Dissertations / Theses on the topic 'Three-dimensional learning'
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Benveniste, David 1977. "Cognitive conflict in learning three-dimensional space station structures." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/26750.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Aeronautics and Astronautics, 2004.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
"September 2004."
Includes bibliographical references (p. 87-88).
(cont.) reached very high values early in the experiment and was significantly but slightly lower in FC than in GC. The target position relative to the subject's body did not affect performance, but subjects responded significantly faster when they were visually upright than when they were upside-down. Although alternative explanations cannot be ruled out, data collected and subjects' comments suggest that unlearning the GC cognitive map posed a significant challenge, and that subjects' knowledge of modules in GC, acquired earlier in the experiment, impeded their learning in FC, at least for the complex FC we used. Results of a Perspective Taking Ability test correlated weakly but significantly with TTR performance in GC, but not in FC. Other tests of spatial skills showed no significant correlation with performance. The effects of motion sickness susceptibility and of gender are also discussed. Supported by NASA Cooperative Agreement NCC 9-58 with the National Space Biomedical Research Institute.
Astronauts train on the ground in normal gravity, in replicas of the space station. Physical constraints force the configuration of these modules on the ground to be different from the configuration of the space station in flight. Based on descriptions of mishaps in human wayfinding (Jonsson 2002), it was hypothesized that the cognitive map of the space station formed from the replicas on the ground could be hard to unlearn. Could the resulting conflict with the actual configuration in flight explain why astronauts lack survey knowledge and often lose track of their orientation? Can they be trained using virtual reality to learn the correct configuration? What makes a configuration hard to learn or unlearn? We studied the ability to learn two realistic and polarized cubic modules in immersive virtual reality. Subjects (n=19) learned these modules first separately, then attached in two different configurations: first a "ground configuration" (GC), then a "flight configuration" (FC). The intrinsic visual verticals of both modules matched in GC, but not in FC, and walls at the interface between the modules were different in the two configurations. Subjects received guided tours of the modules and, through repeated trials, had to predict the location and orientation of one wall (the target), using the wall they were facing. The environment was pseudo-randomly rotated between trials. In the two module environments, subjects were set in the first module and had to place and orient the target wall in the second. The total time to respond to each trial (TTR) and the percent of correct responses (%-correct) were measured. The TTR decreased continuously with time within each virtual environment, but was significantly larger in FC than in GC. %-Correct
by David Benveniste.
S.M.
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Huang, Yawen. "Cross-modality feature learning for three-dimensional brain image synthesis." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/21226/.
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Multi-modality medical imaging is increasingly used for comprehensive assessment of complex diseases in either diagnostic examinations or as part of medical research trials. Different imaging modalities provide complementary information about living tissues. However, multi-modal examinations are not always possible due to adversary factors such as patient discomfort, increased cost, prolonged scanning time and scanner unavailability. In addition, in large imaging studies, incomplete records are not uncommon owing to image artifacts, data corruption or data loss, which compromise the potential of multi-modal acquisitions. Moreover, independently of how well an imaging system is, the performance of the imaging equipment usually comes to a certain limit through different physical devices. Additional interferences arise (particularly for medical imaging systems), for example, limited acquisition times, sophisticated and costly equipment and patients with severe medical conditions, which also cause image degradation. The acquisitions can be considered as the degraded version of the original high-quality images. In this dissertation, we explore the problems of image super-resolution and cross-modality synthesis for one Magnetic Resonance Imaging (MRI) modality from an image of another MRI modality of the same subject using an image synthesis framework for reconstructing the missing/complex modality data. We develop models and techniques that allow us to connect the domain of source modality data and the domain of target modality data, enabling transformation between elements of the two domains. In particular, we first introduce the models that project both source modality data and target modality data into a common multi-modality feature space in a supervised setting. This common space then allows us to connect cross-modality features that depict a relationship between each other, and we can impose the learned association function that synthesizes any target modality image. Moreover, we develop a weakly-supervised method that takes a few registered multi-modality image pairs as training data and generates the desired modality data without being constrained a large number of multi-modality images collection of well-processed (\textit{e.g.}, skull-stripped and strictly registered) brain data. Finally, we propose an approach that provides a generic way of learning a dual mapping between source and target domains while considering both visually high-fidelity synthesis and task-practicability. We demonstrate that this model can be used to take any arbitrary modality and efficiently synthesize the desirable modality data in an unsupervised manner. We show that these proposed models advance the state-of-the-art on image super-resolution and cross-modality synthesis tasks that need jointly processing of multi-modality images and that we can design the algorithms in ways to generate the practically beneficial data to medical image analysis.
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Richards, Jason T. (Jason Todd) 1975. "Three-dimensional spatial learning in a virtual space station node." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/69233.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Aeronautics and Astronautics, 2000.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (p. 77-78).
Astronauts find it difficult to recognize their orientation while facing any of the viewing directions in 6-ported space station node modules. Our previous experiments tested the spatial memory of human subjects in 1-G in an analogous cubic virtual environment and showed that humans are able to learn to orient when instructed to imagine different body orientations while facing in two different directions. Can subjects do the task when facing in all 6 directions? Does training help? Does spatial memory depend on the direction of remembered targets relative to the body? Does performance depend on the subject's ability to rotate himself mentally and use imagery? How long is ability retained after training? 3D spatial learning was studied in two virtual cubic chambers, in which a picture of an animal was drawn on each wall. Through trial-by-trial exposures to a virtual chamber, subjects (n=24) had to memorize the spatial relationships among the 6 pictures around them and learn to predict the direction to a specific picture if they were facing any wall in any roll orientation. After learning in one chamber, the procedure was repeated in a second. Before being tested, subjects received computer-based instructions and practice. Half of subjects were taught to remember logical picture groupings (strategy), while the remaining (control) subjects were free to do the task as they saw fit. Subjects' retention of configurational knowledge (both chambers) and spatial ability (second chamber only, without feedback) were re-tested 1, 7, and 30 days after initial training. Response time (RT) and percent correct (% correct) learning curves were measured on all four days, while configurational knowledge was tested on the last three. All subjects ultimately learned to do the task within 36 trials in either test environment, but performed faster in the second environment than in the first (especially the strategy-trained group). The strategy group showed superior % correct and RT for above/behind targets and generally better configurational knowledge. Retention of configurational knowledge and spatial ability for both groups was good over 30 days. The subjects who reported using mental imagery (n=8) had higher scores on figure rotation tests and % correct for left/right targets. Performances by the control group on the experimental tasks were significantly correlated with those on conventional tests of field independence and 2/3D figure rotation ability. Strategy training helped those who had poorer mental rotation skills, and those who could not use mental imagery. Supported by NASA Cooperative Agreement NCC9-58 with the National Space Biomedical Research Institute, USA.
by Jason T. Richards.
S.M.
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Nichols, Scott A. "Improvement of the camera calibration through the use of machine learning techniques." [Gainesville, Fla.] : University of Florida, 2001. http://etd.fcla.edu/etd/uf/2001/anp1587/nichols%5Fthesis.pdf.
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Thesis (M.S.)--University of Florida, 2001.Title from first page of PDF file. Document formatted into pages; contains vii, 45 p.; also contains graphics. Vita. Includes bibliographical references (p. 43-44).
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Fichtl, Severin Andreas Thomas-Morus. "Developmental learning of preconditions for means-end actions from 3D vision." Thesis, University of Aberdeen, 2015. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227931.
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Specifically equipped and programmed robots are highly successful in controlled industrial environments such as automated production lines. For the transition of robots from such controlled uniform environments to unconstrained household environments with a large range of conditions and variations, a new paradigm is needed to prepare the robots for deployment. Robots need to be able to quickly adapt to their changing environments and learn on their own how to solve their tasks in novel situations. This dissertation focusses on the aspect of learning to predict the success of two-object means-end actions in a developmental way. E.g. the action of bringing one object into reach by pulling another, where the one object is on top of the other. Here it is the “on top” relation that affects the success of the action. Learning the preconditions for complex means-end actions via supervised learning can take several thousand training samples, which is impractical to generate, hence more rapid learning capabilities are necessary. Three contributions of this dissertation are used to solve the learning problem. 1. Inspired by infant psychology this dissertation investigates an approach to intrinsic motivation that is based on active learning, guiding the robot's exploration to create experience useful for improving classification performance. 2. This dissertation introduces histogram based 3D vision features that encode the relative spatial relations between surface points of object pairs, allowing a robot to reliably recognise the important spatial categories that affect means-end action outcomes. 3. Intrinsically encoded experience is extracted into symbolic category knowledge, encoding higher level abstract categories. These symbolic categories are used for knowledge transfer by using them to extend the state space of action precondition learning classifiers. Depending on the actions and their preconditions, the contributions of this dissertation enable a robot to achieve success prediction accuracies above 85% with ten training samples instead of approximately 1000 training samples that would otherwise be required. These results can be achieved when (a) the action preconditions can be easily identified from the used vision features or (b) the action preconditions to be learnt rest upon already existing knowledge, then it is possible to achieve these results by reusing the existing knowledge. This dissertation demonstrates, in simulation, an alternative to handcoding the knowledge required for a robot to interact with and manipulate objects in the environment. It shows that rapid learning, grounded in autonomous exploration, can be feasible if the necessary vision features are constructed and if existing knowledge is consistently reused.
