well.