XR Studio HW01
1. What are your goals for this class?
I think the further form of game is AR, VR and XR, which provide more immersive experience. Therefore, the first goal is to know the basic knowledge and technique of creating an VR world. When 2D transferring to 3D, the whole thinking style and design logic change as well, so the second goal is to understand the relationship and differences of 3D and VR, discovering its new growing point and development direction. The last goal is to do some hands-on projects. Since my previous work and study experiences focused more on the WHAT and WHY problems, I feel nervous but also excited about dealing with the HOW problems.
2. What do you think will be the most challenging?
I think the most challenging part is understanding and producing ideas. I disagree to treat AR just as a tool functioning better than 3D, but a revolutionary invention which will change people’s life style, especially in an era of 5G. Through understanding that can I play to its strength thoroughly. Furthermore, I find it more difficult to design than to achieve. I hope there will be some cutting-edge examples introducing what we could achieve through the tools.
3. What are your suggestions for making a 15+ person project-based Zoom class a success?
First of all, I think it would be helpful to split the whole class into 3–4 groups. 4–5 people is a group size suitable for communication without burdens while retaining diversity. Secondly, an online community out of Canvas, such as Slack, would be more convenient for students to reach out to others, ask and answer questions, and construct a community. Lastly, I think students should take advantage of office hour and email to contact with professor, especially for people like me who prefer one-to-one conversation.
[Description of gameplay]
Game 01
I designed a Bounce the Ball Game in three dimensions. Due to lack of control knowledge, I used four Planes as a demonstration and there should be only one Plane which can change position and angle in three-dimensional space in the real game. The Plane serves as the racket. The gameplay is: the player controls the position and angle of the racket to prevent the ball from landing.
Game 02
The second game is a table tennis simulation game. Similarly, there is currently no mechanism for control. There is a block in the middle of the table, and the planes on both sides represent the racket respectively. Players can adjust the position and angle of the racket to play the game. I think we can continue to add the kinetic energy caused by the movement of the racket, the rotation of the racket (chop) and other conditions close to reality.
Q: When I tried to represent the racket with a cylinder element, I found that when the y-axis is less than 1, the top of the cylinder becomes spherical. Besides expanding all the proportions, is there any other way to solve this problem?