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Kaplan-Rakowski, Regina. "The Effect of Stereoscopic Three-Dimensional Images on Recall of Second Language Vocabulary." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1240.
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The purpose of this experimental study was to investigate the effect of stereoscopic three-dimensional (S3D) images on productive and receptive recall of foreign language vocabulary. S3D images are highly-realistic and differ from non-stereoscopic three-dimensional (NS3D) images in that they provide the impression of the added third dimension of depth. This within-subject study exposed the participants (N = 82) in a controlled setting to a series of carefully designed and randomly distributed NS3D and S3D images. The subjects were then given immediate productive and receptive tests of foreign language vocabulary items that were represented by NS3D and S3D images. Quantitative data consisted of the scores from the vocabulary tests. Qualitative data, gathered through background questionnaires and follow-up surveys, included a mixture of open-ended and Likert questions. The statistical analyses of the data using a series of paired t-tests showed NS3D and S3D images to be equally effective for vocabulary recall. In addition, significantly more subjects found S3D images to be engaging and/or more useful, while subjects also indicated that they perceived the main benefits of learning with S3D images to come from enhanced focus, realism, engagement, and association. At the same time, some learners reported being distracted and experiencing discomfort while viewing S3D images. Post hoc tests revealed that lower performance on S3D images was driven only by those subgroups that exhibited discomfort and / or lack of experience with S3D technology.
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Järrendahl, Hannes. "Automatic Detection of Anatomical Landmarks in Three-Dimensional MRI." Thesis, Linköpings universitet, Datorseende, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-130944.
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Detection and positioning of anatomical landmarks, also called points of interest(POI), is often a concept of interest in medical image processing. Different measures or automatic image analyzes are often directly based upon positions of such points, e.g. in organ segmentation or tissue quantification. Manual positioning of these landmarks is a time consuming and resource demanding process. In this thesis, a general method for positioning of anatomical landmarks is outlined, implemented and evaluated. The evaluation of the method is limited to three different POI; left femur head, right femur head and vertebra T9. These POI are used to define the range of the abdomen in order to measure the amount of abdominal fat in 3D data acquired with quantitative magnetic resonance imaging (MRI). By getting more detailed information about the abdominal body fat composition, medical diagnoses can be issued with higher confidence. Examples of applications could be identifying patients with high risk of developing metabolic or catabolic disease and characterizing the effects of different interventions, i.e. training, bariatric surgery and medications. The proposed method is shown to be highly robust and accurate for positioning of left and right femur head. Due to insufficient performance regarding T9 detection, a modified method is proposed for T9 positioning. The modified method shows promises of accurate and repeatable results but has to be evaluated more extensively in order to draw further conclusions.
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McManigle, John E. "Three-dimensional geometric image analysis for interventional electrophysiology." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:2f36fa8e-9c64-4807-97c0-25e63398da7e.
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Improving imaging hardware, computational power, and algorithmic design are driving advances in interventional medical imaging. We lay the groundwork here for more effective use of machine learning and image registration in clinical electrophysiology. To achieve identification of atrial fibrosis using image data, we registered the electroanatomic map (EAM) data of atrial fibrillation (AF) patients undergoing pulmonary vein isolation (PVI) with MR (n = 16) or CT (n = 18) images. The relationship between image features and bipolar voltage was evaluated using single-parameter regression and random forest models. Random forest performed significantly better than regression, identifying fibrosis with area under the receiver operating characteristic curve (AUC) 0.746 (MR) and 0.977 (CT). This is the first evaluation of voltage prediction using image data. Next, we compared the character of native atrial fibrosis with ablation scar in MR images. Fourteen AF patients undergoing repeat PVI were recruited. EAM data from their first PVI was registered to the MR images acquired before the first PVI (‘pre-operative’) and before the second PVI ('post-operative' with respect to the first PVI). Non-ablation map points had similar characteristics in the two images, while ablation points exhibited higher intensity and more heterogeneity in post-operative images. Ablation scar is more strongly enhancing and more heterogeneous than native fibrosis. Finally, we addressed myocardial measurement in 3-D echocardiograms. The circular Hough transform was modified with a feature asymmetry filter, epicardial edges, and a search constraint. Manual and Hough measurements were compared in 5641 slices from 3-D images. The enhanced Hough algorithm was more accurate than the unmodified version (Dice coefficient 0.77 vs. 0.58). This method promises utility in segmentation-assisted cross-modality registration. By improving the information that can be extracted from medical images and the ease with which that information can be accessed, this progress will contribute to the advancing integration of imaging in electrophysiology.
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Sweet, Monica Ann. "Representational flexibility in the three-year-old : evidence from dimensional change tasks /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3112192.
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Al-Ashqar, Rami. "Relationship descriptors for interactive motion adaptation." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/29008.
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In this thesis we present an interactive motion adaptation scheme for close interactions between skeletal characters and mesh structures, such as navigating restricted environments and manipulating tools. We propose a new spatial-relationship based representation to encode character-object interactions describing the kinematics of the body parts by the weighted sum of vectors relative to descriptor points selectively sampled over the scene. In contrast to previous discrete representations that either only handle static spatial relationships, or require offline, costly optimization processes, our continuous framework smoothly adapts the motion of a character to deformations in the objects and character morphologies in real-time whilst preserving the original context and style of the scene. We demonstrate the strength of working in our relationship-descriptor space in tackling the issue of motion editing under large environment deformations by integrating procedural animation techniques such as repositioning contacts in an interaction whilst preserving the context and style of the original animation. Furthermore we propose a method that can be used to adapt animations from template objects to novel ones by solving for mappings between the two in our relationship-descriptor space effectively transferring an entire motion from one object to a new one of different geometry whilst ensuring continuity across all frames of the animation, as opposed to mapping static poses only as is traditionally achieved. The experimental results show that our method can be used for a wide range of applications, including motion retargeting for dynamically changing scenes, multi-character interactions, and interactive character control and deformation transfer for scenes that involve close interactions. We further demonstrate a key use case in retargeting locomotion to uneven terrains and curving paths convincingly for bipeds and quadrupeds. Our framework is useful for artists who need to design animated scenes interactively, and modern computer games that allow users to design their own virtual characters, objects and environments, such that they can recycle existing motion data for a large variety of different configurations without the need to manually reconfigure motion from scratch or store expensive combinations of animation in memory. Most importantly it’s achieved in real-time.
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Anwar, Hossain Mohammad. "Lornav: A Web-based tool for personalized three-dimensional navigation of distributed learning object repositories." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/21883.
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Hossain, Mohammad Anwar. "LORNAV: A Web-based tool for personalized three-dimensional navigation of distributed learning object repositories." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/26925.
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This thesis presents LORNAV, a prototype web-based 3D tool designed to visualize Learning Objects (LOs) in a virtual environment over the Internet. The learning objects focused on are represented using the IEEE Learning Object Metadata (LOM) standard and are distributed among multiple repositories. The repositories may be located locally on the LORNAV server or be distributed elsewhere on the Internet. LORNAV dynamically creates a 3D representation of each of the LOs from the LOM elements based on a predefined template and displays it in 3D virtual environment using several visualization metaphors. The creation of the 3D virtual environment is also influenced by the individual user profile that reflects the interest of the user using the system. LORNAV allows the user to navigate through the 3D environment, view the associated metadata of the 3D objects, read/play the content, and select the objects of interest to create a personal space within the 3D environment. The introduction of personal space provides the user with a familiar navigation space consisting of LOs of his/her choice.
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Rahman, Abu Saleh Md Mahfujur. "Suitability of searching and representing multimedia learning resources in a three-dimensional virtual gaming environment." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27909.
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Search engines usually publish search results in web pages that are filled with a certain number of matched records that can be navigated further through successive back and forth operations. While this approach proves to be useful, it fails to show the context and relationship among displayed results. We argue that new and intuitive user interfaces, such as a 3D virtual environment, may provide an alternative to the traditional presentation techniques, especially in a learning environment where learners are looking for multimedia learning resources that match their interests. We propose a 3D car gaming environment as a search metaphor and analyze the suitability of such an approach in terms of user perception, interaction, visual quality, graphics rendering performance and other parameters. Our experiment suggests that the proposed approach not only shows an intuitive way of information visualization but also integrates education and entertainment to serve the vision of Edutainment.
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Chan, Ho-Ming. "A supervised learning framework for multi-modal rigid registration with applications to angiographic images /." View Abstract or Full-Text, 2003. http://library.ust.hk/cgi/db/thesis.pl?COMP%202003%20CHAN.
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Thesis (M. Phil.)--Hong Kong University of Science and Technology, 2003.Includes bibliographical references (leaves 60-62). Also available in electronic version. Access restricted to campus users.
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Dalgarno, Barney John. "Characteristics of 3D environments and potential contributions to spatial learning." Access electronically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050114.092913/index.html.
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Scoresby, Jon M. "Reflective Redo Within a Three-Dimensional Simulation and its Influence on Student Metacognition, Reflection, and Learning." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/983.
