UHP seminar 2025

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ARCH 3051 Spring semester

UHP. Extended Reality (XR) Technologies for Real-World Problem Solving

Call for UC Honors Students.

Ming Tang. Director, Extended Reality Lab. XR-Lab.  UC Digital Futures, Professor, College of DAAP, University of Cincinnati, Program Board, HCII VRMR, Board Member of AI in Research
Class Time: T. TH 12:30 pm – 1:50 PM: 4425 E. CGC Lab at DAAP
Office hours: T/TH 11:00 am-noon. Friday 11-noon on Teams

Course Description:

This seminar course delves into the practical applications of Extended Reality (XR) technologies to address real-world challenges, emphasizing the convergence of human-computer interaction (HCI) and immersive visualization tools such as Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR), and the metaverse. Students will create novel embodied experiences and explore human perception, emotion, and reaction through analysis. Through ideation and prototyping, the course provides a solid foundation in theoretical frameworks and hands-on skills essential for XR development. The course aims to leverage gamification for skill and knowledge acquisition and immersive storytelling to foster empathy. Additionally, students will gain experience with advanced VR technology at UC’s Digital Futures building, with opportunities to undertake individual or collaborative projects tackling global challenges, prioritizing innovation, empathy, and inclusivity.

Software: Unreal Engine. This course is designed for non-STEM students, with no prior programming or 3D modeling experience required. AI tools and digital assets will be provided to aid content creation. STEM students are also welcome and encouraged to further develop their programming and modeling skills through Unreal Engine.

Hardware: Oculus Quest 2, Quest 3, and Quest Pro.

Course Goals:

By the end of this course, students will have developed a strong foundation in XR theories and research methodologies, with core topics including:

  • Historical and Theoretical Foundations of XR: Understanding the evolution of XR within the contexts of digital innovation and inclusivity.
  • Project Development: Creating individual projects that address global challenges through XR applications. Past projects have explored areas such as immersive storytelling, drone delivery simulations, music visualization, medical training, and digital heritage preservation.
  • XR for Knowledge and Skill Acquisition: Recognizing the potential of XR to enhance technical and interpersonal skills.
  • Applications in Social Impact: Investigating the use of XR to address empathy, for example, PTSD, xenophobia, anxiety, mental health, and other pressing social issues.

Through experiential learning and reflective practices, students will demonstrate proficiency in key XR development skills, including:

  • Ideation and Concept Development: Using storyboarding and visualization techniques to develop concepts.
  • Content Creation with Generative AI: Leveraging AI tools to produce digital content.
  • VR Experience Design: Focusing on gamification to enhance learning outcomes.
  • Entrepreneurship in XR: Exploring business and innovation opportunities within the XR industry.

Required Text(s): None
Recommended Text(s): Selected online lectures and readings

Students are encouraged to explore XR products and publications throughout their research. These resources will serve as both inspiration and motivation. The instructor will support students in experimenting with techniques beyond the standard curriculum, fostering a deeper and more innovative engagement with XR

Weekly Schedule

Week Topic Skills Covered Deliverable
1 XR History and Theory Unreal UI, GitHub  
2 VR for Knowledge and Skill Acquisition Visualization  
3 Digital Assets Gen-AI, 3d assets library Concept
4 Storytelling UX & interactions  
5 Empathy & Inclusion    
6 Independent Work or Additional Topics    
7-15 Working Time   Prototype
16 Final Presentation   Final Presentation

Details for Each Week

  • Week 1: Introduction to the history and theory of XR. Students will gain foundational skills in Unreal Engine’s UI and GitHub for version control.
  • Week 2: Focus on using VR for skill acquisition. Students will develop visualization skills.
  • Week 3: Create digital assets using generative AI tools and a free 3D asset library. By the end of the week, students will submit a concept as the deliverable.
  • Week 4: Introduction to storytelling in VR. Focus on interactive design and user interface.
  • Week 5: Explore topics of empathy and inclusion within VR environments.
  • Week 6: Potentially a flex week for independent work or exploring additional topics based on student needs.
  • Weeks 7-15: Dedicated time for project work, where students will focus on developing their prototypes.
  • Week 16: Final presentations, where students showcase their completed projects.

