Augmented, Mixed and Virtual Reality (4716) |
| Credits: 4,0 | | Study load hours: 108 | Period: semester 1 (4sp)  |
| Language of instruction: English |
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The student is familiar with fundamental concepts such as the graphics rendering pipeline, coordinate systems, and transformations. The student is able to use programming languages and related software tools and libraries to develop solutions, such as OpenCV and Unity.
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This course introduces students to the reality-virtuality continuum, including augmented reality (AR), virtual reality (VR) and mixed reality (MR), ranging from integrating digital information or virtual objects into the physical world to immersing a user in an immersive virtual world. Some of the topics covered (in a non-binding list): - applications, opportunities and challenges within different domains;
- hardware, concepts and methods regarding I/O, rendering, tracking, capturing;
- perception, modalities (including visual, auditory, kinesthetic), multimodal user interfaces;
- interaction (e.g., navigation, selection, manipulation, system control), usability, accessibility, interaction design;
- guidelines, technologies and tools for designing, implementing and evaluating such applications and user interfaces.
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| Compulsory course material |
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Slides and other course materials are made available through the electronic learning environment and/or distributed during class. |
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| Recommended reading |
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3D User Interfaces: Theory and Practice, Joseph J. LaViola Jr., Ernst Kruijff, Doug A. Bowman, Ivan Poupyrev en Ryan P. McMahan, 2nd edition, Addison-Wesley, ISBN 9780134034461, e-book. |
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| Mandatory software |
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Unity (latest version), Python (version > 3), and OpenCV (version > 4). All this software is freely available. Links and instructions are provided in the course material. |
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Application Lecture ✔
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Discussion/debate ✔
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Group work ✔
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Porfolio ✔
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Presentation ✔
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Semester 1 (4,00sp)
| Evaluation method | |
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| Written evaluation during teaching period | 60 % |
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| Transfer of partial marks within the academic year | Yes, with condition |
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| Conditions transfer of partial marks within the academic year | from 12/20 |
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| Oral exam | 40 % |
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| Transfer of partial marks within the academic year | Yes, with condition |
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| Conditions transfer of partial marks within the academic year | from 10/20 |
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| Use of study material during evaluation | ✔ |
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| Explanation (English) | The provided course materials may be used during the oral examination. |
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| Additional information | For specific guidelines and consequences regarding the use of AI, please consult the electronic learning environment. |
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Second examination period
| Evaluation second examination opportunity different from first examination opprt | |
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Learning outcomes | EC = learning outcomes DC = partial outcomes BC = evaluation criteria |
Master of Teaching in Sciences and Technology
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- EC
| 5.2 The Educational Master in Science and Technology as a domain expert: the Educational Master has specialised knowledge of and insight into subject didactics and is able to creatively design, plan, and implement these within an educational context, particularly as part of a methodologically structured and project-based sequence within a multidisciplinary STEM project with a strong research and/or innovation component. | - EC
| 5.3 The Educational Master in Science and Technology as a domain expert: the Educational Master has advanced or specialised knowledge of the principles, structure, and technologies of various industrial processes and techniques relevant to subject didactics, and is able to independently identify, critically analyse, and methodically solve complex, multidisciplinary, unfamiliar, practice-oriented design or optimisation problems, taking into account application, material selection, automation, safety, environment, and sustainability, while recognising practical constraints and current technological developments. |
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Master of Software Systems Engineering Technology
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- EC
| EC1 – The Master of Software Engineering Technology can communicate adequately, cooperate effectively, and take into account the sustainable, economic, ethical, social and/or international context and (s)he is aware of the impact on the environment in all aspects of his/her professional thought-process and agency. (S)he displays an appropriate engineering attitude, including continuous attention to the development of his/her professional competencies --. [people, data literacy and essential software skills]. | | | - DC
| DC-M9 - can communicate in oral and in written (also graphical) form. | | | | - BC
| The student is able to present, demonstrate, and defend the delivered work orally (in a discussion format).
The student is able to document and report the delivered work in writing, using correct technical terminology. | | | - DC
| DC-M10 - can function constructively and responsibly as member of a (multidisciplinary) team. | | | | - BC
| The student is able to carry out the AR/MR/VR development process as part of a team. | | | - DC
| DC-M12 - shows a suitable engineering attitude. | | | | - BC
| The student is able to work in an iterative and incremental, exploratory, and results-oriented manner. | - EC
| EC6 - The Master of Software Engineering Technology masters the necessary sets of specialised knowledge and skills regarding generic abstraction techniques such as virtualization and containerization in order to utilise the underlying hardware and software systems in a secure, protected, and efficient way. [virtualized world] | | | - DC
| DC-M1 - has knowledge of the basic concepts, structures and coherence. | | | | - BC
| The student knows the proposed AR/MR/VR-related concepts, technologies, and tools, as well as their characteristics and applications.
The student knows the AR/MR/VR development process and the proposed design guidelines and principles related to interaction design and usability. | | | - DC
| DC-M2 - has insight in the basic concepts and methods.
| | | | - BC
| The student understands the AR/MR/VR-related concepts, technologies, and tools, and is able to explain their functioning and characteristics in their own words.
The student understands the importance of design guidelines and principles related to interaction design and usability, and when, how, and why to apply them. | | | - DC
| DC-M3 - can recognize problems, plan activities and perform accordingly.
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| The student is able to independently and exploratively work on an AR/MR/VR problem following an iterative and incremental plan. | | | - DC
| DC-M4 - can gather, measure or obtain information and refer to it correctly.
