輔助體操學習之體感互動設計創作研究

Study and Creation on Assisted Gymnastics Learning in Somatosensory Interaction Design

周昌民(Chou Chang-Min)

指導教授 ： 許和捷

國立臺灣師範大學/藝術學院/設計學系/碩士(2018年)

https://doi.org/10.6345/THE.NTNU.DD.029.2018.A10

摘要

本研究提出一套輔助體操學習之體感互動系統，針對高中新式健身操，以依據人體動作而自動產生的圖形符號設計誘發學童的學習興趣，進而達到幫助學童養成運動習慣、享受運動樂趣，提升體適能的目標。本研究採用微軟公司出品的Kinect V2作為影像捕捉工具，擷取體操示範動作資訊，將每一體操動作的三維資訊透過程式轉為相對應的圖形符號，顯現於螢幕之上，達到以趣味性引發學習動機、輔助學習的目的。此一系統能即時自動產生與真人動作相對應的圖形符號，可以提升學習的興趣與動力。本創作的研究目的有三點：一、運用新科技融入體操教學，調動學生學習的情緒，進而提高教學活動的效能，以取得較佳的學習成效。二、以遊戲的方式引起學生練習體操的動機，經由體操練習養成運動的習慣，進而增強學生體適能。三、以互動的方式即時將使用者的動作轉換成足以表現人體運動相對應的圖形符號。針對這三項研究目的，我們設計了兩份問卷來檢驗本創作研究是否達到目標。第一份問卷針對本創作的第三項研究目的而設計，針對我們所創作的第二版「輔助體操學習之體感互動設計」，72位使用者中，對於問卷中所提供的所有靜態人體運動圖形符號表示「滿意」或是「非常滿意」的使用者均達到80%以上；而針對問卷中所提供的所有動態人體運動圖形符號表示「滿意」或是「非常滿意」的使用者更是達到90%以上。顯示本創作研究有達到「將使用者動作轉換成足以表現人體運動相對應的圖形符號」的研究目的。第二份問卷針對本創作的第一及第二項研究目的而設計，使用者試玩後，針對各個問題以「認同度線性刻度」1~10來表示，在所有問題當中，題號1「這款遊戲能讓我更有興趣從事體操活動」的平均認同度7.7最低，反應當前一般大學生普遍不愛運動。題號4「透過這款遊戲，我能了解我所操作的體操動作」的平均認同度9.1最高，顯示本遊戲有助於使用者理解所要操作的體操動作。所有題目的認同度均達7.7以上，顯示本創作研究可以滿足第一及第二項研究目的。

關鍵字

圖形符號 ； 體感互動 ； 輔助學習 ； 體操教學

並列摘要

In this study, we propose a somatosensory interaction system for assisting gymnastics learning. Regarding to high school new aerobics, a set of graphic symbols are designed to be automatically generated according to the human body motion. The purposes are to induce the students' interest in learning, help them developing exercise habits, enjoy sports fun, and at last improve their physical fitness. In this study, we use Microsoft Kinect V2 as an image capture tool to get the gymnastics movement information. The captured 3D information of each gymnastics movement was transferred to corresponding graphic symbol through the program and appeared on the screen. The proposed system can automatically generate graphical symbols corresponding to real human actions in real time to enhance the interest and motivation of learning. The purpose of this creation is threefold: First, the use of new technology to integrate gymnastics teaching, mobilize students' learning emotions, and thus improve the effectiveness of teaching activities to achieve better learning outcomes. Second, motivate students to practice gymnastics in a game. Develop the habit of exercising through gymnastics exercises to enhance students' physical fitness. Third, convert user actions into graphical symbols corresponding to their body's movements. We designed two questionnaires to exam whether the proposed creative study achieved these three goals. The first questionnaire was designed for the third purpose of this creation. For the second edition of the design we created, among the 72 users, more than 80% users response "satisfactory" or "very satisfied" to static motion graphics symbols, and more than 90% users response "satisfactory" or "very satisfied" to dynamic motion graphics symbols. It is shown that the research of this creation has reached the goal of "converting user actions into graphical symbols corresponding to their body's movements." The second questionnaire was designed the first and second research purposes of this creation. After playing our system, the users would use scale 1 to 10 to response their satisfaction. Among all the questions, the average score of question number 1 “This game allows me to be more interested in gymnastics activities” is 7.7, which reflects that the current general college students generally do not like sports. Question No. 4 "I can understand the gymnastics movements I operate through this game" has the highest average score of 9.1, which shows that the game helps users understand the gymnastics movements they want to operate. All questions reach a score of 7.7 or more, indicating that this creation study satisfies the first and second research purposes.

並列關鍵字

graphic symbols ； pictograms ； somatosensory interaction ； assisted learning ； gymnastics teaching

參考文獻

書籍

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