Game Development Reference
In-Depth Information
and if the purpose of the application is to simulate certain aspects of the real world (this
does not apply when the purpose of the application is to create a symbolic or imaginary
world). For example, does the training given to the SNCF driving crew become more
effective if given in a virtual environment than in a real world? Does the consumer
behave in the same manner in a virtual shop and in a real shop? The designers must
find the most pertinent method of assessment for each application.
2.5 EXAMPLES OF DESIGNING AND ASSESSING AVIRTUAL
REALITY ENVIRONMENT
2.5.1 Virtual shop for experimentation
2.5.1.1 Introduction
IN VIVO conducts studies for big retail businesses to predict whether their new prod-
ucts will be successful in the market. It recreates “dummy'', but real supermarkets
with different shelves and some of them contain the new products to be tested. The
consumers are requested to do their shopping from a list of products. Their choices
and behaviours are analysed when they shop and then by a personal interview. This
company contacted the Robotics Centre of the École des mines de Paris and SIMTEAM
to design and create a virtual shop for experimentation.
2.5.1.2 Analysis of the problem based on our general diagram of VR
At the level of functional I 2 , using the device, a person should be able to do his shopping
naturally , the way it is done at IN VIVO, with the same approach but now in a virtual
shop. The system should recreate a supermarket in a realistic manner. The consumer
should be able to go about between the aisles, stop in front of any shelf he wants and
select one or more products. The shelves must be displayed with a resolution of very
high quality because it is necessary to be able to read the printed text and test the
aesthetic aspect of the product's packing. The desired functional I 2 can be summarised
as follows: Enabling a person to choose a product from other products on a shelf after
observing them freely. It does not include testing the layout and organisation of the
shop, the convenience in shopping, the signs put up in the shop, etc. By scrutinizing
different VBPs in the virtual shop, we can classify them in the following manner:
1
The three fundamental VBPs are:
Observing a product;
Three-dimensional handling and spatial orientation of a product (6DOF) and
Observing the products on a shelf.
The consumer should be able to perform these three VBPs easily and the visual aspect
of the product should be extremely close to reality.
2
The rest of the VBPs are secondary. They do not need to be simulated perfectly
because they are not the subject of the study (outside the scope of the functional I 2 ).
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