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The objective of this study was to investigate the effects on a student’s metacognition, reflection, and learning in a specifically designed educational simulation supported by unique technology. The simulation allows players’ actions to be recorded for the purpose of review to identify mistakes. The simulation also allows students to start at and redo actions while fixing previous mistakes instead of starting over at the beginning of a new scenario. When starting at the mistake or point of failure, as identified by a facilitator, during the redo of the initial saved scenario, students reflect on the actions performed during the initial scenario. Student thinking during a redo of a scenario, after the initial scenario reflection, may be called reflective redo when the simulation technology can support starting from the point of failure. This research investigated how metacognition, reflection, and learning were affected by reflective redo. Two key findings were identified when analyzing reflective redo in how students.
learn the content and how they learn about their own use of metacognition and reflection. The first key finding relating to the influence of reflective redo on learning was that participants used reflection at levels that matched their need as a support mechanism. The second key finding was that the students’ abilities to place themselves in the problem space contributed to the amount of contextual information they needed to be successful— in this case, either starting from the beginning or from the point of failure.
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FERREIRA, VIVIANE G. "Índices cristalográficos de Miller: uma proposta em educação a distância." reponame:Repositório Institucional do IPEN, 2015. http://repositorio.ipen.br:8080/xmlui/handle/123456789/23905.
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Submitted by Maria Eneide de Souza Araujo (mearaujo@ipen.br) on 2015-09-01T19:26:06Z
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Dissertação (Mestrado em Tecnologia Nuclear)
IPEN/D
Instituto de Pesquisas Energeticas e Nucleares - IPEN-CNEN/SP
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Burton, Brian. "Collaboration and the use of three dimensional interface within a virtual learning environment and the impact on communications and learning a case study /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5600.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 2, 2009) Vita. Includes bibliographical references.
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Raupp, Daniele Trajano. "Alfabetização tridimensional, contextualizada e histórica no campo conceitual da estereoquímica." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/122337.
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A compreensão dos processos de aprendizagem de conceitos no campo da estereoquímica e o desenvolvimento de uma estratégia didática que favoreça sua aprendizagem foram os principais objetivos desse trabalho. A compreensão desse campo exige o domínio de uma rede de conceitos abordados nas disciplinas de Química Orgânica básica tanto no Ensino Médio quanto no Ensino Superior nos cursos de química, farmácia, biomedicina, bioquímica dentre outros. O ensino de estereoquímica e seus desafios têm sido discutidos há décadas, sendo que a complexidade na resolução de problemas no espaço tridimensional tem sido considerada como uma das principais fontes de dificuldades de aprendizagem. Assim é clara a necessidade de utilizar estratégias em sala de aula que favoreçam o desenvolvimento das habilidades relativas à visualização tridimensional. Mas existe outra barreira a ser transposta na sala de aula: a motivação do aluno para a aprendizagem. Alguns alunos adquirem certa resistência à Química devido à falta de contextualidade na abordagem dos conteúdos. Assim o problema norteador nessa tese é: como tornar mais eficiente o ensino e a aprendizagem da estereoquímica com foco no Ensino Médio? O aporte teórico desse estudo está alicerçado nas teorias cognitivistas de Vygotsky e Vergnaud em função de que ambas consideram a representação como elemento principal na aquisição de conhecimentos, fato que está diretamente relacionada com a questão da visualização e que essa aquisição é dependente do contexto, ou seja, o estudante aprende o que para ele tem significado. Particularmente a Teoria dos Campos Conceituais de Gerard Vergnaud ocupa-se em entender melhor quais são os problemas de desenvolvimento específicos de um determinado campo de conhecimento e atribui ao professor o papel de promover oportunidades para que os alunos superem suas dificuldades desenvolvendo assim formas mais eficientes de trabalhar os conteúdos. Para responder essa questão investigamos, incialmente, estudantes do nível superior, bem como livros de ensino médio e superior. A partir dos dados coletados elaborou-se uma unidade de ensino baseada em uma estratégia didática baseada na tríade alfabetização tridimensional, histórica e contextual que visa à aprendizagem integrada dos diferentes aspectos. A unidade didática foi avaliada por professores de Química de diferentes níveis de ensino para finalmente, na última etapa de coleta de dados, investigar a compreensão de estudantes de Ensino Médio sobre o campo conceitual para diagnosticar o nível de compreensão conceitual, histórica e contextual e verificar o aprimoramento dessa compreensão após uso da unidade de ensino. As análises realizadas durante a pesquisa nos levam a crer que o uso de uma estratégia baseada na tríade alfabetização tridimensional, histórica e contextual pode tornar mais eficiente o ensino e a aprendizagem da estereoquímica uma vez que promove o aprendizado dos conceitos de forma mais abrangente facilitando o desenvolvimento das habilidades tridimensionais necessárias além de uma enculturação dos estudantes nos aspectos sócio-históricos-culturais que são tão fundamentais ao estudo da estereoquímica, e porque não dizer, da Química como ciência.Understanding the learning processes of concepts in the field of stereochemistry and the developing a teaching strategy that favors their learning were the main objectives of this work. Understanding this field requires mastery of a concept network taught in basic organic chemistry disciplines both in high school and in higher education in chemistry courses, pharmacy, biomedical, biochemical and others. The teaching of stereochemistry and its challenges have been discussed for decades and the complexity in problem solving in the tridimensional space has been considered as one of the main sources of learning difficulties. Hence, it is clear the need to use teaching strategies in the classroom that encourages the development of tridimensional abilities. But there is another barrier to be overcome in the classroom: student motivation for learning. Some students develop a certain resistance to learning chemistry due to lack of contextualization in the content approach. So the guiding problem in this thesis is: how to make stereochemistry teaching and learning more efficient in high school? The theoretical contribution of this study is grounded in the cognitive theories of Vygotsky and Vergnaud because both authors consider representations as the main element in the acquisition of knowledge. This fact is directly related to the issue of visualization and that this acquisition is dependent on the context, meaning that the students actually learn what is meaningful for him. Particularly Vergnaud's theory of conceptual fields is concerned in understanding better what are the specific development problems of a particular field of knowledge and gives the teacher the role of promoting opportunities for students to overcome their difficulties thus developing more efficient ways of teaching specific contents. To answer this question we investigated, firstly, college students, as well as high school and college didactic books on the subject. Using the analysis of the data collected we prepared a teaching unit based on a teaching strategy based on a triad of three-dimensional, historical and contextual literacy that aims the integrated learning of those different aspects. The teaching unit was evaluated by chemistry teachers from different educational levels and finally, the last data collection stage investigate the understanding of high school students about the conceptual field to assess the level of conceptual, historical and contextual understanding, and to investigate the improvement of this understanding after using the teaching unit. The analyzes carried out during the research lead us to believe that the use of a strategy based on three-dimensional, historical and contextual literacy triad can promote a more efficient teaching and learning of stereochemistry. In our point of view, this happens because the teaching unit promotes the learning of concepts in a broader fashion allowing not only the development of the necessary tridimensional skills as well as a enculturation of students in socio-historical-cultural aspects that are so fundamental to the study of stereochemistry, and possibly, Chemistry as a science.
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Lee, Ki-Young. "A dual processing model of virtual experience." Diss., Connect to online resource - MSU authorized users, 2006.
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Garg, Amit. "Learning anatomy from rotating three dimensional virtual models, do more views of an anatomical object improve understanding its spatial characteristics?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0005/MQ40646.pdf.
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Ramesh, Rohit. "Abnormality detection with deep learning." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/118542/1/Rohit_Ramesh_Thesis.pdf.
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This thesis is a step forward in developing the scientific basis for abnormality detection of individuals in crowded environments by utilizing a deep learning method. Such applications for monitoring human behavior in crowds is useful for public safety and security purposes.
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Warsop, Thomas E. "Three-dimensional scene recovery for measuring sighting distances of rail track assets from monocular forward facing videos." Thesis, Loughborough University, 2011. https://dspace.lboro.ac.uk/2134/8994.
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Rail track asset sighting distance must be checked regularly to ensure the continued and safe operation of rolling stock. Methods currently used to check asset line-of-sight involve manual labour or laser systems. Video cameras and computer vision techniques provide one possible route for cheaper, automated systems. Three categories of computer vision method are identified for possible application: two-dimensional object recognition, two-dimensional object tracking and three-dimensional scene recovery. However, presented experimentation shows recognition and tracking methods produce less accurate asset line-of-sight results for increasing asset-camera distance. Regarding three-dimensional scene recovery, evidence is presented suggesting a relationship between image feature and recovered scene information. A novel framework which learns these relationships is proposed. Learnt relationships from recovered image features probabilistically limit the search space of future features, improving efficiency. This framework is applied to several scene recovery methods and is shown (on average) to decrease computation by two-thirds for a possible, small decrease in accuracy of recovered scenes. Asset line-of-sight results computed from recovered three-dimensional terrain data are shown to be more accurate than two-dimensional methods, not effected by increasing asset-camera distance. Finally, the analysis of terrain in terms of effect on asset line-of-sight is considered. Terrain elements, segmented using semantic information, are ranked with a metric combining a minimum line-of-sight blocking distance and the growth required to achieve this minimum distance. Since this ranking measure is relative, it is shown how an approximation of the terrain data can be applied, decreasing computation time. Further efficiency increases are found by decomposing the problem into a set of two-dimensional problems and applying binary search techniques. The combination of the research elements presented in this thesis provide efficient methods for automatically analysing asset line-of-sight and the impact of the surrounding terrain, from captured monocular video.
