互動式3D電腦輔助教學應用於正投影視圖

The Computer-Assisted Instruction of 3D-based Interaction for Orthographic Projection

洪明顯(Ming-Hsien Hung)

指導教授 ： 游耿能

共同指導教授 ： 許永洲(Yung-Chou Hsu)

國立臺中科技大學/設計學院/多媒體設計系碩士班/碩士(2014年)

https://doi.org/10.6826/NUTC.2014.00098

摘要

在高職設計科，學生必須學習圖學相關課程。在這些專業的課程中，正投影視圖是幫助學生掌握空間概念以發展必備的技能。然而，正投影視圖教學有需要藉由現代數位技術來提升，透過各類型技術的運用製作相關工具，讓電腦輔助教學能夠更多樣化地靈活應用。因此，本研究探討各類可行的技術，並設計一套基於3D為主的電腦輔助教學原型工具，用於教學與學習正投影視圖。本系統的原型設計運用3Ds Max建構模型、Unity 3D匯集投影物件、並用Flash整合成網頁形式的3D視覺化工具，以協助學生掌握具有互動式的正投影視圖學習。
本研究徵求二個班級學生進行測驗來檢視此輔助教學工具的使用成效，以此區分為使用本輔助教學工具的實驗組與使用傳統教學的對照組。並擬定三項議題：(1) 使用電腦輔助教學工具是否能提升學生的解題能力；(2)電腦輔助教學工具的使用性評估；(3)電腦輔助教學工具影響學生進步的可能因素。
實驗結果發現，比起對照組學生，實驗組使用互動式3D電腦輔助教學工具後，有助於受測試學生在正投影視圖的解題能力表現。然而，使用本工具的時間點也很重要，能越早介入學習，越能達到學習效果。從他們的操作歷程整理出下列發現：
一、複雜的模型藉由互動式旋轉觀看多個視角，比較能看出模型的深度。
二、模型的各面以顏色區隔，可以很清楚地觀察各面與三面視圖的關聯性。
三、透視投影無法正確地看出與三視圖的關聯性。
四、多視角的選單反而讓學生很容易得到答案，而失去觀察與推理的教學目的。

關鍵字

電腦輔助教學 ； 正投影視圖 ； 3D視覺化 ； 空間能力

並列摘要

In vocational high schools, students in departments such as machinery, architecture or design, are required to take the graphics-related courses. Courses including orthographic projection could help students acquire spatial concepts for developing skills in their major study. However, the instructional support for teaching orthographic projection needs upgrade to take the advantage of modern digital technology. Various multimedia technologies could be exploited to establish tools for more versatile and flexible applications of Computer-Assisted Instruction (CAI). Thus we explored various feasible technologies and designed a prototype of 3D-based CAI Tool for teaching and learning orthographic projection. The system prototype utilizes 3Ds Max to build solid models, Unity 3D to facilitate the projection, and Flash to integrates them into a web-based 3D visualization tools to help students interact with the orthographic projection.
The prototype had been tested by students recruited from two tenth grade classes. Two different groups were formed from preliminary test on students of the two classes. The experimental group used the CAI tool to facilitate teaching while the control group followed the traditional teaching. Our research focuses on:
1. The effectiveness of our CAI tool in improving learners of orthographic projection.
2. The usability for the CAI tool.
3. The exploration of factors that might affect students' progress in the use of the CAI tool.
The outcome of the experiment showed convincing result that the problem-solving ability from the experimental group is generally better than the control group. The earlier involvement of learners in using the CAI tool could benefit the learners in achieving the desired effect. The analysis of users’ learning portfolio also revealed that:
1. By interactive rotation of the projection, the complex models from multiple viewpoints can be watched.
2. To distinguish segmentation by modeling each side with different colors, learners can clearly observe the relationship of multi-view and surfaces.
3. Perspective projection could not provide the correct relationship to see multi-view.
4. It could be too easy for students to get an answer with multi-view button. Therefore, for pedagogical purpose, students might miss opportunity to gain deeper observation and reasoning.

並列關鍵字

CAI ； orthographic projection ； 3D visualization ； spatial ability

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