A Study on the Effects of Identifying Topographies with Augmented Reality Sandbox and Evaluation of Icon Designs

碩士 === 國立臺北科技大學 === 互動設計系 === 107 === The presentation and identification of topographies in geography courses of Taiwan’s secondary schools pose a challenge to the learners with basic capability when it comes to spatial thinking. Currently most augmented reality sandboxes (ARS) in the market featur...

Full description

Bibliographic Details
Main Authors: LIU, MENG-LING, 劉孟琳
Other Authors: LEE, LAI-CHUNG
Format: Others
Language:zh-TW
Published: 2019
Online Access:http://ndltd.ncl.edu.tw/handle/75by4m
id ndltd-TW-107TIT0064A007
record_format oai_dc
spelling ndltd-TW-107TIT0064A0072019-11-15T05:27:22Z http://ndltd.ncl.edu.tw/handle/75by4m A Study on the Effects of Identifying Topographies with Augmented Reality Sandbox and Evaluation of Icon Designs 探討擴增實境沙盒學習地形展示判讀之成效與圖標設計評估 LIU, MENG-LING 劉孟琳 碩士 國立臺北科技大學 互動設計系 107 The presentation and identification of topographies in geography courses of Taiwan’s secondary schools pose a challenge to the learners with basic capability when it comes to spatial thinking. Currently most augmented reality sandboxes (ARS) in the market feature manual sand accumulation or raining effects. The thesis aims at familiarizing high school students with abilities of summarizing the three-dimensional spaces, identifying topographies as well as hydrological directions and interpreting topographic profiles in geography-concerned courses with ARS and tangible tools, which students can experience real-time imaging of sands with the aid of tablet PCs or create the effects of simulation through the apparatuses. The author also delves into the learning effectiveness of the above-mentioned interactive learning and analyzes the identification in icon designs before and after the revision of the tablet PCs, including common icon designs and uncommon ones. The thesis adopts literature review, analysis and collection, summarizing the functions as well as applications of ARS circulating in the market and developing the new model of ARS to answer the teaching needs. The author also designs the curriculum of geography with high school teachers and applies it to the lectures. Tenth-grade students from two classes participate in the quasi-experiment and the tests prior and after the experiment, worksheets as well as satisfaction questionnaires will be conducted through the process, and the result of the above will be under statistic analysis. On the other hand, the statistic analysis of icon designs will be conducted through questionnaires and interviews. In conclusion, students adopting ARS in learning have performed better as a whole and reacted positively in the assessment, providing more creative teaching methods and learning ways for both students and teachers. As for icon designs, it suggests that uncommon icon designs need to be more concrete to be identified. Subjects usually identify the uncommon icons through life experiences and the concept of conventional icons. Those who own art design background or attend graduate schools show similar capability in identifying the icons; however, subjects of different genders show differences when the author analyzes the accuracy of their identification. Overall, common icon designs require shorter time for subjects to identify, who also identify them more accurately, compared to the uncommon ones. LEE, LAI-CHUNG 李來春 2019 學位論文 ; thesis 108 zh-TW
collection NDLTD
language zh-TW
format Others
sources NDLTD
description 碩士 === 國立臺北科技大學 === 互動設計系 === 107 === The presentation and identification of topographies in geography courses of Taiwan’s secondary schools pose a challenge to the learners with basic capability when it comes to spatial thinking. Currently most augmented reality sandboxes (ARS) in the market feature manual sand accumulation or raining effects. The thesis aims at familiarizing high school students with abilities of summarizing the three-dimensional spaces, identifying topographies as well as hydrological directions and interpreting topographic profiles in geography-concerned courses with ARS and tangible tools, which students can experience real-time imaging of sands with the aid of tablet PCs or create the effects of simulation through the apparatuses. The author also delves into the learning effectiveness of the above-mentioned interactive learning and analyzes the identification in icon designs before and after the revision of the tablet PCs, including common icon designs and uncommon ones. The thesis adopts literature review, analysis and collection, summarizing the functions as well as applications of ARS circulating in the market and developing the new model of ARS to answer the teaching needs. The author also designs the curriculum of geography with high school teachers and applies it to the lectures. Tenth-grade students from two classes participate in the quasi-experiment and the tests prior and after the experiment, worksheets as well as satisfaction questionnaires will be conducted through the process, and the result of the above will be under statistic analysis. On the other hand, the statistic analysis of icon designs will be conducted through questionnaires and interviews. In conclusion, students adopting ARS in learning have performed better as a whole and reacted positively in the assessment, providing more creative teaching methods and learning ways for both students and teachers. As for icon designs, it suggests that uncommon icon designs need to be more concrete to be identified. Subjects usually identify the uncommon icons through life experiences and the concept of conventional icons. Those who own art design background or attend graduate schools show similar capability in identifying the icons; however, subjects of different genders show differences when the author analyzes the accuracy of their identification. Overall, common icon designs require shorter time for subjects to identify, who also identify them more accurately, compared to the uncommon ones.
author2 LEE, LAI-CHUNG
author_facet LEE, LAI-CHUNG
LIU, MENG-LING
劉孟琳
author LIU, MENG-LING
劉孟琳
spellingShingle LIU, MENG-LING
劉孟琳
A Study on the Effects of Identifying Topographies with Augmented Reality Sandbox and Evaluation of Icon Designs
author_sort LIU, MENG-LING
title A Study on the Effects of Identifying Topographies with Augmented Reality Sandbox and Evaluation of Icon Designs
title_short A Study on the Effects of Identifying Topographies with Augmented Reality Sandbox and Evaluation of Icon Designs
title_full A Study on the Effects of Identifying Topographies with Augmented Reality Sandbox and Evaluation of Icon Designs
title_fullStr A Study on the Effects of Identifying Topographies with Augmented Reality Sandbox and Evaluation of Icon Designs
title_full_unstemmed A Study on the Effects of Identifying Topographies with Augmented Reality Sandbox and Evaluation of Icon Designs
title_sort study on the effects of identifying topographies with augmented reality sandbox and evaluation of icon designs
publishDate 2019
url http://ndltd.ncl.edu.tw/handle/75by4m
work_keys_str_mv AT liumengling astudyontheeffectsofidentifyingtopographieswithaugmentedrealitysandboxandevaluationoficondesigns
AT liúmènglín astudyontheeffectsofidentifyingtopographieswithaugmentedrealitysandboxandevaluationoficondesigns
AT liumengling tàntǎokuòzēngshíjìngshāhéxuéxídexíngzhǎnshìpàndúzhīchéngxiàoyǔtúbiāoshèjìpínggū
AT liúmènglín tàntǎokuòzēngshíjìngshāhéxuéxídexíngzhǎnshìpàndúzhīchéngxiàoyǔtúbiāoshèjìpínggū
AT liumengling studyontheeffectsofidentifyingtopographieswithaugmentedrealitysandboxandevaluationoficondesigns
AT liúmènglín studyontheeffectsofidentifyingtopographieswithaugmentedrealitysandboxandevaluationoficondesigns
_version_ 1719290964202225664