Geography Learning Technology Based on 3D CG with Geology Data Archives

1
Geography Learning Technology Based on 3D CG with
Geology Data Archives

• Daisuke Yoshino, ?Satoshi Kishira, Miyuki
  Shimizu, Kensei Tsuchida, Shin-ya Uehara, Takeo
  Yaku

2
Introduction
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3
Background and Purpose

• We present a next generation learning technology
  using 3D systems

2D maps or 2D figures
learning directly from 3D data
4
Background

• We developed the WBT system for Geography
  education
• VRML, and stereographic manipulating systems
• A large dome-type stereographic system
• But such systems require
• Expensive
• Large-scale equipment and contain information
  only on fragmentary subjects

5
Purpose

• We will introduce the system structure of the
  learning system using 3D systems and describing
  how the system was developed from digital
  elevation map data
• Its an inexpensive polarized light
  stereographic system (stereogram) using popular
  crystal projectors
• Including a Geography courseware that
  comprehensively supports Geography

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Purpose

• We investigate the effectiveness of our system
  using statistical methods
• We test the system by providing content so users
  can view 3D Geography, learning directly from 3D
  data
• A questionnaire was used to ask about the content
  of the system and about 3D landforms

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System Overview
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8

• Our system consists of one server system and two
  types of client system. The server system
  includes VRML and HTML content on a Web server
• One client system, called the full learning
  client system, can use HTML and VRML content and
  stereographic content using a polarized light
  system
• The other client system, called the simple
  learning system, can only use HTML and VRML
  content on a normal VDT

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• One client system, called the full learning
  client system, can use HTML and VRML content and
  stereographic content using a polarized light
  system

Video screen
Full learning client system
VDT
Polarized light projector
Polarized light projector
PC VRML viewer VRML-to-polarized light data
converter
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• The other client system, called the simple
  learning system, can only use HTML and VRML
  content on a normal VDT

Simple learning system
VDT
PC VRML viewer
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The full learning client system
VRML in a video screen
2 polarized light projectors
a real-time VRML-to-polarized light data converter

• This picture shows a student using the learning
  system
• It includes a keyboard and monitor, 2 polarized
  light projectors, a video screen and the PC with
  VRML viewer and a real-time VRML-to-polarized
  light data converter

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The simple mode of our system

• The simple mode of our system includes only the
  VRML viewer
• The simple mode is suitable for students home
  computer systems without 3D stereographic
  instruments. Figure 3 is a picture of a client
  system in a usually terminal room

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Simple learning system
Full learning client system
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Development Process
3
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Development Process

• Our system uses and converts data from the
  following data archives
• DEM 50M , DEM 250M , and DEM NASA GTOPO30. We
  convert this to 30-second mesh (900 M)
• Pictures from NASA satellites
• The system also requires the following software
  tools and documents during development
• Japanese governmental geography education
  guidelines
• Converters between DEMs and VRML through H7code
  files

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Teaching Materials
4
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Teaching Materials

• This system consists of each contents
• Explanation of VRMLViewer
• Geography CAI
• Geology CAI
• 3D Inou-Map
• Time Series 3D Map
• Shimotakaido 3D Map
• Volcanoe, Volcanic Lake, Volcanic Island
• Character Extraction
• 3D Silkroad

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System start page

• We made 3Dcontents such as topographical maps by
  three-dimensional indication.

System start page
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The learner's display

• The frame on the left shows selection and
  control menus. The frame on the right shows
  content. The VRML data are usually displayed in
  the right frame.

VRML content of TOYOKAWA 3D Topographical Map
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3D landforms

• This is a example of 3D landforms

A VRML content of Mt.Nantai
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Estimation
5
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Purpose

• We evaluated our system with the aim of using the
  results to refine the system
• We investigated users impressions of the design
  and usability of the system and surveyed
• A questionnaire about the content of the system
  and about 3D landforms

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Questionnaire

• We interviewed three people and asked about their
  knowledge of terms used in the system in order to
  make this questionnaire
• Their interest in the content
• The clarity of term explanation
• The difficulty of the content
• The systems promotion of science
• Interviewees provided information about usability
  of the viewer and quality, size and reality of
  motion pictures. The information was used for
  making items of questionnrie

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Questionnaire

• We applied the KJ method to the interview answers
  and selected 30 items for the questionnaire
• Questionnaire used a five-point scale rating
  system
• The questionnaire had 25 questions, each scored
  from 0 to 4

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Participants

• 35 students participated in our experiment
• Average age of 19.2 years
• We excluded data from two participants because of
  data loss, finally using 33 participants data
  for analysis

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Factor analysis

• Unweighted least squares and varimax rotation
• Extracted five factors from the analysis
• Eigenvalues is used in order to identify a number
  of factor
• The eigenvalues
• 9.19 for the first factor
• 3.59 for the second factor
• 2.44 for the third factor
• 1.91 for the fourth factor
• 1.61 for the fifth factor
• Users evaluated the system from five viewpoints.
  We grouped into five factors and named them.

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Results

• We evaluated our system with the aim of using the
  results to refine the system
• We investigated users impressions of the design
  and usability of the system and surveyed
• A questionnaire about the content of the system
  and about 3D landforms.

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Results

• Factor 1 interest and attraction
• Average scores were 2.49
• Factor 2 evaluation of 3D maps
• Average scores were 2.31
• Factor 3 usability
• Average scores were 2.75
• Factor 4 design
• Average scores were 2.06
• Factor 5 promotion of learning effect
• Average scores were 3.03
• ?Max score is 4

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interview answers
Five Factor ? interest and attraction ?
evaluation of 3D maps ? usability ? design ?
promotion of learning effect
Factor Analysis
KJ method
selected 30 items for the questionnaire
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Results

• The system promotes interest in Geography and
  geology, since the score for promotion of
  learning effect is rather high (3.03).
• We found that users were interested in studying
  landform maps and mechanisms of landform
  formation.
• All factors scored higher than 2, meaning that
  the system is effective.

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Conclusion
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Conclusion

• Our evaluation showed the effectiveness and
  advantages of stereographic displays over
  contemporary VDT.
• We found that users were interested in studying
  landform maps and mechanisms of landform
  formation, areas in which users had not
  previously been interested.

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Future study

• We need to construct a system in which the
  control page is displayed to the users desk
  monitor and the stereographic system frames the
  control page into the stereographic screen.
• All factors scored higher than 2, meaning that
  the system is effective.
• We will refine the user interface of the system
  in order to increase user comfort, since the
  design factor scored rather low (2.06)