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Arici, Anne Dickson. "Meeting kids at their own game a comparison of learning and engagement in traditional and three-dimensional MUVE educational-gaming contexts /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3342204.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, School of Education and the Dept. of Psychological and Brain Sciences, 2008.Title from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0469. Adviser: Joyce Alexander.
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Tamba, Robert. "From archaeological prospection to communication using learning theory. Multi-variable maping and 3D representations in archaeology and built heritage." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/393977.
Full textAbstract:
La geofísica arqueològica es basa en la mesura de propietats físiques. S'aplica per la documentació de jaciments arqueològics. Inclou una seqüència de tasques que en tres fases (1) el camp, (2) la transformació de les dades I (3) la finalització del projecte.
A través de la presentació de tres casos d'estudi, la recerca presentada aquí il.lustra diverses aportacions. Primer, s'avalua la seqüència de tasques d'un projecte per proposar punts de control de la qualitat i consistència de les dades. Després s'ha plantejat una aproximació didàctica dels resultats de geofísica arqueològica per mil-lorar els formats de transmissió de la informació. Finalment, s'ha estudiat la inter-acció de diferents tipus de dades arqueològiques amb la informació obtinguda de la geofísica.
L'avaluació de la seqüència de treball ha permès definir punts de control de la qualitat de la prospecció. Durant la fase de camp es recomana l'ús d'un qüestionari pel disseny de l'estratègia de prospecció, es defineixen els objectius arqueològics i les limitacions del projecte, i es prepara l'entorn del jaciment prèviament a l'adquisició de les dades. La transformació de les dades requereix la identificació i caracterització del soroll d'adquisició, la vectorització de les dades i la producció de mapes sintètics. La finalització ha d'incloure les metadades del projecte, les representacions dels resultats en diferents formats i l'ús de formats oberts de fitxers.
L'aproximació didàctica dels resultats ha permès classificar els formats de lliura-ment de resultats. La memòria tècnica representa una presentació conductista. L'estructura és fixa i lineal. Amb una presentació cognitiva es varien els formats. En suplement a la memòria tècnica s'ha generat una memòria gràfica, una seqüència animada i un model. El model representa una visió constructivista, ja que permet a
l’usuari tenir un control directe de la interpretació de les dades i observar-les des de diferents perspectives.
Finalment, s’ha estudiat la combinació de tres tipus d’informació arqueològica amb dades geofísiques: un model topogràfic digital, dades de prospecció de materials superficials i resultats d’excavacions. El model topogràfic digital va ser combinat amb dades de georadar per avaluar l’estat de conservació d’un artefacte monumental. Les dades de prospecció superficial s’han interpretat conjuntament amb les dades geofísiques per caracteritzar la seqüència d’ocupació d’una vila romana. Les dades d’excavació arqueològica s’han integrat amb els resultats geofísics en una plataforma comuna per documentar la destrucció d’un assentament romà.The research was placed at the confluence of three fields: Archaeological Geophysics, Archaeology and Learning Theory. The two latter were considered in order to im-prove the transmission process of archaeological geophysics results. Archaeological Geophysics is based on the use of methods that measure the contrast in physical properties. It is applied to map the context of archaeological sites. The mapping helps with the management of the research. The outputs of Archaeolog-ical Geophysics projects are produced through a nested sequence of decisions and actions. The sequence was separated in three phases: field, data transformation and data finalisation. The field phase includes the design of the project and the data acquisition survey. The transformation phase is dedicated to the processing of the acquired data and to their interpretation. During the finalisation, the data and metadata of the project are archived and the results are transmitted to the end-user. Geophysical results are not often integrated in the communication process of archae-ological findings. The main hypothesis of the research was that this absence can be explained by failure situations that occur during any phase of a project. Failure situation can be explained by results with insufficient resolution, not adequately transformed or poorly transmitted. The main objective of the research was to pro-pose solutions to identify and limit these failure situations in order to improve the final transmission of the results. Three approaches were proposed. The transmission process was analysed considering the different Learning Theory currents. A behaviourist approach gave a linear understanding of the information. It is based on standards and clearly defined con-tents. Its main vector would be the technical report. The cognitive contribution was the diversification of the formats of transmission. In addition to the technical report, a graphical report, an animated sequence and a model of the results were systematically produced. This associated material was created taking into account the relation between text, image and sound in order to improve the understanding process. The model represented the constructivist current. It enables the end-user having a personalised experience of the created environment through increased control and interactivity. The second approach was to describe in detail the workflow of an Archaeological Geophysics project. The description aimed to define control points that could favour a better quality of the produced material. Control points were defined at each phase. In the field phase they include (1) the use of questionnaire during the design of the project, (2) the production of a diagram stating the archaeological objectives, the used methods and their limitations and (3) an appropriate preparation of the environment of the site prior to the acquisition of the data. The control points of the transformation phase were (1) the characterisation of the acquisition noise, (2) the vectorisation of the results with associated attributes and (3) the production of synthetic maps. The finalisation phase should include (1) the metadata of the project, (2) several parallel formats of transmission of the results and (3) open source formats for the digital archive.
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Ferreira, Viviane Gabriel. "Índices cristalográficos de Miller: uma proposta em educação a distância." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/85/85134/tde-18082015-084718/.
Full textAbstract:
No estudo da estrutura cristalina dos materiais, pertinente à disciplina de Ciência dos Materiais e outras afins, há uma grande dificuldade da parte de alunos em compreender como identificar pontos, direções e planos cristalográficos, segundo o padrão de notação dos conhecidos índices de Miller. Parte desta dificuldade surge da necessidade de se visualizar algo que é tridimensional em apenas duas dimensões. Para contribuir com a diminuição de tais dificuldades foi elaborado neste trabalho um curso de Educação a Distância (EaD) assíncrono, destinado a estudantes de graduação e pós-graduação, especificamente sobre a determinação dos índices cristalográficos de Miller, onde recursos de visualização tridimensional interativa foram empregados. Apenas o sistema cúbico foi contemplado nesta versão do curso. As representações tridimensionais foram criadas com o programa Wolfram Mathematica 10.1. O curso foi desenvolvido em um ambiente virtual de aprendizagem gratuito (MOODLE 2.6.4) e hospedado em um servidor específico para este fim (MCO2). Os roteiros para determinar pontos, direções e planos cristalográficos foram elaborados com o auxílio do programa Adobe Macromedia Flash 8.0. Algumas ilustrações foram criadas com o programa Solid Works. O curso contempla a interatividade através de exercícios e do chat entre os participantes. Para que haja aprimoramento contínuo, há no final um questionário destinado aos estudantes, sobre a estrutura do curso e a compreensão dos conceitos teóricos disponibilizados.In the study of the crystal structure of materials, pertaining to the discipline of materials science and others alike, students have been shown great difficulty on understanding how identify points, directions and plans using the standard notation with the well known Miller indices. Part of this issue arises from the need to visualize something that is three dimensional in only two dimensions. To overcome this problem a asynchronous Distance Education course was created for undergraduated and graduated students, helping them on determining crystallographic Miller indices by means of three-dimensional visualization resources. In the present version of the course only the crystal cubic system was covered. Three-dimensional representations were created using Wolfram Mathematica 10.1. The course were built in a virtual free-learning environment (MOODLE 2.6.4) and hosted in a dedicated commercial server (MCO2). For determining crystal points, directions and planes, guide instructions were worked out with the support of Adobe Macromedia Flash 8.0. Some pictures were created with Solid Works. Course interactivity is accomplished by proposed exercises and chat among the participants. For providing continuous improvement, students at the end can answer a survey about the course structure and the available theoretical concepts.
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Leite, Cristina. "Formação do professor de Ciências em Astronomia: uma proposta com enfoque na espacialidade." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05062007-110016/.