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| The student is able to independently search for and explore AR/MR/VR-related concepts, technologies, and tools.
The student is able to collect and process qualitative and quantitative data on an AR/MR/VR solution. | | | - DC
| DC-M5 - can analyze problems, logically structure and interpret them.
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| The student is able to derive the functional and non-functional requirements for an AR/MR/VR solution from a problem description.
The student is able to analyze how a suitable AR/MR/VR solution can be designed, implemented, and evaluated. | | | - DC
| DC-M6 - can select methods and make calculated choices to solve problems or design solutions.
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| The student is able to design a suitable interactive AR/MR/VR solution, including appropriate concepts, technologies, and tools.
The student is able to make well-founded choices and weigh alternatives based on relevant criteria, design guidelines, and principles. | | | - DC
| DC-M7 - can use selected methods and tools to implement solutions and designs.
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| The student is able to apply the necessary AR/MR/VR-related concepts, technologies, and tools to implement a suitable solution. | | | - DC
| DC-M8 - can evaluate knowledge and skills critically to adjust own reasoning and course of action accordingly. | | | | - BC
| The student is able to critically reflect on the delivered work, in particular on the strengths, weaknesses, and impact of an AR/MR/VR solution.
The student is able to refine an AR/MR/VR solution based on critical reflection, qualitative and quantitative data, and feedback. |
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Master of Electronics and ICT Engineering Technology
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- EC
| EC1 - The holder of the degree thinks and acts professionally with an appropriate engineering attitude and continuous focus on personal development, adequately communicates, effectively cooperates, takes into account the sustainable, economical, ethical, social and/or international context and is hereby aware of the impact on the environment. | | | - DC
| DC-M9 - can communicate in oral and in written (also graphical) form. | | | | - BC
| The student is able to present, demonstrate, and defend the delivered work orally (in a discussion format).
The student is able to document and report the delivered work in writing, using correct technical terminology. | | | - DC
| DC-M10 -can function constructively and responsibly as member of a (multidisciplinary) team. | | | | - BC
| The student is able to carry out the AR/MR/VR development process as part of a team. | | | - DC
| DC-M12 - shows a suitable engineering attitude. | | | | - BC
| The student is able to work in an iterative and incremental, exploratory, and results-oriented manner. | - EC
| EC7 - The holder of the degree has specialist knowledge of and insight in principles and applications within the domains of computer technology and algorithms of programming languages, in which he/she can initiate, plan, critically analyse and create solid solutions with eye for data processing and implementation, with the help of simulation techniques or advanced tools, while being aware of potential mistakes, practical constraints and with attention to the topical technological developments. | | | - DC
| DC-M1 - has knowledge of the basic concepts, structures and coherence. | | | | - BC
| The student knows the proposed AR/MR/VR-related concepts, technologies, and tools, as well as their characteristics and applications.
The student knows the AR/MR/VR development process and the proposed design guidelines and principles related to interaction design and usability. | | | - DC
| DC-M2 - has insight in the basic concepts and methods. | | | | - BC
| The student understands the AR/MR/VR-related concepts, technologies, and tools, and is able to explain their functioning and characteristics in their own words.
The student understands the importance of design guidelines and principles related to interaction design and usability, and when, how, and why to apply them. | | | - DC
| DC-M3 - can recognize problems, plan activities and perform accordingly. | | | | - BC
| The student is able to independently and exploratively work on an AR/MR/VR problem following an iterative and incremental plan. | | | - DC
| DC-M4 - can gather, measure or obtain information and refer to it correctly. | | | | - BC
| The student is able to independently search for and explore AR/MR/VR-related concepts, technologies, and tools.
The student is able to collect and process qualitative and quantitative data on an AR/MR/VR solution. | | | - DC
| DC-M5 - can analyze problems, logically structure and interpret them. | | | | - BC
| The student is able to derive the functional and non-functional requirements for an AR/MR/VR solution from a problem description.
The student is able to analyze how a suitable AR/MR/VR solution can be designed, implemented, and evaluated. | | | - DC
| DC-M6 - can select methods and make calculated choices to solve problems or design solutions. | | | | - BC
| The student is able to design a suitable interactive AR/MR/VR solution, including appropriate concepts, technologies, and tools.
The student is able to make well-founded choices and weigh alternatives based on relevant criteria, design guidelines, and principles. | | | - DC
| DC-M7 - can use selected methods and tools to implement solutions and designs. | | | | - BC
| The student is able to apply the necessary AR/MR/VR-related concepts, technologies, and tools to implement a suitable solution. | | | - DC
| DC-M8 - can evaluate knowledge and skills critically to adjust own reasoning and course of action accordingly. | | | | - BC
| The student is able to critically reflect on the delivered work, in particular on the strengths, weaknesses, and impact of an AR/MR/VR solution.
The student is able to refine an AR/MR/VR solution based on critical reflection, qualitative and quantitative data, and feedback. |
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| Included in these programmes | Tolerance3 |
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Exchange Programme Engineering Technology
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Y
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Master of Computer Science choice
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Y
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Master of Electronics and ICT Engineering Technology: verbreding
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Y
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Master of Software Systems Engineering Technology
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Y
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Master of Teaching in Sciences and Technology - Engineering and Technology choice for subject didactics engineering & technology
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Y
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1 Education, Examination and Legal Position Regulations art.12.2, section 2. |
| 2 Education, Examination and Legal Position Regulations art.15.1, section 3. |
3 Education, Examination and Legal Position Regulations art.16.9, section 2.
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