虛擬實驗室：K-12虛擬實境學習系統在通用沉浸式虛擬實境設備結合數位版權管理

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姓名

陳俊安(Jun-An Chen) 查詢紙本館藏

畢業系所

資訊工程學系

論文名稱

虛擬實驗室：K-12虛擬實境學習系統在通用沉浸式虛擬實境設備結合數位版權管理
(VR Lab: The K-12 VR-learning System for Universal Immersive VR Devices with DRM)

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摘要(中)

科技提供我們更彈性的學習方式，從傳統的面對面的學習方式，到後來能在電腦、電視上觀看擁有教學內容之光碟、錄影帶，以及能透過在電腦或是移動裝置上的數位學習(e-Learning)平台，教育的形態正隨著科技的發展趨向人性化、多元化，但在遠距離學習上(Distance learning)，還不足以能代替某些具有實際操作意義之課程，例如在國高中之理化實驗課程中，諸多科學觀念以及現象都是被期待能在學生”實際動手做”的過程中，能被自然而然地觀察到並且理解，而這項特質在透過上述資訊媒介傳遞後，往往會因學習情境不同而產生學習感受上差距；因此，我們結合K-12實驗課程與虛擬實境技術，打造一虛擬實驗室，透過虛擬實境所帶來的沉浸感，帶給學生更真實且富有互動性之學習體驗。
首先，在虛擬實驗室中，我們結合目前虛擬實境技術上的優勢，呈現貼近現實之3D實驗場景、特效，並設計較簡單且符合人類直覺之操作以及互動方式，藉此來加深學生在實驗之學習印象。而為了能給使用者較彈性之虛擬實境設備之選擇，我們嘗試在不同裝置上進行虛擬實驗室之建置，希望能在特定裝置間進行較低成本之移植。最後，我們也針對其中數位內容建立完善的保護機制，避免被不正當的複製。

摘要(英)

Technologies provide us with more flexible learning methods. We can learn in traditional face-to-face, and also use distance learning such as watching the teaching materials from CD-ROM, or using other e-learning platforms with mobile devices or computers to learn. The developments of science and technology lead teaching method tend to be humanized and diversified. But current distance learning methods are not enough to substitute some significance of the practical course, such as the high school physics and chemistry experimental courses. Many scientific concepts and the phenomena are expected to be in the student "hands-on" process, and they can be directly observed and naturally understood. And this learning characteristic may be deeply affected by mentioned learning methods through the media transmission. Different learning situations will cause different learning experience; therefore, we combine the K-12 experimental course with virtual reality technology to create a virtual laboratory. Utilize the Immersive experience through the virtual reality brought about to give students a more realistic and interactive learning experience.
First, in the virtual laboratory, we combine the advantages of the current virtual reality technology. Using Head-mounted displays the 3D experimental scene, special effects make it closer to the reality; and design a simpler and natural human-computer interaction to strengthen the perception of students in the experiment. In order to give users a more flexible choice of virtual reality devices, we try to build a virtual laboratory on different devices, hoping to carry out a lower cost of porting between specific devices. Finally, we implement a digital rights mechanism for the digital content in virtual laboratory, to avoid improper copy.

關鍵字(中)

★ 虛擬實境
★ 頭戴式顯示器
★ 虛擬數位學習
★ 數位版權管理

關鍵字(英)

★ Virtual reality
★ Head-mounted Display
★ VR-Learning
★ Digital Rights Management
★ DRM
★ HMD

論文目次

摘要 I
Abstract II
致謝 IV
Table of Contents V
List of Figures VII
List of Tables IX
1. Introduction 1
1.1 Challenge and Motivation 4
1.2 Organization of Thesis 5
2. Background and Related Works 6
2.1 Virtual Reality 6
2.2 VR Products 9
2.2.1 HTC VIVE 9
2.2.2 Oculus Rift & Touch[6] 10
2.3 Legacy DRM System[7] 11
2.4 Related Works 13
2.4.1 Plug-in Free Web-Based 3-D Interactive Laboratory for Control Engineering Education[8] 14
2.4.2 Remote Experiments and 3D Virtual World in Education[9] 15
2.4.3 The Design and Implementation of the 3D Educational Game Based on VR Headsets[10] 16
3. System Design 17
3.1 System Overview 17
4. Implementation 20
4.1 The Core technology of Virtual World - Unity3D 20
4.2 Between Virtual world and VR Devices - VR SDKs 25
4.3 DRM module 27
4.4 Guilded learning in our VR Lab 29
5. Evaluation 30
6. Conclusion and Future Works 32
List of References 33

參考文獻

List of References
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指導教授

吳曉光(Hsiao-kuang Wu)

審核日期

2017-7-20

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