2024 student projects

2025 student projects

 

Reading List

Daraiseh, N. M., Tang, M., Macaluso, M., Aeschbury, M., Bachtel, A., Nikolaenko, M., … Vaughn, A. (2025). Virtual Reality Training to De-escalate Patient Aggressive Behavior: A Pilot Study. International Journal of Human–Computer Interaction, 1–16. https://doi.org/10.1080/10447318.2025.2576635

Tang, Ming, Mikhail Nikolaenko, Ahmad Alrefai, and Aayush Kumar. 2025. “Metaverse and Digital Twins in the Age of AI and Extended Reality” Architecture 5, no. 2: 36. https://doi.org/10.3390/architecture5020036

Tang, Ming, Mikhail Nikolaenko, Evv Boerwinkle, Samuel Obafisoye, Aayush Kumar, Mohsen Rezayat, Sven Lehmann, and Tamara Lorenz. “Evaluation of the Effectiveness of Traditional Training vs. Immersive Training: A Case Study of Building Safety & Emergency Training.” Paper presented at the International Conference on eXtended Reality (XR SALENTO 2024), Lecce, Italy, September 4-9, 2024. The paper is published in the Springer Link proceeding book. 

Tang, M., Nored, J., Anthony, M., Eschmann, J., Williams, J., Dunseath, L. (2024). VR-Based Empathy Experience for Nonprofessional Caregiver Training. In: De Paolis, L.T., Arpaia, P., Sacco, M. (eds) Extended Reality. XR Salento 2024. Lecture Notes in Computer Science, vol 15028. Springer, Cham. https://doi.org/10.1007/978-3-031-71704-8_28 

Jong, Steffi de. “The Simulated Witness: Empathy and Embodiment in VR Experiences of Former Nazi Concentration and Extermination Camps.” History and Memory: Studies in Representation of the Past 35, no. 1 (March 22, 2023): COV4–COV4. https://muse.jhu.edu/pub/3/article/885269/pdf 

Yildirim, Caglar, and D. Fox Harrell. “On the Plane: A Roleplaying Game for Simulating Ingroup-Outgroup Biases in Virtual Reality.” In 2022 IEEE International Conference on Artificial Intelligence and Virtual Reality (AIVR), 207–9, 2022. https://doi.org/10.1109/AIVR56993.2022.00041.

Doyle, Denise. “Empathy VR and the BeAnotherLab Collective.” Virtual Creativity 10, no. 2 (December 1, 2020): 191–200. https://doi.org/10.1386/vcr_00032_1.

García-Betances, Rebeca I., María Teresa Arredondo Waldmeyer, Giuseppe Fico, and María Fernanda Cabrera-Umpiérrez. “A Succinct Overview of Virtual Reality Technology Use in Alzheimer’s Disease.” Frontiers in Aging Neuroscience 7 (May 12, 2015): 80. https://doi.org/10.3389/fnagi.2015.00080.

Gillespie, Ciaran. “Virtual Humanity—Access, Empathy and Objectivity in VR Film Making.” Global Society 34, no. 2 (April 2, 2020): 145–62. https://doi.org/10.1080/13600826.2019.1656173.

Ho-yin Lai, Frank. “Supporting People with Dementia and Their Caregivers’ Everyday Occupations through Home Hazard Identification and Virtual Reality-Based Training.” Alzheimer’s & Dementia 16, no. S6 (December 2020): e036163. https://doi.org/10.1002/alz.036163.

Mouri, Nene, Makoto Sasaki, Taichi Yagimaki, Marie Murakami, Kazuko Igari, and Keiichi Sasaki. “Development of a Training Simulator for Caregivers’ Toothbrushing Skill Using Virtual Reality.” Advanced Biomedical Engineering 12 (2023): 91–100. https://doi.org/10.14326/abe.12.91.

Russell, Vincent, Rachel Barry, and David Murphy. “HAVE Experience: An Investigation into VR Empathy for Panic Disorder.” In 2018 IEEE Games, Entertainment, Media Conference (GEM), 1–9, 2018. https://doi.org/10.1109/GEM.2018.8516461.

