SimuSurvey 工程測量儀器輔助學習系統
SimuSurvey 工程測量儀器輔助學習系統
Related references
1. Shiu, R.S., Kang, S.C., Han, J.Y., and Hsieh, S.H. (2011). "Modeling Systematic Errors for the Angle Measurement in a Virtual Surveying Instrument," Journal of Surveying Engineering, vol. 137, pp. 81-90. 2. Kuo, H.L., Kang, S.C., Lu, C.C., Hsieh, S.H., and Lin, Y.H. (2011). "Using Virtual Instruments to Teach Surveying Courses: Application and Assessment," Computer Applications in Engineering Education, vol. 19, pp. 411-420. 3. Lu, C.C., Kang, S.C., Hsieh, S.H., and Shiu, R.S. (2009). "Improvement of a Computer-Based Surveyor-training Tool Using a User-Centered Approach," Advanced Engineering Informatics, vol. 23, pp. 81-92.
SimuSurvey SimuSurvey : 工程測量儀器輔助學習系統 由於工程測量儀器成本較高、維護不易，多數學校無法負擔，學生必須共用儀器，降低了學生實 際接觸使用的機會。測量實習也容易因為天候限制等問題導致無法進行教學，若僅採用課程講解 的方式則學習效果有限。本研究為了解決這些問題，提出使用模擬的方式來輔助學生學習工程測 量，提高學習成效。本研究採用以使用者為中心之遞迴式軟體系統開發方法(I&I-UCD)，開發一套 名為SimuSurvey的測量教學輔助系統。 版本一：進行可行性評估，對三間學校四個相關科系的323名學生進行使用者測試，91%的學生認 為透過此學習系統可以有效幫助他們學習工程測量；進一步配合課程教學，205名學生參與實測 ，測驗結果顯示有三分之二的學生都能正確回答問題，更證明了本研究確實有良好的學習成效。 版本二：整合使用者經驗提高SimuSurvey的擬真程度，導入誤差數值模型，讓學生能夠了解如何透 過正確的平差方式消除誤差；進一步訪談5位專家以及設計337名學生的使用者測試後建立出新的 版本名為SimuSurvey R2。 版本三將此系統導入XNA遊戲引擎，建立更加擬真的虛擬實境，名為SimuSurvey X。
I&I procedure for redevelopment of SimuSurvey Development lifecycle
First iteration
Plan
Input from 1st iteration Input from 2st iteration
Analysis
Original system (SimuSurvey R0)
Second iteration
(SimuSurvey R1)
Design Paper-based prototype Paper-based prototype
Output from 1st iteration Output from 2st iteration
Implementation
Output from 1st iteration
Paper-based prototype
Output from 2st iteration
Paper-based prototype
Release
Output from 1st iteration Output from 2st iteration
Low-fidelity prototype
Low-fidelity prototype
High-fidelity prototype (SimuSurvey V1)
High-fidelity prototype (SimuSurvey V2)
Original system (SimuSurvey R1)
Release version (SimuSurvey R2)
SimuSurvey:The assisted learning system for the instrument of engineering measurement
Many schools cannot afford the instruments of engineering measurement caused by the high cost and the difficult for maintenance. Therefore, students need to share instruments so that reducing the chance for using them. Moreover, the practice course is usually stopped because of the bad weather. Teaching students without practice, the efforts must be limited. In order to solve these problems, this research proposes a new method, which is using by simulation, to help students learning engineering measurement. This research adopts I&I-UCD method to develop an assisted learning system for the instrument of engineering measurement named SimuSurvey. The first iteration is feasibility evaluation. Conducting user test for 323 students from four departments in three different schools, 91 percentages consider this learning system can help them. And we test 205 students after they participate in a training course. The results from the test indicate that approximately two-thirds of participating students being able to answer questions correctly. It proves that the system indeed improves the learning efforts. The second iteration integrates user experience to enhance the extent of realistic. It introduces the numerical errors model. Students can learn how to use correct adjustment method to eliminate these errors. Furthermore, we interview five experts and design user test for 337 students. After these interviews and user test, we generate a new version named SimuSurvey R2. The third iteration introduces game engine, XNA. It helps us to generate more realistic version named SimuSurvey X.
Setup of usability tests. (a) Room layout. (b) A snapshot during the usability tests. (a)
(b) Facilitator
Observer
Video camera Participant Observer Participant
SimuSurvey Overview of axes with errors in theodolite
Comparison Between Traditional Surveying Training and Survey Training With Virtual Instrument Compared dimensions
Survey training with a virtual instrument
Survey training without a virtual instrument
Interactive and feedback
The instructors are able to observe and find individual students’ learning problems by viewing the student’s monitor
In traditional teaching, the chalkboard and slide provide little functions for interaction and real-time feedback for students
Visualize the abstract concept
The virtual surveying instrument provides a high-fidelity interface for instructors to design teaching activities to address abstract concept visually
Instructors demonstrate abstract concepts by sketching on the chalkboard. Sometimes it is very difficult to present the concept well
Class management
Since virtual surveying instrument allow instructors to demonstrate the surveying process on individual computer screens, students will focus more in the class
It is very difficult for instructors to demonstrate operations using a real instrument to as many as 50 students
The reading training of the measurement data
The developed virtual surveying instrument allows students to read measurement data displayed by character sets easily; but, this method perhaps does not help students to learn how to read the measurement data
Students read the measurement data on a real surveying instrument. They must be familiar with the procedure for reading the level ruler during training
The detail of the instrument operation procedure
The virtual surveying instrument provides a simulated environment. Some details about the instrument operation are missing
The real surveying instrument provides physical interface for students to learn the operation procedures
The influence of weather conditions
The virtual surveying instrument is unaffected by weather conditions
The real surveying instrument is sensitive to weather conditions
Tracing learning processes
The virtual surveying instrument provides functions that can record the operation history for students
The real surveying instrument has a complicated structure making it difficult for students to learn the operational skill or to practice repeatedly
The use-efficiency of the instrument
The cost for providing a virtual instrument for each student after class is very low
It is almost impossible to provide a real instrument for students to practice after the class
The owning cost of the instrument
The owning cost of the virtual surveying instrument is very low
The purchasing and maintenance cost of real surveying instruments is often expensive
Percentage of correct answers from the pretest and posttest 100%
Correctness-answering Rate
90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Pretest 0.1 0.1 0.1 0.1 0.1 0.2 0.2 0.2 0.2 0.2 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.3 0.4 0.4 0.4 0.4 0.4 0.4 0.4 0.4 0.8 Posttest 0.5 0.5 0.6 0.6 0.8 0.6 0.6 0.7 0.8 0.8 0.6 0.6 0.6 0.6 0.7 0.8 0.8 0.8 0.8 0.8 0.9 0.6 0.7 0.8 0.8 0.8 0.9 0.9 1 1
SimuSurvey X user interface
Shih-Chung Jessy Kang sckang@ntu.edu.tw sckang.caece.net