Full textAbstract:
Trata-se do desenvolvimento e da avaliação de um curso de formação continuada no tema da Astronomia, dirigido aos professores de Ciências da escola pública de São Paulo. Cerca de treze atividades foram articuladas, levando-se me consideração o desenvolvimento de elementos da espacialidade, como proporções e mudanças de perspectivas. A principal razão desse enfoque está na grande dificuldade dos professores em relação ao que Piaget chama de \'centração\' ou \'não coordenação\' de perspectivas, ou seja, um apego ao ponto de vista único e primeiro, com ausência de articulações entre o que eles vêem e aquilo que estudam. Dessa forma, o embate entre as observações primeiras e, algumas vezes, ingênuas dos professores e o conhecimento cientifico em questões fizeram parte de todas as atividades do curso. Algumas das atividades do curso são: debates sobre a forma da Terra e dos demais astros, movimentos da Lua e da Terra na explicação dos fenômenos, a construção em escala das dimensões \'tempo\' e \'espaço\' no estudo das proporções e da dinâmica de movimento dos planetas no Sistema Solar, visita a um planetário e estudo de um programa simulador da observação celeste. Também fez parte do curso a discussão sobre o aprendizado dos professores em relação à forma, às proporções e, principalmente, ao estabelecido estabelecimento de conexões entre o todo e a parte, relativas não apenas aos objetivos astronômicos como às relações entre eles através dos fenômenos. Participaram da pesquisa dez professores de Ciências que já tinham ministrado conteúdo de Astronomia no ensino fundamental. Uma construção tridimensional do Universo através de uma maquete, realizada individualmente, foi utilizada como pré-teste. No final do curso, em re-olhar avaliativo de cada professor sobre a sua construção inicial fez parte da avaliação do curso. O material de analise, além dos pré e pós-teste, foram gravações em vídeo das atividades e gravações e áudio das avaliações diárias dos membros da equipe de pesquisadores. Verificamos que os temas que necessitamos de mudanças de perspectivas mais freqüentes foram os mais difíceis de serem compreendidos, como as fases da Lua, em que os movimentos tanto da Lua quanto da Terra nos obrigam a rever constantemente suas posições relativas. Os professores relatam em vários momentos que sua percepção em relação à Terra, à Lua, às estações do ano e às proporções do Sistema Solar melhorou muito e que a natureza tridimensional das atividades foi importante para a compreensão da composição espacial dos astros, tornando a concepção destes mais real e dinâmica para eles. Observamos, pela natureza das reflexões dos professores, que este curso ultrapassou a dimensão do conteúdo, possibilitando a eles re-pensarem a sua prática docente ao tomar consciência das habilidades e das dificuldades inerentes a estufo da Astronomia.It is about the development and the evaluation of a course of continuing teaching in the theme of the Astronomy, to the Science teachers of the public school of São Paulo. About thirteen activities were articulated, being taken into account the development of elements of the three-dimensional space, as proportion and perspective changes. The main reason of that focus is the teacher\'s great difficulty concerning to what Piaget calls centered or no coordination of perspectives, in other words, an insistence on the only and first point of view, with absence of articulations between what they see and what they study. In what, the confrontation between the first and, sometimes, naïve observations of the teachers and the scientific knowledge was part of all of the course activities. Some of the course activities were: debates about the form of the Earth and the other stars, movements of the Moon and of the Earth for the explanation of the phenomena, the construction in scale of \'time\' and \'space\' during the study of the proportions and the dynamics of the planets movement in the Solar System, the visitation of a planetarium and the study of a program simulator of the celestial observation. The teachers\' learning about the form, the proportion and, mainly, the establishment of connections between the whole and the part, relative not just to the astronomical objects, but also to the relationship among them through the phenomena were also part of the course discussion. Ten teachers of science that already taught contents of Astronomy in the elementary school participated in the research. The individual construction of a three-dimensional Universe through a maquette was used as pretest. As part of the course evaluation, each teacher evaluated his/her own initial construction. Video recordings of the activities and audio recordings of the daily evaluations of the members of the researchers\' team were also material of analysis. We verified that the themes that need more frequent changes of perspectives were the most difficult of being understood, as the phases of the Moon, in which the movements of the Moon and of the Earth force us to review their relative positions constantly. The teachers tell in several moments that their perception of the Earth, of the Moon, of the seasons and of the proportion of the Solar System got better and that the three-dimensional nature of the activities was important to the comprehension of the spatial composition of the stars, turning this conception more real and dynamic for them. We observed, by the nature of the teachers\' reflections, that this course crossed the dimension of the content, making possible for them to reflect about their educational practice when they take conscience of the abilities and the inherent difficulties to the Astronomy study.
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Cordeiro, Sara Andreia Ramalho. "O Biofeedback Cinemático 3D na realização de exercícios escápulo-torácicos." Master's thesis, Instituto Politécnico de Setúbal. Escola Superior de Saúde, 2013. http://hdl.handle.net/10400.26/10116.
Full textAbstract:
Dissertação de Mestrado em Fisioterapia em Condições Músculo-esqueléticas: Relatório de Projecto de InvestigaçãoDesenho do estudo: Estudo randomizado e controlado. Objectivos: Avaliar a efectividade do Biofeedback Cinemático tridimensional em tempo real, durante a execução de exercícios escapulo-torácicos, na fase associativa do processo de aprendizagem motora em indivíduos saudáveis. Enquadramento: Ser capaz de reconhecer qual a posição neutra adequada da omoplata e manter essa posição nos primeiros graus de elevação do membro superior é essencial para a função e estabilidade do complexo articular do ombro. Isto tem sido referido como um aspecto importante no processo de reabilitação de indivíduos com disfunção do complexo articular do ombro. O papel da informação de retorno extrínseca no processo de reaprendizagem motora é bem conhecido, particularmente na sua fase associativa. Embora vários estudos baseados na electromiografia tenham abordado a influência da informação de retorno extrínseca na reabilitação de indivíduos com disfunção do ombro, a evidência publicada acerca da efectividade do feedback cinemático 3D do ombro ainda é escassa. Métodos: 30 sujeitos, sem diagnóstico de disfunção no ombro, com idade média de 21,94 anos (±4,56) participaram neste estudo. Os sujeitos eram divididos aleatoriamente em dois grupos (grupo experimental e grupo de controlo) e foram instruídos a efectuar actividades analíticas e diárias que envolviam o complexo articular do ombro, enquanto mantinham a zona neutra da omoplata. O grupo de controlo não recebeu qualquer tipo de informação de retorno extrínseca; o grupo experimental recebeu informação de retorno extrínseca através dos exercícios. Para analisar o desempenho da tarefa foram estabelecidas três variáveis: tempo de execução, distância ao percurso ideal e a distância à posição alvo. Resultados: Foram encontradas diferenças estatisticamente significativas no grupo experimental nas variáveis distancia ao percurso ideal e distancia à posição alvo (p<0.05). Conclusão: Dos resultados deste estudo pode ser concluído que o Biofeedback Cinemático tridimensional em tempo real é uma ferramenta efectiva para melhorar a qualidade de desempenho dos exercícios escapulo-torácicos.
Abstract: Study design: Randomized controlled trial. Objectives: To assess the effectiveness of real-time three-dimensional kinematic biofeedback’s during the performance of scapular-focused exercises in the associative phase of motor learning process in healthy subjects. Background: Being able to recognize scapula correct neutral position and maintaining this position during arm elevation is essential for the proper function and stability of the shoulder. This has been pointed a milestone in the process of rehabilitation of people with shoulder dysfunctions. The role of extrinsic feedback information in motor relearning process is well known, particularly in its associative phase. Although several electromyographic based studies have addressed the influence of extrinsic feedback information in the rehabilitation of individuals with shoulder dysfunction the published information on the effectiveness of 3D shoulder feedback kinematics is still scarce. Methods: Thirty subjects without shoulder dysfunctions with a mean age of 21.94 years (± 4.56) participated in the study. The subjects were randomly divided into two groups (an experimental group and a control group) and were asked to perform both an analytic and a daily shoulder activity while maintaining scapula’s neutral zone. The control group did not receive extrinsic feedback information; the experimental group received extrinsic feedback information throughout the exercises. To analyze the performance of the task three variables were established: execution time, the distance to a defined best path and the distance to the target position. Results: Statistically significant differences were found in the experimental group in the variables distance to the best path and distance to the target position (p<0,05). Conclusion: From this study results it can be concluded that real-time three-dimensional kinematic biofeedback is an effective tool to improve the quality of scapular-focused exercises execution.
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LEFEVRE, ANNE. "Evita : un systeme de securite anti-collision pour un engin mobile utilisant une modelisation de l'environnement obtenue par apprentissage." Paris 6, 1987. http://www.theses.fr/1987PA066478.
Full textAbstract:
Presentation du systeme evita capable d'assister automatiquement l'operateur dans la prevention de toute forme de collision, en restant independant de la commande des engins. Le teleoperateur est averti de toute forme de danger par un signal d'alarme et peut connaitre l'etat du systeme a tout moment grace a la visualisation graphique couleur 3d
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Чапалюк, Богдан Володимирович. "Системи автоматичної медичної комп’ютерної дiагностики з використанням методiв штучного iнтелекту." Doctoral thesis, Київ, 2020. https://ela.kpi.ua/handle/123456789/39677.
Full textAbstract:
Мета даного дисертацiйного дослiдження полягає в детальному розглядi, розробцi та удосконаленнi систем автоматичної комп’ютерної дiагностики раку легень використовуючи методи штучного iнтелекту, зокрема
застосовуючи та удосконалюючи останнi досягнення в областi глибинного
навчання.
Для дiагностування раку легенiв в сучасних медичних закладах використовують комп’ютерну томографiю, що представляє собою тривимiрне
зображення легенiв пацiєнта, отримане за допомогою рентгенiвського променю, що пошарово та поступово проходить через тканини людського тiла
в рiзних напрямках, з рiзних кутiв та положень. Такий вид зображень використовується в роботi для аналiзу присутностi пухлини в легенях за допомогою згорткових нейронних мереж. Однак, такi особливi данi накладають
свої складностi в розробцi систем медичного комп’ютерного дiагностування, оскiльки при роботi з ними необхiдно враховувати їхню тривимiрну
природу та вiдповiднi просторовi зв’язки. Тому, в дисертацiйному дослiдженнi розглядається три основнi пiдходи для роботи з такими даними:
1. Використання двовимiрної згорткової нейронної мережi. Для кожного шару КТ знiмка застосовується згорткова нейронна мережа.
Виходи мережi для кожного шару знiмку об’єднуються та фiнальний висновок робиться на основi правил навчання за набором зразкiв.
2. Використання тривимiрних згорткових нейронних мереж, якi враховують тривимiрну природу вхiдних даних та можуть вiднайти кориснi патерни використовуючи всi три просторовi вiсi. Часто, такi
системи роздiляють задачу на декiлька етапiв, кожен з яких використовує тривимiрну згорткову нейронну мережу налаштовану пiд
конкретну пiдзадачу.