Salminen, Mikko, Simo Järvelä, Antti Ruonala, Ville J. Harjunen, Juho Hamari, Giulio Jacucci, and Niklas Ravaja. “Evoking Physiological Synchrony and Empathy Using Social VR With Biofeedback.” IEEE Transactions on Affective Computing 13, no. 2 (April 2022): 746–55. https://doi.org/10.1109/TAFFC.2019.2958657.

Trevena, Lee, Jeni Paay, and Rachael McDonald. “VR Interventions Aimed to Induce Empathy: A Scoping Review.” Virtual Reality 28, no. 2 (March 19, 2024): 80. https://doi.org/10.1007/s10055-024-00946-9.

Wang, Yanyun (Mia), Chen (Crystal) Chen, Michelle R Nelson, and Sela Sar. “Walk in My Shoes: How Perspective-Taking and VR Enhance Telepresence and Empathy in a Public Service Announcement for People Experiencing Homelessness.” New Media & Society 26, no. 7 (July 1, 2024): 3931–50. https://doi.org/10.1177/14614448221108108.

Artistic Intelligence with AI: Gallery show at Blink

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I’m excited to be part of a group of UC DAAP faculty and student works exhibited at the 2024 Cincinnati Blink. The theme of the exhibition is “Artistic Intelligence with AI.”

Thanks to the support from Midwestcon, DisruptionNow, DAAP, and 1819 Innovation Hub.

October 18-20. Cincinnati. OH.

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VR Training on Issues of Youth Firearm Possession

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 Virtual Reality Training on Issues of Youth Firearm Possession.

PI. Tang. 8/5/2024-8/4/2025. $20,000. 

Funded by the God.Restoring.Order (GRO) Community, this research project will develop several VR scenarios that simulate environments designed to educate youth on applying critical skills in risky situations.

Team: Ming Tang, XR-Lab, Aaron Mallory, GRO.

XR-Lab students: Aayush Kumar, Mario Bermejo, Jonny Peng, Ahmad Alrefai, Rohit Ramesh, Charlotte Bodie 

The XR-Lab collaborated with the GRO community to leverage advanced extended reality (XR) technologies in the development of a virtual reality (VR) training application designed to strengthen the curriculum by reinforcing key competencies through immersive learning activities. In partnership, we evaluated the feasibility of integrating VR technology into the GRO training program, providing participants with an engaging narrative framework while equipping them with practical knowledge applicable to real-world contexts. The immersive VR scenarios addressed high-risk situations, including firearm possession and substance use, thereby creating a controlled environment for experiential learning and skill development.

The XR-Lab has harnessed advanced motion capture technology in this project to translate the movements of real people into lifelike digital characters. Every gesture, shift in posture, and subtle facial expression is carefully recorded and mapped to ensure authenticity and emotional depth in the virtual environment.

Our development team has worked closely and continuously with the GRO community, engaging in multiple motion studies, rehearsals, and testing sessions. This collaboration allows us to capture not just movement, but the nuance behind each action — the personality conveyed through body language, and the emotional context embedded in facial expression.

Through this process, the digital characters become more than avatars; they become authentic extensions of human experience, reflecting the stories. The result is an immersive, emotionally resonant experience where technology and humanity move together. 

 

Redefining Space in the Age of Spatial Computing

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ARCH 4001. Fall. 2024

Redefining Space in the Age of Spatial Computing 

Ming Tang
Professor, Registered Architect, NCARB, LEED AP, Director of Extended Reality Lab. UC Digital Futures. Leadership committee, Institute for Research in Sensing (IRiS);
School of Architecture and Interior Design, College of Design, Architecture, Art, and Planning, University of Cincinnati

In the age of spatial computing, architecture transcends the physical boundaries of bricks and mortar, evolving into an expansive realm that merges computational technologies. This studio embraces the transformative potential of AI in the architectural design process, expanding physical spaces into the metaverse and positioning architecture at the forefront of our society’s digital revolution. By serving as a platform for spatial experience, architecture redefines our interaction with space and each other. 

