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-1-具備互動式三維媒體特性之網路學習環境：以空間座標轉換為例AWeb-basedLearningEnvironmentwithInteractive3DMedia:SpatialCoordinateTransformationasanExample摘要本研究的目的在建構一個具備互動式3D媒體的網路學習環境。由於電腦運算能力的進步，我們得以將電腦做為功能強大的教學媒體。對各個特定的領域而言，為提升電腦教學系統傳遞知識予學生的效果，選擇適當的媒體形式來表達知識是系統設計重要的考量因素。而使用電腦做為教學媒體，可提供較其他媒體為佳的學習經驗，扮演「認知媒體」的角色。我們並以電腦圖學及線性代數中空間座標轉換的概念為主題，做為本研究的領域知識，使用3D電腦繪圖及動畫的技術來幫助學生學習數學上的空間概念。我們設計了一個稱為CooTutor的雛形系統，嘗試在網路學習環境中加入了「3D黑板」的功能，以清楚地表達座標系統及空間座標轉換的抽象概念。此外，為了讓學生更專注於教材(相較於「網路衝浪」式的瀏覽行為)以及使多媒體呈現的整合更具認知上的意義，我們的系統讓使用者可以直接操控3D場景，在文字文件與3D場景間也提供了豐富的互動功能。長期而言，本系統將結合智慧型教學系統(IntelligentTutoringSystem)的理念，建構一個具認知媒體特性且適性化之網路學習環境。關鍵詞：數位學習、認知媒體、互動式三維媒體、電腦圖學教育AbstractTheobjectiveofthisresearchisondevel-opingaWeb-basedlearningenvironmentwithinteractive3Dmedia.Theincreasingcomputingpowerallowsustousecomputersaspowerfuleducationalmedia.Foreachparticulardomain,appropriatemediarepresentationhasbeenanessentialfactorforacomputer-basededucationsystemtodeliverknowledgetostudents.Ascognitivemedia,computersareeffectivetoolsthatcanprovidebetterlearningexperiencesthanothermeans.Weusespatialcoordinatetrans-formationincomputergraphicsandlinearalge-braasanexampleandemploy3Dcomputergraphicsandanimationtechniquestofacilitatestudentsinlearningspatialmathematicconcepts.WehavedesignedaprototypesystemcalledCooTutorandtriedtointegratethe“3Dblackboard”intotheweb-basedlearningenvi-ronmenttodescribeabstractconceptsaboutco-ordinatesystemandspatialcoordinatetransfor-mation.Besides,inordertokeepstudentsin-volvedinthematerial(comparedtowebsurfingbehavior),andmakethecombinationofdifferentmediapresentationmoremeaningfulcognitively,wehavedesigneddirectnavigationinsidethe3Dblackboardandrichinteractivitybetweentextualdocumentsandthe3Dblackboard.Inthelongrun,wewouldliketointegratetheITS(IntelligentTutoringSystem)techniquesintothissystemandconstructanadaptiveWeb-basedlearningenvironmentfeaturingcognitivemedia.Keywords:E-learning,CognitiveMedia,Inter-active3DMedia,ComputerGraphicsEducation1.IntroductionTheincreasingavailabilityofInternetleadstothebirthandgrowthofWeb-basedlearning(WBL)thathasbecomeaparadigmofhowpeo-pleutilizecomputersineducationtoday.TheimpactofWBLoneducationisenormousandcouldbethemostsignificantoneamongothertechnologieseverusedineducation.Instruc-tionaldesigns,curriculumplans,andevenstu-dents’learningbehavioraregreatlyaffectedbythistechnology.Peoplecanconvenientlyaccesslearningmaterialatanytimeandanyplace.Thegoaloflife-longlearninganddistantlearningismorelikelytobeachievedwithWBL.Itisob-viousthattheWBLparadigmsolvestheproblemoflearningmaterialdeliveryunderphysicaltime-spacelimitationthatexistsinthepast.Thisfeaturemakescomputersbecomeanimportanttoolandstrategyintoday’seducationalpractice.Hao-ChuanWangComputerScienceDepartmentNationalChengchiUniversityg9101@cs.nccu.edu.twTsai-YenLiComputerScienceDepartmentNationalChengchiUniversityli@nccu.edu.tw-2-Besidestheproblemoftime-spacelimita-tion,anotherissueineducationisrelatedtotheconceptof‘delivery’—theeffectivenessofde-liveringconceptswithdifferentinstructionalmethodandmedia.Representingdomainknowledgeinsuitablemediatypesisimportantinfacilitatinglearner-centeredknowledgecon-struction,orinshort,makingthecontentseasytounderstandbylearners.Forcomputer-basededucationalsystem,thisissuemustbeconsid-eredforbetterlearningeffects.Themaincon-cernisnotwhatstudentscouldseeonthecom-putermonitors,butwhatstudentscouldlearnandhowwelltheylearninthisenvironment.Contrasttothetime-spacelimitationproblem,theknowledgedeliveryissuecorrelatesmorecloselyanddirectlywithlearningitself,butthisissuehasnotbeendeeplydiscussedintheWBLliterature.TheconceptofSpatialCoordinateTrans-formation(orSCTforshort)isanimportantfoundationforstudentstolearnadvancedcom-putergraphicstopics.Asyllabussurveyincom-putergraphicseducation[16]showsthatgeo-metrictransformationsincluding2Dand3Darethemajortopicsthatmostcomputergraphicseducatorscareabout.Fromtheviewoflearning,thistopicpossessestwouniqueattributes:(1)Abstractthinkingisrequired.Thecon-ceptofcomplicatedgeometrictransformationcannotalwaysbeexperiencedintherealworld,sostudentshavetoconstructavirtualworldinhis/hermindtoassistlearning.Therefore,thecognitiveeffortishighforstudents.Itistypicallyadifficulttaskforaninstructortoclearlydescribetheseconceptswithoutsuitablecommunicationtools.Studentscouldbeeasilyconfusedbecauseoflackingabstractthinkingskills.(2)Multimediapresentationisneeded.Forin-depthunderstandingofthistopic,mathemati-caldescriptionsareinevitable.Soforclearde-scriptionoftheseconcepts,multi-symbolsys-temsarerequiredinherently.Atleast,themathematicalmatrixrepresentation,text-baseddescriptionandthediagram-basedrepresentationareallrequired.Requiringthesetwoattributes(orcriteria)maynotbeeasilymetinclassroom-basedin-structionaldesignsandeducationalmediatypi-cally.Ourresearchisbasedontheobservationthatappropriatemediarepresentationandin-structionaldesignsshouldbeamainconcernforbetterknowledgedeliveryinWeb-basedlearningenvironments(WBLE).TheattributesofSCTleaningshouldbethecriteriathathavetobeconsideredformediauseandinstructionalde