3. Використання комбiнованої структури двовимiрної згорткової та рекурентної нейронних мереж. В такому пiдходi двовимiрну згорткову нейронну мережу використовують для представлення вхiдних
даних в менш мiрному просторi шляхом навчання многовиду меншої розмiрностi. Завдяки цьому на кожному шарi КТ зображення будуть видiлятися тiльки найбiльш важливi високорiвневi ознаки. Отриманi ознаки обробляються двонаправленою рекурентною
нейронною мережею з вентильним вузлом (англ. bidirectional gated
recurrent neural network), яка навчається складним нелiнiйним функцiям, що описують просторовi залежностi та вплив мiж ними. Вихiд рекурентної мережi повертає ймовiрнiсть наявностi пухлини на
знiмку.
В рамках даного дисертацiйного дослiдження проводиться аналiз та виконується експерименти для кожного пiдходу, а отриманi результати порiвнюються з роботами iнших авторiв. Експерименти показують, що найбiльш
точними є системи побудованi iз декiлькох тривимiрних згорткових нейронних мереж (одна мережа сегментує потенцiйнi проблемнi регiони, iнша
класифiкує присутнiсть в таких регiонах пухлини). Однак, такi системи
мають дуже великi обчислювальнi вимоги, через те що використовують
операцiю тривимiрної згортки, вимоги до обчислювальної потужностi якої
ростуть кубiчно зi збiльшенням розмiрностi вхiдного зображення. В такому випадку, запропонована архiтектура рекурентної згорткової нейронної
мережi дозволяє отримати точнiсть роботи системи на достатньо високому
рiвнi, в той же час використовуючи значно менш вимогливу до обчислювальних потужностей та пам’ятi операцiю двовимiрної згортки.
Наукова новизна отриманих результатiв дисертацiї полягає в запропонованому здобувачем методi побудови комбiнованої структури системи
комп’ютерної дiагностики, що полягає в поєднаннi двовимiрної згорткової
та двонаправленої рекурентної нейронної мережi LSTM. На вiдмiну вiд iнших рiшень, така система враховує просторовi зв’язки мiж рiзними шарами
знiмку комп’ютерної томографiї шляхом використання двонаправленої рекурентної нейронної мережi, на входi якої використовують високорiвневi
ознаки сформованi за допомогою двовимiрної згорткової нейронної мережi. Високорiвневi ознаки будуються для кожного шару знiмку пацiєнта.
За результатами експериментiв така архiтектура нейронної мережi змогла
досягти значення AUC ROC на рiвнi 83%, що трохи нижче у порiвнянi з
системами тривимiрних згорткових нейронних мереж, що показують значення AUC ROC на рiвнi 90-95%. Однак, отриманi результати є найвищими
результатами для рекурентних нейронних мереж, що застосовуються для
побудови систем комп’ютерної дiагностики раку легенiв. Також, запропонована архiтектура має вищу швидкодiю, що досягається шляхом використання операцiї двовимiрної згортки замiсть операцiї тривимiрної згортки,
вимоги якої до обчислювальної потужностi та пам’ятi ростуть квадратично
з розмiром вхiдних даних, а не кубiчно.
Для ефективного навчання комбiнованої структури згорткової рекурентної нейронної мережi був запропонований механiзм м’якої уваги, що надав
можливiсть нейроннiй мережi отримати iнформацiю про локацiю пухлини
пiд час навчання. Згiдно проведених експериментiв, такий пiдхiд допомiг
покращити показники метрики AUC ROC бiльш нiж на 8%.
Практичне значення отриманих результатiв полягає в розширенi та
удосконаленi iснуючих методiв побудови систем комп’ютерної дiагностики. Запропонована комбiнована структура згорткової нейронної мережi та
двонаправленої рекурентної мережi дозволяє отримати достатньо високу
точнiсть роботи системи та пiдвищує точнiсть роботи системи у порiвнянi з використанням звичайних рекурентних нейронних мереж. Також, така
система вiдзначається використанням меншої кiлькостi ресурсiв чим у тривимiрної згорткової нейронної мережi. Проведенi експерименти та аналiз
iснуючих методiв систем комп’ютерної дiагностики дозволив сформулювати необхiднi вимоги та пiдходи, якi потрiбно використовувати в залежностi вiд прiоритету швидкодiї чи точностi роботи системи. Запропонований
механiзм м’якої уваги дозволяє значно пiдвищити ефективнiсть навчання
комбiнованих архiтектур згорткових рекурентних нейронних мереж.
Результати дисертацiйного дослiдження впроваджено в НДР за темою
“Розроблення та дослiдження методiв обробки, розпiзнавання, захисту та
зберiгання медичних зображень в розподiлених комп’ютерних системах”
за номером держ реєстрацiї 0117U004267 (тема №2021п, код КВНТД I.1
01.05.02). Також, основнi результати роботи викладенi в 6 друкованих наукових роботах, з них двоє статей в наукових фахових виданнях України,
2 опублiковано в iноземних журналах, що iндексується в Googel Scholar та
iнших базах даних, 1-а стаття у виданнi, що входить до Web of Science Core
Collection та SCOPUS. Також опублiковано одну роботу в тезах доповiдей
мiжнародної наукової конференцiї.
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Jhih-Ping, WU, and 吳致平. "Learning Three-dimensional Views with Augmented Reality." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/y6yptp.
Full textAbstract:
碩士國立臺灣師範大學
資訊教育研究所
102
The purposes of this study were to develop and evaluate an augmented reality (AR) toolto help students learning Three-dimensional views. We adopted the Design-based Research method in this study.The AR tool was developed with two functions. One is when students use the tablet to scan three-dimensional object, the augmented three-dimensional views of the object will appear on the screen. The other is when students use the tablet to scan the three-dimensional views cards, the corresponding three-dimensional object will show on the screen. The participants for our experiment to evaluate the AR toolwere 42 junior third grade students, with 22 students in experimental group and 20 students in control group. Our findings showed that students considered the augmented reality learning tool is helpful for their imagine the mental imagery. However, neither the AR tool increased students’ motivation for learning nor it promoted students’ satisfaction on learning activities. The less effective of our AR tool may be due to the limited scanning angle of the system. Future studies should improve the features of the AR tool so that the effects of it can be maximized.
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Kaelbling, Leslie P., and Tomás Lozano-Pérez. "Learning Three-Dimensional Shape Models for Sketch Recognition." 2004. http://hdl.handle.net/1721.1/7424.
Full textAbstract:
Artifacts made by humans, such as items of furniture and houses, exhibit an enormous amount of variability in shape. In this paper, we concentrate on models of the shapes of objects that are made up of fixed collections of sub-parts whose dimensions and spatial arrangement exhibit variation. Our goals are: to learn these models from data and to use them for recognition. Our emphasis is on learning and recognition from three-dimensional data, to test the basic shape-modeling methodology. In this paper we also demonstrate how to use models learned in three dimensions for recognition of two-dimensional sketches of objects.Singapore-MIT Alliance (SMA)
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Casstevens, Randy Mark. "Explorations in three-dimensional user interfaces for learning environments." 2003. http://www.lib.ncsu.edu/theses/available/etd-10292003-101715/unrestricted/etd.pdf.
Full text
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Huang, Wen-Han, and 黃玟翰. "Three-dimensional probabilistic site characterization by sparse Bayesian learning." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6u62y3.
Full textAbstract:
碩士國立臺灣大學
土木工程學研究所
107
This study investigated the modified cone tip resistance (qt) data from cone penetration tests (CPT). The feasibility and method of identifying the trend function were also discussed. The vertical spatial distribution is expressed as a depth-dependent trend function and a zero-mean spatial variation. Trend function can help us catch soil properties in space. Spatial variation can be estimated by standard deviation (σ) and scale of fluctuation (δ). In addition to the vertical scale of fluctuation, in 3D case, horizontal scale of fluctuation is also important. However, the number of horizontal data is much less than that of the vertical data. Horizontal scale of fluctuation is hard to be estimated. The estimation of the horizontal parameter is difficult. Another problem is that when analyzing multiple data at a time, the matrix becomes very huge, increasing the computation and even exceeding the load of the memory. We use Cholesky decomposition and Kronecker product to simplify the matrix. In this way, we can greatly reduce the computation. This study uses a two-step Bayesian analysis to identify trend functions. The first step is to select the basis functions we need by sparse Bayesian learning. In this study, we also consider the effects of different kinds of basis functions. The second step is to use transitional Markov chain Monte Carlo (TMCMC; Ching and Chen, 2007) as a method for estimating the parameters of the random field. Through the above two steps, we can fit the trend function and model the random field.
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Peng, Min-Cong, and 彭閔聰. "Investigation of Three Dimensional Virtual Reality Applied in Collaborative Learning." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/ts8q74.