This studio invites students to collectively harness the power of AI to create virtual architectural spaces that inspire, connect, and elevate the human spatial experience. Students design a convention center to host various activities, from large conference events like SIGGRAPH and trade shows like CES to small lectures and social events. They research the spatial layout of a convention center and explore the possibilities of migrating these activities to a fully 3D virtual space in the metaverse. The studio also explores the intersections of AI, digital twin, and XR technologies with the metaverse, enabling students to push the boundaries of traditional architectural design. Through this exploration, students gain insights into how digital advancements can enhance and transform spatial experiences, fostering innovation and creativity in the architectural field.

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paper on XR conference

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Two papers were presented and published at the 2024 International Conference on eXtended Reality. XR Salento 2024.

Tang, Ming, Mikhail Nikolaenko, Evv Boerwinkle, Samuel Obafisoye, Aayush Kumar, Mohsen Rezayat, Sven Lehmann, and Tamara Lorenz. “Evaluation of the Effectiveness of Traditional Training vs. Immersive Training: A Case Study of Building Safety & Emergency Training.” Paper presented at the International Conference on eXtended Reality (XR SALENTO 2024), Lecce, Italy, September 4-9, 2024. The paper is published in the Springer Link proceeding book. 

Virtual Reality (VR) has revolutionized training across healthcare, manufacturing, and service sectors by offering realistic simulations that enhance engagement and knowledge retention. However, assessments that allow for evaluation of the effectiveness of VR training are still sparse. Therefore, we examine VR’s effectiveness in emergency preparedness and building safety, comparing it to traditional training methods. The goal is to evaluate the impact of the unique opportunities VR enables on skill and knowledge development, using digital replicas of building layouts for immersive training experiences. To that end, the research evaluates VR training’s advantages and develops performance metrics by comparing virtual performance with actions in physical reality, using wearable tech for performance data collection and surveys for insights. Participants, split into VR and online groups, underwent a virtual fire drill to test emergency response skills. Findings indicate that VR training boosts urgency and realism perception despite similar knowledge and skill acquisition after more traditional lecture-style training. VR participants reported higher stress and greater effectiveness, highlighting VR’s immersive benefits. The study supports previous notions of VR’s potential in training while also emphasizing the need for careful consideration of its cognitive load and technological demands.

 

Tang, M., Nored, J., Anthony, M., Eschmann, J., Williams, J., Dunseath, L. (2024). VR-Based Empathy Experience for Nonprofessional Caregiver Training. In: De Paolis, L.T., Arpaia, P., Sacco, M. (eds) Extended Reality. XR Salento 2024. Lecture Notes in Computer Science, vol 15028. Springer, Cham. https://doi.org/10.1007/978-3-031-71704-8_28 

This paper presents the development of a virtual reality (VR) system designed to simulate various caregiver training scenarios, with the aim of fostering empathy by providing visual and emotional representations of the caregiver’s experience. The COVID-19 pandemic has increased the need for family members to assume caregiving roles, particularly for older adults who are at high risk for severe complications and death. This has led to a significant reduction in the availability of qualified home health workers. More than six million people aged 65 and older require long-term care, and two-thirds of these individuals receive all their care exclusively from family caregivers. Many caregivers are unprepared for the physical and emotional demands of caregiving, often exhibiting clinical signs of depression and higher stress levels.

The VR system, EVRTalk, developed by a multi-institutional team, addresses this gap by providing immersive training experiences. It incorporates theories of empathy and enables caregivers to switch roles with care recipients, navigating common scenarios such as medication management, hallucinations, incontinence, end-of-life conversations, and caregiver burnout. Research demonstrates that VR can enhance empathy, understanding, and communication skills among caregivers. The development process included creating believable virtual characters and interactive scenarios to foster empathy and improve caregiving practices. Initial evaluations using surveys showed positive feedback, indicating that VR training can reduce stress and anxiety for caregivers and improve care quality.

Future steps involve using biofeedback to measure physiological responses and further investigating the ethical implications of VR in caregiving training. The ultimate goal is to deploy VR training in homes, providing family caregivers with the tools and knowledge to manage caregiving responsibilities more effectively, thereby enhancing the quality of life for both caregivers and care recipients.