David C. Gross

Bio: David C. Gross is an academic researcher from University of Central Florida. The author has contributed to research in topics: Affordance & Systems development life cycle. The author has an hindex of 4, co-authored 5 publications receiving 515 citations.

Managing domain-specific, product-line development

Abstract: Of the various software reuse initiatives, the most promising are those that recognize that reuse is a design characteristic that must be planned for, reusability is not an inherent property of software. One such initiative is product-line development, which seeks to achieve reuse across a domain, or family, of systems. We used product-line development on a demonstration project to develop real-time training systems for flight crews. The $14 million demonstration project revealed that product-line development requires a mature process and a sophisticated support environment.

Evoking affordances in virtual environments via sensory-stimuli substitution

Abstract: Artifacts in an environment afford to their observers utility and function directly through specific object characteristics (e.g., mediums, surfaces, substances). Virtual environments (VEs) similarly seek to afford specific utility to their users, whether it is for training, education, or entertainment, thus it seems natural to consider basing VE designs on affordances. Such affordance-based design should yield significant benefits by providing designs that behave in more understandable and intuitive manners. These designs should be easier to learn, adapt better to user tasks, and frustrate users less by allowing use of the same skills acquired via real-world interactions. In order to realize affordance-based VE designs, the types of appropriate affordances and means of realizing these affordances must be identified. Currently, however, affordances lack a theoretical and operational basis for such application. The present paper suggests functions that affordances should support and provides a conceptual model for realizing affordances based on sensory-stimuli-substitution schemes.

Affordances in the design of virtual environments

Abstract: Human-computer interaction design principles largely focus on static representations and have yet to fully incorporate theories of perception appropriate for the dynamic multimodal interactions inherent to virtual environment (VE) interaction. Theories of direct perception, in particular affordance theory, may prove particularly relevant to enhancing VE interaction design. The present research constructs a conceptual model of how affordances are realized in the natural world and how lack of sensory stimuli may lead to realization failures in virtual environments. Implications of the model were empirically investigated by examining three affordances: passability, catchability, and flyability. The experimental design involved four factors for each of the three affordances and was implemented as a 2IV4−1 fractional factorial design. The results demonstrated that providing affording cues led to behavior closely in-line with real-world behavior. More specifically, when given affording cues participants tended to rotate their virtual bodies when entering narrow passageways, accurately, judge balls as catchable, and fly when conditions warranted it. The results support the conceptual model and demonstrate (1) that substituting designed cues via sensory stimuli in available sensory modalities for absent or impoverished modalities may enable the perception of affordances in VEs; (2) that sensory stimuli substitutions provide potential approaches for enabling the perception of affordances in a VE which in the real world are cross-modal; and (3) that affordances relating to specific action capabilities may be enabled by designed sensory stimuli. This research lays an empirical foundation for a science of VE design based on choosing and implementing design properties so as to evoke targeted user behavior.

Domain-specific languages: an annotated bibliography

Abstract: We survey the literature available on the topic of domain-specific languages as used for the construction and maintenance of software systems. We list a selection of 75 key publications in the area, and provide a summary for each of the papers. Moreover, we discuss terminology, risks and benefits, example domain-specific languages, design methodologies, and implementation techniques.

Vergence-accommodation conflicts hinder visual performance and cause visual fatigue.

Abstract: Three-dimensional (3D) displays have become important for many applications including vision research, operation of remote devices, medical imaging, surgical training, scientific visualization, virtual prototyping, and more. In many of these applications, it is important for the graphic image to create a faithful impression of the 3D structure of the portrayed object or scene. Unfortunately, 3D displays often yield distortions in perceived 3D structure compared with the percepts of the real scenes the displays depict. A likely cause of such distortions is the fact that computer displays present images on one surface. Thus, focus cues-accommodation and blur in the retinal image-specify the depth of the display rather than the depths in the depicted scene. Additionally, the uncoupling of vergence and accommodation required by 3D displays frequently reduces one's ability to fuse the binocular stimulus and causes discomfort and fatigue for the viewer. We have developed a novel 3D display that presents focus cues that are correct or nearly correct for the depicted scene. We used this display to evaluate the influence of focus cues on perceptual distortions, fusion failures, and fatigue. We show that when focus cues are correct or nearly correct, (1) the time required to identify a stereoscopic stimulus is reduced, (2) stereoacuity in a time-limited task is increased, (3) distortions in perceived depth are reduced, and (4) viewer fatigue and discomfort are reduced. We discuss the implications of this work for vision research and the design and use of displays.

Immersive interfaces for engagement and learning.

Abstract: Immersion is the subjective impression that one is participating in a comprehensive, realistic experience. Interactive media now enable various degrees of digital immersion. The more a virtual immersive experience is based on design strategies that combine actional, symbolic, and sensory factors, the greater the participant's suspension of disbelief that she or he is "inside" a digitally enhanced setting. Studies have shown that immersion in a digital environment can enhance education in at least three ways: by allowing multiple perspectives, situated learning, and transfer. Further studies are needed on the capabilities of immersive media for learning, on the instructional designs best suited to each type of immersive medium, and on the learning strengths and preferences these media develop in users.