Full textAbstract:
碩士臺中技術學院
資訊科技與應用研究所
97
Collaborative learning has been the focus of many education researches over the last twenty years. Collaborative learning allows learners to express opinions or ask questions while receiving information. Forms of collaborative learning have been evolved from traditional real person group discussions to Internet-based collaborations. Although spatial barriers had been overcome, interactivities provided by Internet-based collaborative learning systems had not yet met users’ demands. Fortunately, with the new Web3D standards, VR multimedia data and user’s control data can be easily transmitted over the Internet. Contrasting with traditional virtual reality, users only need a basic personal computer and browser plug-in to interact with the virtual reality environment. In this research, we built an interactive and collaborative 3D human body learning system (3D-HOLS) by using Xj3D. Learners can obtain knowledge of 3D spatial relationship among human body organs. 3D-HOLS establishes a multi-user and multi-platform virtual learning environment. Under this environment, learners and instructors are able to perform collaborative learning and engage in group discussions regardless of their locations and types of computer systems. In this study, we surveyed users who tried using 3D-HOLS. The questionnaire was designed such that it follows Technology Acceptance Model (TAM) and takes characteristics of virtual reality into account. The survey results indicated that 3D-HOLS is highly immersive. The system had successfully led users to immerse in the virtual collaborative learning environment. The system’s immersive feature positively influenced users’ perceived ease of use and perceived usefulness and increased users’ behavior intention.
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Tai, Wei-lun, and 戴偉倫. "Three Dimensional Fire Simulation based on Visual Learning of Image Features." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/08227038048916267619.
Full textAbstract:
碩士國立中山大學
資訊工程學系研究所
99
The natural phenomena simulation in computer graphics is commonly achieved by the procedural methods or the physics model. However, these approaches are hard to directly approach the visual experience. On the other hand, the image reconstruction works can provide the outcome based on real images but lack of interactivity and efficiency on using image resource. For solving these drawbacks, we propose a novel method that enhances the fire simulation effect using the visual learning of image features and generates continuous animations by integrating with procedural methods. We first obtain the dynamics of fire contour by binarization and edge detection. The information extracted from images is gathered into a set of feature data called fire profile. To generate a long sequence of fire animation from a short clip of fire video, we propose two approaches of visual learning to utilize fire profile to produce continuous animation. One is to use the fire image to setup a color value lookup table which contains the average color value of the fire spatial divisions; the other is to design a state machine for describing fire wiggling movement that can generate effects based on user’s input. During the rendering stage of 3D visualization, we set up the fire volume which connecting the feature points of two cross-views by the cubic spline. Then the edge points found on the fire volume can be used as the contour points of the supplementing slices and generate these supplements inside the planned fire volume to formulate a complete fire effect. The proposed method can raise not only the visual reality but also the interactive ability compared with the existing work.
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Lin, Yi-Ru, and 林益如. "A study on game-based tool for learning three-dimensional space." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/3446rn.
Full textAbstract:
碩士國立臺中科技大學
多媒體設計系碩士班
104
Spatial cognition ability is closely related with us in the daily life. It helps us to identify the location of objects in space. To training the spatial cognition ability, usually using a combination of push stack operations to construct a virtual space to increase the spatial cognition both of two-dimensional and three-dimensional. For the elementary students, the concept of space is one of the basic knowledge, and in the fourth grade, students are required to be have the capability to calculate the volume of "cubic centimeter" specified in stacked form. Game-based learning tool is being taken seriously in recent years. Many studies have also pointed out that game-based learning tool can improve their learning outcomes and enhance their learning motivation. But most of the teaching game tools are do examination in the game rather than learning by playing game. This study develops a game-based learning tool by using situated learning to enhance student''s understanding of the concept of three-dimensional space. Totally, 40 students participated in the experiments of this study, they has positive response and their learning achievement shows convincing results. This study use questionnaire of SUS and semi-structured interviews, finding the “cube puzzle” game can let learners ease to use, keep positive satisfaction toward, and improved student’s learning achievement.
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HSIEH, MIN-JU, and 謝旻儒. "An Application of Three Dimensional Object Pose Estimation Based on Unsupervised Learning." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/p4zf25.
Full textAbstract:
碩士逢甲大學
自動控制工程學系
106
This study is an estimation of the attitude of multi-3D objects. First, feature points are searched through vertical and sparse stereo vision. After finding the camera attitude by using the P4P (Perspective-4-Point) method, the object feature point coordinates are calculated and modeled using stereoscopic vision principle. Then, k-means in unsupervised learning is used to calculate the matching rate and automatically group the number of objects. Subsequently, the EPnP (Efficient Perspective-n-Point) method was used to estimate object attitude to achieve the function of three-dimensional attitude estimation for multiple objects.
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Harding, Glen, J. M. Harris, and Marina Bloj. "Learning to use illumination gradients as an unambiguous cue to three dimensional shape." 2012. http://hdl.handle.net/10454/6005.
Full textAbstract:
The luminance and colour gradients across an image are the result of complex interactions between object shape, material and illumination. Using such variations to infer object shape or surface colour is therefore a difficult problem for the visual system. We know that changes to the shape of an object can affect its perceived colour, and that shading gradients confer a sense of shape. Here we investigate if the visual system is able to effectively utilise these gradients as a cue to shape perception, even when additional cues are not available. We tested shape perception of a folded card object that contained illumination gradients in the form of shading and more subtle effects such as inter-reflections. Our results suggest that observers are able to use the gradients to make consistent shape judgements. In order to do this, observers must be given the opportunity to learn suitable assumptions about the lighting and scene. Using a variety of different training conditions, we demonstrate that learning can occur quickly and requires only coarse information. We also establish that learning does not deliver a trivial mapping between gradient and shape; rather learning leads to the acquisition of assumptions about lighting and scene parameters that subsequently allow for gradients to be used as a shape cue. The perceived shape is shown to be consistent for convex and concave versions of the object that exhibit very different shading, and also similar to that delivered by outline, a largely unrelated cue to shape. Overall our results indicate that, although gradients are less reliable than some other cues, the relationship between gradients and shape can be quickly assessed and the gradients therefore used effectively as a visual shape cue.
40
Ru-Ying, Lan, and 藍如櫻. "Research of the fifth-grade children's learning in three-dimensional geometry based on information technology-integrated teaching—take three-dimensional figure-painting representation as examples." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/94yqpk.
Full textAbstract:
碩士國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
95
This research discusses the changes of the fifth-grade children's learning effectiveness in spatial ability and spatial learning after two teaching activities: information technology-integrated three-dimensional figure-painting representation and conventional three-dimensional figure-painting representation. Quasi-experimental research method is applied to the pretest-posttest nonequivalent-groups design. The students are from two classes, each numbers thirty two, in Happy elementary school (assumed name) in Taipei County. The researcher tries to realize the effectiveness of children's learning in three-dimensional geometry by means of pretest, posttest, follow-up test performance, learning attitude pretest and posttest, semi-structured interviews, and researcher self-reflect. The main conclusions are listed as follows. 1.The experimental group makes a great progress in spatial ability test, while the control group does not. 2.No significant difference exists in instant effect, but the experimental group's retained effect is better than that of control group. 3.Significant differences appear in instant effect after spatial ability pretest and posttest between high performance samples and low performance ones. 4.Low performance samples in the experimental group make a significantly progress in spatial ability test than that of control group. 5.No significant difference appears between male and female examinees' performances in spatial ability test. 6.Both groups make a great progress in mathematics learning attitude. 7.By means of the integration of information technology, the three-dimensional figure-painting representation teaching can upgrade children's spatial ability. 8.After the teaching of three-dimensional figure-painting representation, there are significant progresses in children’s performances in spatial ability test, solving problem strategy and spatial ability learning. According to the conclusions, the researcher makes suggestions about mathematics teaching programs, research tools, activity teaching and further research in the future.
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Peng, Cong-Qi, and 彭琮棋. "Texture-Learning Based System for Three-Dimensional Segmentation of Renal Parenchyma in Abdominal CT Images." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/62717669733398963923.
Full textAbstract:
碩士中原大學
資訊工程研究所
96
Abdominal CT images are commonly used for the diagnosis of kidney diseases. With the advances of CT technology, processing of CT images has become a challenging task mainly because of the large number of CT images being studied. This paper presents a texture-learning based system for the three-dimensional (3D) segmentation of renal parenchyma in abdominal CT images. The system is designed to automatically delineate renal parenchyma and is based on the texture-learning and the region-homogeneity-based approaches. The first approach is achieved with the texture analysis using the gray-level co-occurrence matrix (GLCM) features and an artificial neural network (ANN) to determine if a pixel in the CT image is likely to fall within the renal parenchyma. The second approach incorporates a two-dimensional (2D) region growing to segment renal parenchyma in single CT image slice and a 3D region growing to propagate the segmentation results to neighboring CT image slices. The criterion for the region growing is a test of region-homogeneity which is defined by examining the ANN outputs. In system evaluation, 10 abdominal CT image sets were used. Automatic segmentation results were compared with manually segmentation results using the Dice similarity coefficient. Among the 10 CT image sets, our system has achieved an average Dice similarity coefficient of 0.87 that clearly shows a high correlation between the two segmentation results. Ultimately, our system could be incorporated in applications for the delineation of renal parenchyma or as a preprocessing in a CAD system of kidney diseases.
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Zhang, Qiang Liu Xiuwen. "Appearance-based classification and recognition using spectral histogram representations and hierarchical learning for OCA." Diss., 2005. http://etd.lib.fsu.edu/theses/available/etd-04082005-133212/.
