Effectiveness of Applying 2D Static Depictions and 3D Animations to Orthographic Views Learning in Graphical Course

Autor/inn/en	Wu, Chih-Fu; Chiang, Ming-Chin
Titel	Effectiveness of Applying 2D Static Depictions and 3D Animations to Orthographic Views Learning in Graphical Course
Quelle	In: Computers & Education, 63 (2013), S.28-42 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.11.012
Schlagwörter	Visual Aids; Animation; Learning; Orthographic Symbols; College Freshmen; Design; Instructional Effectiveness; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Lernen; Studienanfänger; Unterrichtserfolg; Ausland
Abstract	This study provides experiment results as an educational reference for instructors to help student obtain a better way to learn orthographic views in graphical course. A visual experiment was held to explore the comprehensive differences between 2D static and 3D animation object features; the goal was to reduce the possible misunderstanding factors in the learning process. This empirical study provided one hundred and twenty Taiwanese freshmen four types of visualization, which includes two 2D static depictions (2DT, 2DR), and two 3D animations (3DT, 3DR), to meet five surface styles on orthographic views. The responses to views ability test and interviews illustrated that applying 3D animations shows better performance in understanding the appearances and features of objects constructed by oblique and double-curved surfaces. The application of 3D animations results also demonstrates a better visual comprehension for students, especially when objects are constructed by the complicated features. (Contains 12 figures and 9 tables.) (As Provided).
Anmerkungen	Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10