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Davis, Elizabeth T.

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    Can Audio Enhance Visual Perception and Performance in a Virtual Environment?
    (Georgia Institute of Technology, 1999) Davis, Elizabeth T. ; Scott, Kevin ; Pair, Jarrell ; Hodges, Larry F. ; Oliverio, James
    Does the addition of audio enhance visual perception and performance within a virtual environment? To address this issue we used both a questionnaire and an experimental test of the effect of audio on recall and recognition of visual objects within different rooms of a virtual environment. We tested 60 college-aged students who had normal visual acuity, color vision, and hearing. The between-participants factor was audio condition (none, low fidelity, and high fidelity). The questionnaire results showed that ambient sounds enhanced the sense of presence (or "being there") and the subjective 3D quality of the visual display, but not the subjective dynamic interaction with the display. We also showed that audio can enhance recall and recognition of visual objects and their spatial locations within the virtual environment. These results have implications for the design and use of virtual environments, where audio sometimes can be used to compensate for the quality of the visual display.
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    Geometric Considerations for Stereoscopic Virtual Environments
    (Georgia Institute of Technology, 1993) Hodges, Larry F. ; Davis, Elizabeth T.
    We examine the relationship between the different geometries implicit in a stereoscopic virtual environment. In particular, we examine in detail the relationship of retinal disparity, fixation point, binocular visual direction, and screen parallax. We introduce the concept of a volumetric spatial unit called a stereoscopic voxel. Due to the shape of stereoscopic voxels, apparent depth of points in space may be affected by their horizontal placement.
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    Anisotropies in Stereo Depth Thresholds of Spatial Patterns and the Stereo Aperture Problem
    (Georgia Institute of Technology, 1992) Davis, Elizabeth T. ; King, Robert A. ; Guenter, Brian K. ; Anoskey, Alana
    Does a pattern's orientation affect stereoacuity? Do vertical disparities play a role in stereopsis? Furthermore, is retinal disparity encoded by changes in spatial position or spatial phase? The latter implies a "stereo aperture problem" -- only disparities perpendicular to the pattern's orientation are encoded. We found stereoacuities are worse for oblique patterns than for vertical patterns, but are worse for horizontal patterns. Moreover, for oblique patterns (unlike vertical or horizontal patterns), vertical disparity can be as effective as horizontal disparity. Results for vertical and oblique patterns suggest spatial phase encoding of disparity. In contrast, results for horizontal patterns suggest spatial postition encoding of disparity.
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    The Graphics, Visualization, and Usability Center Brochure
    (Georgia Institute of Technology, 1991) Badre, Albert N. ; Berger, Marc ; Corso, Gregory M. ; Davis, Elizabeth T. ; Ezquerra, Norberto F. ; Foley, James D. ; Govindaraj, T. ; Guenter, Brian K. ; Hodges, Larry F. ; Hodges, Laurie Beth ; Hudson, Scott E. ; Lawton, Daryl T. ; Mitchell, C. M. (Christine M.) ; Morton, Joan C. ; Mynatt, Elizabeth D. ; Putnam, Bill ; Ribarsky, William ; Rodriguez, Walter ; Shonkwiler, Ronald W. ; Sinclair, Michael J. ; Stasko, John T. ; Sukaviriya, Piyawadee (Noi) ; Trauner, Mary ; Walker, Neff
    Graphics, Visualization, and Usability (GVU) is an interdisciplinary area which draws its intellectual foundations from Computer Science, Psychology, Industrial and Systems Engineering, and Computer Engineering, and which has application to any use of computers to graphically convey information to users. Typical applications are computer aided design, scientific and business data visualization, multimedia, computer-supported cooperative work, computer-based teaching, image understanding, medical imaging, and user interface design. The GVU Center has three missions: education, service, and research. In our educational role, we teach the principles and methods of computer graphics, visualization, and usability to members of the academic community ranging from undergraduate students to graduate students and faculty. Center members teach dozens of courses and seminars among the wide offering of relevant courses listed in Section F. A set of continuing education short courses (Section G) are provided to assist practitioners to stay abreast of current developments. Our service mission is carried out through the Scientific Visualization Lab, a joint undertaking with Information Technology (the campus-wide computer service), to provide state of the art computer graphics hardware and software capabilities to the entire Georgia Tech Community. Over 150 faculty, graduate students and staff use the visualization lab's facilities. Our research, described in Section B, spans the areas of realistic imagery, computer-supported collaborative work, algorithm animation, medical imaging, image understanding, scientific data visualization, animation, user interface software, usability, adaptive user interfaces, multimedia, stereo graphics, virtual environments, image quality, and expert systems in graphics and user interfaces. The twenty faculty and staff who are actively developing the lab's programs are drawn from Psychology, Mechanical Engineering, Office of Interdisciplinary Programs, Physics, Mathematics, Information Technology, and the College of Computing. An active seminar series and brown-bag lunches brings us together every week to discuss current research topics. By integrating these three missions together in a single unit, the Center is developing a highly interactive and collaborative environment where researchers unfamiliar with computer graphics can come for help in integrating scientific visualization into their research work, graphics experts and graduate students can share thier knowledge with one another and find new and interesting problems on which to work, and students can learn in a melting pot of closely-related ideas and collaborations between researchers from multiple disciplines. This intellectually-stimulating environment, complemented by over 40 workstations and other pieces of equipment and over 3000 square feet of newly-renovated lab space, provides a paradigm for the use of interactive computer graphics systems which will be necessary for engineering and scientific research in the 21st century.