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L'assignatura s'impartirà en Castellà i Català, si bé l'àmplia majoria de noms i conceptes associats al camp de la Realitat Virtual seran referits en anglès.
E8. Visually represent concepts and / or data for the ideation and creation of video games.
E10. Design and develop modeling of 3D scenes and characters.
G1. Demonstrate having and understanding advanced knowledge of their area of study that includes the theoretical, practical and methodological aspects, with a level of depth that reaches the forefront of knowledge.
G4. Communicate information, ideas, problems and solutions to a specialized and non-specialized audience.
T2. Work as a member of an interdisciplinary team either as an additional member or performing management tasks in order to contribute to developing projects with pragmatism and a sense of responsibility, making commitments and taking into account available resources.
En Virtual Reality Experiences and 3D Environments, subject framed in the subject of Artistic Creation, students will learn the basic principles of narrative and both artistic and technical development of VR and space design. Using as an excuse the creation of a 3D environment that meets the technical requirements required by a Virtual Reality application will face schemes of interaction, use of light, use of color, offer of objects and design of spaces to end up creating a satisfying VR experience that tells a little story. Also in the subject will work the concept of Environmental Storytelling: use elements of the stage to develop a narrative. To achieve the knowledge of the subject is evaluated on the one hand the creation of a VRGDD in group, the creation of a playable prototype developed by each of the students and finally the theoretical knowledge individually.
This subject has methodological and digital resources to make possible its continuity in non-contact mode in the case of being necessary for reasons related to the Covid-19. In this way, the achievement of the same knowledge and skills that are specified in this teaching plan will be ensured.
The Tecnocampus will make available to teachers and students the digital tools needed to carry out the course, as well as guides and recommendations that facilitate adaptation to the non-contact mode.
At the end of the course students must be able to:
The subject uses the following work methodologies:
Video capsules, presentations, case studies and master classes.
Topic 1 - The lawn mower: welcome to Virtual Reality
1.1 History of Virtual Reality: Where do we come from? Where we go?
1.2 Technologies in VR
1.3 Methods of interaction, creation of people and narrative
1.4 Motion Sickness
1.5 Tips to consider
1.6 The importance of VRGDD
Topic 2 - Environmental Storytelling: telling stories with the stage
2.1 Narrative Archetypes
2.2 Theory of Environmental Storytelling
2.3 Light and emotions (“Feel Engineering”)
2.4 The use of color and shape
2.5 Joining the stage in Unity
Topic 3 - Optimization and implementation of VR
3.1 Working with real-time lights and lightmaps (Charts)
3.2 LoD, Drawcalls reduction, Occlusion Culling
3.3 Testing our demos
3.4 Motion Sickness Test
3.5 Corrections, feedback and release
A1. Exercise in class or at home: Creating a VR Application proposal using a VRGDD (Evidence of learning outcomes E8.1, E10.1, E10.2)
According to the indications of a hypothetical end customer, students must present a VRGDD document in which they will make a proposal to create a VR experience following the basic principles of Virtual Reality based on the creation of people, schemes of interaction and aesthetic proposal.
A2. Lab Practice: Tell a story using a complete playable VR / Demo scenario - Part 1 (Evidence of learning outcomes E8.1, E10.1, E10.2, E10.3, E10.4).
The student will have to create a small story that can be solved in 2 or three small scenarios following one of the various narrative archetypes proposed in class, designing the 3D scenarios and creating a model of interaction in Virtual Reality that is perfectly playable with a headset Oculus Rift
A3. Lab Practice: Tell a story using a complete playable VR / Demo scenario - Part 2 (Evidence of learning outcomes E8.1, E10.1, E10.2, E10.3, E10.4).
The student must create a short story that can be solved in 2 or three small scenarios following one of the various narrative archetypes proposed in class, designing the 3D scenarios and creating a model of interaction in Virtual Reality that is perfectly playable with an Oculus headset Rift.
A4. Final exam (Evidence of all learning outcomes)
General criteria of the activities:
The subject consists of a practical part (Activities) that supposes 60% of the final grade and a theoretical part (final exam) that involves the 40% remaining. The practical part divides this 60% as follows:
A1. Exercise in class or at home: Creating a VR Application proposal using a VRGDD - 20%
A2. Lab Practice: Tell a story using a complete playable VR / Demo scenario - Part 1- 20%
A3. Lab Practice: Tell a story using a playable VR / Complete Demo scenario - Part 2 20%
A4. Final exam - 40%
Final note = A1 0,2 + A2 0,2 + A3 0,2 + A4 0,4
Jerald, J. (2015). The VR Book: Human-Centered Design for Virtual Reality. San Francisco: Morgan & Claypool Publishers-ACM. *
Fictum, C. (2016). VR UX: Learn VR UX, Storytelling & Design. Seattle: Createspace Independent. *
Bucher, J. (2017). Storytelling for Virtual Reality: Methods and Principles for Crafting Immersive Narratives. London: Routledge.
McCaffrey, M. (2017). Unreal Engine VR Cookbook: Developing Virtual Reality with UE4. Boston: Addison-Wesley Educational Publishers Inc. *