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系統識別號 U0026-2208201401023500
論文名稱(中文) 從人本設計探討擴增實境於防災教育的幫助
論文名稱(英文) Augmented Reality in Disaster Education: From the Perspective of Human Centered Design
校院名稱 成功大學
系所名稱(中) 創意產業設計研究所
系所名稱(英) Institute of Creative Industry Design
學年度 102
學期 2
出版年 103
研究生(中文) 林育慈
研究生(英文) Yu-Tzu Lin
學號 pa6004049
學位類別 碩士
語文別 英文
論文頁數 62頁
口試委員 指導教授-鄧怡莘
口試委員-陳建旭
口試委員-簡聖芬
中文關鍵字 擴增實境  防災教育  人本設計  使用者經驗  人機互動 
英文關鍵字 Augmented Reality  Disaster Education  Human Centered Design  User Experience  Human Computer Interaction 
學科別分類
中文摘要 台灣天災不斷,如何透過教育將防災的概念深入人心一直是一項重要議題。隨著擴增實境(Augmented Reality)科技的進步,擴增實境的特色應能改善現有的防災教育。本研究目標為從人本設計(Human Centered Design)的角度,探討設計良好擴增實境於防災教育的應用。研究過程從尋找現有的防災教育情況與問題開始,到擴增實境應用的使用者測試。
本研究包含四個步驟,第一步驟透過深度訪談,試圖從教師及學生兩者不同的角度確定防災教育現況及擴增實境的設計需求。於第二步驟,結合現有防災教育的情況以及擴增實境的特色,決定兩大測試目標與四大擴增實境的功用(Functions)做為原型測試的基礎:一、透過歷史圖片以及影片學習社區歷史災害的效度與使用者意願。二、透過彩色區塊以及彩色圖樣學習建築物內危險區域的效度與使用者意願。在設計原型後,接著進行原型測試(Prototype Testing)。原型測試以觀察及深度訪談此兩種研究方法發現及探討使用者經驗(User Experience)。
根據研究結果,擴增實境讓空間資訊直接呈現於現實中的特性提供了一個讓學生更容易、更清楚也更感到有趣的防災教育學習方式。透過原型測試,不同擴增實境的功能相對於不同學習目標的效果也被驗證。除此之外,為提升使用者經驗,五項擴增實境應用於防災教育的設計建議亦被提出。本研究的貢獻有:一、從人本設計的角度定義現有教師及學生的防災教學情況與問題。二、部分擴增實境特性在防災教育上對於使用者經驗的影響。研究者期望本研究可以為擴增實境應用於防災教育的研究開啟另一個,從人為根本出發的研究方向,亦期望本研究可以為互動設計師提供一些相關之設計建議。
英文摘要 Taiwan is a placed where natural disasters happen very often. How to integrate the concept of disaster prevention into people’s daily life through education has been an issue for a long time in Taiwan. With augmented reality improving and becoming more accessible, the unique characteristics of augmented reality has can improve the current disaster education. This research aims at providing an insight for building a well designed augmented reality application in disaster education from the perspective of human centered design. Starting from finding the current problems of disaster education to how the end-users perceive the utilization of augmented reality.
This research consists of four activities. In the first activity, in-depth interview is conducted to find the design requirements of augmented reality from the perspectives of teachers and students. In the next activity, after the identified requirements are combined with the functions of augmented reality, two evaluation goals and four functions are chosen to be evaluated: the efficiency and users’ willingness of learning the historical disaster events in community by showing photos and films, and the efficiency and users’ willingness of learning dangerous areas in buildings by showing colorful blocks and colorful figures. After designed the prototypes, the final activity is to conduct prototype testing. In the final activity, observation and in-depth interview are the research method for investigating users’ experience.
According to the research outcome, the characteristic of augmented reality has provides students an easier, clearer and more interesting disaster prevention learning experience. Through the prototype testing, the effectiveness of different functions of augmented reality for different requirements is identified. Besides, to improve user experience, five suggestions for designing augmented reality application are proposed. The contributions of this research are identifying the current situations of disaster education from both teachers’ and students’ perspectives, and identifying the user experience of certain functions of augmented reality in disaster education. The researcher hopes this research can not only provide a new direction – from the perspective of human centered design – to see what role augmented reality can play in disaster education but also provide design suggestions for interaction designers when designing similar applications.
論文目次 摘要 A
ABSTRACT B
誌謝 D
TABLE OF CONTENT I
LIST OF TABLES IV
LIST OF FIGURES V

CHAPTER ONE INTRODUCTION 1
1.1 Disaster Education in Taiwan 1
1.2 The Rise of Augmented Reality 2
1.3 From the Perspective of Users to see Augmented Reality in Disaster Education 3
1.4 Research Objective 4
1.5 The Thesis Structure 4

CHAPTER TWO THEORETICAL BACKGROUND 6
2.1 The Problems of Current Disaster Education 6
2.2 What is Augmented Reality 8
2.2.1 The definition of augmented reality 8
2.2.2 The technologies behind augmented reality 9
2.3 The Role of Augmented Reality in Learning 10
2.4 Current Augmented Reality Applications for Disaster Prevention 10
2.5 The Functions of Augmented Reality Applications 13
2.6 Human Centered Design 14
2.7 Summary 15

CHAPTER THREE RESEARCH APPROACH AND RESULT 16
3.1 Procedure of This Research 16
3.2 Understand and Specify the Context of Disaster Education 17
3.2.1 Determine the context 17
3.2.2 Conducting in-depth interviews with teachers and students 18
3.2.3 The current situation of disaster education 20
3.3 Specify the Stakeholders’ Requirements 22
3.3.1 Requirements of the teachers, the students and the government 23
3.3.2 Setting the evaluation targets of the prototypes 24
3.4 Design and Prototype 26
3.4.1 AR hazard detector for campus buildings 26
3.4.2 AR hazard detector for communities 30
3.5 Evaluate the Prototypes against the Requirements 34

CHAPTER FOUR DISCUSSION 37
4.1 The Current Disaster Education in DaGuang Primary School 37
4.1.1 The current disaster education: the teachers’ perspective 37
4.1.2 The current disaster education: the students’ perspective 40
4.2 The Future of Augmented Reality in Disaster Education 41
4.2.1 Becoming an information sharing system 42
4.2.2 Becomes another assessment of disaster prevention literacy 42
4.3 Suggestions for Designing Augmented Reality Applications in Disaster Education 43
4.3.1 Learning the disaster process under the context is more interesting 43
4.3.2 Provide another meaning for graphics if the information behind graphics is simple 44
4.3.3 A tutorial to show the information architecture is important 44
4.3.4 Instant feedback is needed 45
4.3.5 The problem of presenting the depth information 46
4.3.6 The problems occurred during prototype testing 46

CHAPTER FIVE CONCLUSION 48
5.1 The Summary of the Research 48
5.2 Future Research 49

References 51

Appendix 55
Appendix 1 55
Appendix 2 56
Appendix 3 57
Appendix 4 58
Appendix 5 59
Appendix 6 60
Appendix 7 61
Appendix 8 62
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