臺灣博碩士論文加值系統

立體技術是目前最吸引人最新趨勢之一。雖然 3D技術常用在電影上，但也是有很多機會將此技術慢慢應用在教育上面。這將有助於它應用在課堂上學習，並有更多以立體技術形成的工作應用在教育，就像我們的眼睛看到立體影像的方式，以及學生能欺騙眼睛的各種技術，例如是否對用戶實施他們的相機的焦點，用戶如何處理景深等，這使得有趣和愉快的學習過程，使學習者也可以改善記憶。這項研究說明了創造一個三維立體的應用在教室命名MAGICLAND。
MAGICLAND是一個虛擬現實（VR）的遊戲已發展，為了年齡在8-12歲左的小孩子。我們的目標是MAGICLAND項目是建立一個可以體驗語言學習環境，學習者能夠充分生產和使用知識學習，並在一個幻想世界立體學習和身體姿勢（共有肢體反應法）。重點在非正規教育與社會內容和領域，MAGICLAND擁抱建構主義的學習方法，協作和敘事發展，目的是利用虛擬現實技術的優勢：一組合浸泡，臨場感，即時的視覺回饋，動態互動性。
這項研究描述了採用遊戲在MAGICLAND中的經驗，通過學習教育立體化的技術將影響到改革的工作場所。我們的論點是從實驗結果支持一項試驗研究表明：在最後一次會議。根據我們的評估，這項研究還討論了雙方的成功和局限性，並得出結論與建議 MAGICLAND為研究方向的應用身臨其境，存在，從事虛擬現實技術，以兒童的學習。

One of the most intriguing recent trends is the return of stereoscopic technology. While 3D technology is more commonly used in movies, many good opportunities seem to have emerged from education. It would be helpful to apply it in classroom commonly, to have more education about the stereo works, the way our eyes perceive 3D images, and the way students can trick the eye with various techniques, such as whether users aim their cameras toward a focal point, how users handle depth of field, etc. It makes the learning process interesting and enjoyable, so learners can also improve retention. This study illustrates the process of creating a 3D Stereoscopic application in classroom named MAGICLAND.
MAGICLAND is a Virtual reality (VR) game has been developed for a children age in 8-12 years old. The goal of the MAGICLAND project was to build an experiential language learning environment, learners to be able to fully produce and use knowledge learn with and a fantasy learning world under stereoscopic and body gestures (Total Physical Response method). With a focus on informal education and domains with social content, MAGICLAND embraces the constructivist approach to learning, collaboration, and narrative development, and is designed to utilize the strengths of virtual reality: a combination of immersion, telepresence, immediate visual feedback, and dynamic interactivity.
This study describes the game with a view toward how this MAGICLAND for experiential learning through Stereoscopic technique will affect educational reform in the workplace. Our argument was supported by experiment results from a pilot study shows in last session. Based on our evaluation, the study also discusses both the successes and limitations of MAGICLAND and concludes with recommendations for research directions in the application of immersive, presence, engaging VR technologies to children''s learning

Abstract iv
摘要 v
Acknowledgments vi
List of figures ix
List of tables x
CHAPTER 1. INTRODUCTION 1
1-1 The motivation of this research 1
1-2 Stereoscopic overview 4
1-2-2 Define 4
1-2-2 Devices 7
1-3 Benefits of 3D stereoscopic 9
1-4 Our contribution 11
2-1 Solar system - 2007 12
2-2 Comparison study - 2002 12
2-3 Comparing two-dimensional (2D) chemical animations with three-dimensional (3D) chemical animations - 2008 13
2-4 The NICE Project - 2003 13
2-5 SMILE game - 2007 15
2-6 A measure of the effectiveness of incorporating 3D human anatomy into an online undergraduate laboratory – 2008 16
2-7 Using virtual reality to teach astronomy – 2008 16
2-8 Comparison of various approaches with our approach 17
CHAPTER 3 MAGICLAND DESIGN 19
3-1 Findings from Task Analysis and Contextual inquiry? 19
3-1-1 Learning strategies of children 20
3-1-2 How children learn language 20
3-2 Experience Learning with Virtual Reality 23
3-3 Total Physical Response : Learning through gesture 25
3-4 Experience learning cycle 25
3-5 From task analysis to MAGICLAND 27
3-5-1 Hypothesis 28
3-5-2 MAGICLAND design: They Listen, They Do, They Speak, and They See. 29
3-5-3 MAGIC Experience learning cycle 33
CHAPTER 4. SYSTEM IMPLEMENTATION 34
4-1 System architecture 34
4-2 Software architecture 35
4-3 Stereoscopic generation by using Ogre 1.49 36
4-3-1 Creating stereoscopic interlaced image based on mask in stencil buffer: 38
4-3-2 Quad buffered mode. 40
4-4 Devices 44
CHAPTER 5. EVALUATION 46
5-1 A Study to get feedback of user’s on Stereoscopic environment. 46
5-1-1 Introduction 46
5-1-2 Findings and Analysis 47
5-1-3 Users’ feedback 52
5-2 The study on users’ acceptance of MAGICLAND 54
5-2-1 Introduction 54
5-2-2 Data analysis and results 56
5-2-3 User’s feedbacks on system design 57
5-3 Finding 58
CHAPTER 6. DISCUSSION & CONCLUSION 60
6-1 Discussion 60
6-1-1 Cost of system 60
6-1-2 Contents of 3D Object 60
6-2 Conclusion 61
6-3 Future work 62
References 63

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