虛擬實境與擴增實境針對不同學習風格之工業設計學生影響

Influences Of Industrial Design Students With Different Learning Styles While Applying Virtual Reality And Augmented Reality

李聲宏(Sheng-Hung Lee)；朱柏穎(Po-Ying Chu)

虛擬實境 ； 擴增實境 ； 設計教育 ； Virtual Reality ； Augmented Reality ； Design Education

數位媒體設計國際研討會論文集

第十二屆（2019 / 06 / 14）

414 - 420

繁體中文;英文

在設計教育的領域中，透過電腦輔助設計（CAD）的建模軟體應用已相當普及，3D建模課程更是工業設計系所學生的必備課程之一，然而在空間能力的養成涵蓋著諸多的影響因子中，要如何快速且有效的培養空間能力，進而提升設計系學生在課程當中增加立體圖理解能力以及學習成果，這是工業設計教育中迫切需求的 。學生藉由許多課程來學習掌握人-物-環境與構成是相當重要的設計能力訓練。然而，每個學生因學習風格以及空間能力的天賦與成長幅度並不相同而產生理解上的落差，是否對引進AR／VR／MR設備的學習成效上有著相對的落差，也是值得探討的議題。研究前期預計導入「VARK學習風格量表」與「Purdue空間能力量表」，對四十名設計系學生先進行分群測驗，並分析其空間能力，為下一階段配戴虛擬實境裝置後是否有能力上的提升作比較。並依照分群結果分為三組配戴AR眼鏡VR頭戴顯示器，先觀察正確比例3D模型後，其次觀察各3種變形率的3D模型，讓學生觀察是否能體驗出其變形，配合實驗後的ANOVA分析，比較不同因子與水準組合後的績效，期望能建構適合設計系學生學習的最佳模式。

In the field of design education, computer-aided design (CAD) modeling software applications have become quite popular. The 3D modeling course is one of the necessary courses for students in the industrial design department. However, the development of space capabilities covers many Among the impact factors, how to develop space ability quickly and effectively, and thus improve the ability of design students to increase stereogram comprehension and learning outcomes in the curriculum, which is urgently needed in industrial design education. Students learn to master the human-object-environment and composition through many courses is a very important design ability training. However, each student's talents and growth ability of learning style and spatial ability are not the same, resulting in a gap in understanding, whether there is a relative gap in the learning outcomes of the introduction of AR/ VR/ MR equipment, it is also worth discussing. In the early stage of the study, it is expected to introduce the "VARK Learning Style Scale" and the "Purdue Space Capacity Scale", and conduct a group test on forty design students, and analyze their spatial capabilities, whether to wear the virtual reality device for the next stage. Have the ability to improve for comparison. According to the grouping results, it is divided into three groups of wearing AR glasses VR head-mounted display. After observing the correct proportion 3D model, the 3D model of each deformation rate is observed next, so that students can observe whether they can experience the deformation and cooperate with the experiment. ANOVA analysis, comparing the performance of different factors and levels, is expected to construct the best model for design students.