Full textAbstract:
Thesis (M.S.)--Florida State University, 2005.Advisor: Dr. Xiuwen Liu, Florida State University, College of Arts and Sciences, Dept. of Computer Science. Title and description from dissertation home page (viewed June 10, 2005). Document formatted into pages; contains x, 50 pages. Includes bibliographical references.
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"Persistent homology for the quantification of prostate cancer morphology in two and three-dimensional histology." Tulane University, 2020.
Find full textAbstract:
archives@tulane.eduThe current system for evaluating prostate cancer architecture is the Gleason Grade system, which divides the morphology of cancer into five distinct architectural patterns, labeled numerically in increasing levels of cancer aggressiveness and generates a score by summing the labels of the two most dominant patterns. The Gleason score is currently the most powerful prognostic predictor of patient outcomes; however, it suffers from problems in reproducibility and consistency due to the high intra-observer and inter-observer variability among pathologists. In addition, the Gleason system lacks the granularity to address potentially prognostic architectural features beyond Gleason patterns. We look towards persistent homology, a tool from topological data analysis, to provide a means of evaluating prostate cancer glandular architecture. The objective of this work is to demonstrate the capacity of persistent homology to capture architectural features independently of Gleason patterns in a representation suitable for unsupervised and supervised machine learning. Specifically, using persistent homology, we compute topological representations of purely graded prostate cancer histopathology images of Gleason patterns and show that persistent homology is capable of clustering prostate cancer histology into architectural groups through discrete representations of persistent homology in both two-dimensional and three-dimensional histopathology. We then demonstrate the performance of persistent homology based features in common machine learning classifiers, indicating that persistent homology can both separate unique architectures in prostate cancer, but is also predictive of prostate cancer aggressiveness. Our results indicate the ability of persistent homology to cluster into unique groups with dominant architectural patterns consistent with the continuum of Gleason patterns. In addition, of particular interest, is the sensitivity of persistent homology to identify specific sub-architectural groups within single Gleason patterns, suggesting that persistent homology could represent a robust quantification method for prostate cancer architecture with higher granularity than the existing semi-quantitative measures. This work develops a framework for segregating prostate cancer aggressiveness by architectural subtype using topological representations, in a supervised machine learning setting, and lays the groundwork for augmenting traditional approaches with topological features for improved diagnosis and prognosis.
1
Peter Lawson
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Wu, Chao-Yang, and 吳朝陽. "The study on the concept learning of three-dimensional volume with interactive whiteboard of sixth graders." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/70625259775273039639.
Full textAbstract:
碩士南開科技大學
電子工程研究所
102
The interactive whiteboard, with its highly interactive advantage, is gradually becoming popular in various teaching environments. Specifically, it is used frequently in elementary schools in Taiwan. This stud discussed the practical result of integrating IWB into the teaching material of the volume concept in math, as well as its impact on the learning attitude of elementary school students. This research used quasi-experimental research method on the conceptual learning of volume in math for six graders. An one-month experimental teaching was conducted by combining the features of IWB interaction and open source software. The results were compared with a traditional lecture lesson to analyze the learning effect, and verified that IWB teaching can indeed trigger learning motivation in students. The results of IWB experimental teaching and statistics analysis are as follows: 1. The interactive whiteboard-style lesson remarkably promotes the learning effect of students. An IWB-style lesson helps learners effectively integrate the concept of volume and provides more remarkable results to the underachieving learners. 2. The learning effect of learners from an interactive whiteboard lesson is obviously better than the learners from a traditional lecture lesson. 3. After using the inactive whiteboard, the learning motivation and learning efficiency of learners were remarkably promoted, and exceeds the ones for learners from traditional lecture-style lessons. 4. It effectively reduces the time of traditional blackboard writing and reading, and increases the interaction between teachers and learners. The experimental design and results can serve as teaching references for teachers to design the curriculum for volume concept and carry out teaching. Keywords: open source software, interactive whiteboard, learning attitude, volume concept
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Mofolo-Mbokane, Batseba Letty Kedibone. "Learning difficulties involving volumes of solids of revolution : a comparative study of engineering students at two colleges of Further Education and Training in South Africa." Thesis, 2012. http://hdl.handle.net/2263/25167.
Full textAbstract:
This study investigates learning difficulties involving volumes of solids of revolution (VSOR) at two FET colleges in Gauteng province, in South Africa. The research question for this study was: Why do students have difficulty when learning about volumes of solids of revolution? In order to answer the research question five skill factors were identified as the conceptual framework, subdivided into 11 elements. The five skill factors are: I. Graphing skills and translating between visual graphs and algebraic equations/expressions, II. Three-dimensional thinking, III. Moving between discrete and continuous representations, IV. General manipulation skills and V. Consolidation and general level of cognitive development. Before collecting the main data for this study, a preliminary study and a pilot study were conducted. The data for the main study were then collected in six different investigations. The investigations consisted of two runs of a questionnaire, classroom observations, examination analysis; detailed examination responses and an interview with one student. The results from the questionnaire runs as well as the pilot study reveal that students performed poorly in tasks involving three-dimensional thinking (Skill factor II), moving between discrete and continuous representations (Skill factor III), and consolidation and general level of cognitive development (Skill factor V). Students' performance was satisfactory in tasks involving graphing skills and translating between visual graphs and algebraic equations/expressions (Skill factor I) and general manipulation skills (Skill factor IV). Students were also more competent in solving problems that involved procedural skills than those that required conceptual skills. The challenges that students were faced with in class, evident from the classroom observations allude to the fact that the topic of VSOR is difficult to teach and to learn. It is recommended that VSOR be taught and assessed more conceptually in line with the five skill factors; that curriculum developers must communicate with other stakeholders like industries and other institutions of higher learning and that the Department of Education must provide adequate training for these teachers and liaise with industry in this regard. It is also recommended that the suitability of this topic for the particular cohort of students be reconsidered as it appears to be of too high cognitive demand.Thesis (PhD)--University of Pretoria, 2012.
Mathematics and Applied Mathematics
unrestricted
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"Parameter optimization and learning for 3D object reconstruction from line drawings." 2010. http://library.cuhk.edu.hk/record=b5894303.
Full textAbstract:
Du, Hao.Thesis (M.Phil.)--Chinese University of Hong Kong, 2010.
Includes bibliographical references (p. 61).
Abstracts in English and Chinese.
Chapter 1 --- Introduction --- p.1
Chapter 1.1 --- 3D Reconstruction from 2D Line Drawings and its Applications --- p.1
Chapter 1.2 --- Algorithmic Development of 3D Reconstruction from 2D Line Drawings --- p.3
Chapter 1.2.1 --- Line Labeling and Realization Problem --- p.4
Chapter 1.2.2 --- 3D Reconstruction from Multiple Line Drawings --- p.5
Chapter 1.2.3 --- 3D Reconstruction from a Single Line Drawing --- p.6
Chapter 1.3 --- Research Problems and Our Contributions --- p.12
Chapter 2 --- Adaptive Parameter Setting --- p.15
Chapter 2.1 --- Regularities in Optimization-Based 3D Reconstruction --- p.15
Chapter 2.1.1 --- Face Planarity --- p.18
Chapter 2.1.2 --- Line Parallelism --- p.19
Chapter 2.1.3 --- Line Verticality --- p.19
Chapter 2.1.4 --- Isometry --- p.19
Chapter 2.1.5 --- Corner Orthogonality --- p.20
Chapter 2.1.6 --- Skewed Facial Orthogonality --- p.21
Chapter 2.1.7 --- Skewed Facial Symmetry --- p.22
Chapter 2.1.8 --- Line Orthogonality --- p.24
Chapter 2.1.9 --- Minimum Standard Deviation of Angles --- p.24
Chapter 2.1.10 --- Face Perpendicularity --- p.24
Chapter 2.1.11 --- Line Collinearity --- p.25
Chapter 2.1.12 --- Whole Symmetry --- p.25
Chapter 2.2 --- Adaptive Parameter Setting in the Objective Function --- p.26
Chapter 2.2.1 --- Hill-Climbing Optimization Technique --- p.28
Chapter 2.2.2 --- Adaptive Weight Setting and its Explanations --- p.29
Chapter 3 --- Parameter Learning --- p.33
Chapter 3.1 --- Construction of A Large 3D Object Database --- p.33
Chapter 3.2 --- Training Dataset Generation --- p.34
Chapter 3.3 --- Parameter Learning Framework --- p.37
Chapter 3.3.1 --- Evolutionary Algorithms --- p.38
Chapter 3.3.2 --- Reconstruction Error Calculation --- p.39
Chapter 3.3.3 --- Parameter Learning Algorithm --- p.41
Chapter 4 --- Experimental Results --- p.45
Chapter 4.1 --- Adaptive Parameter Setting --- p.45
Chapter 4.1.1 --- Use Manually-Set Weights --- p.45
Chapter 4.1.2 --- Learn the Best Weights with Different Strategies --- p.48
Chapter 4.2 --- Evolutionary-Algorithm-Based Parameter Learning --- p.49
Chapter 5 --- Conclusions and Future Work --- p.53
Bibliography --- p.55
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Helm, Hammonds Lenora. "A jazz orientation of the Three-Dimensional Developmental Trajectory of the intercultural maturity model." Thesis, 2021. https://hdl.handle.net/2144/43094.
Full textAbstract:
In this case study, The King and Baxter Magolda (2005) Intercultural Maturity Model was utilized as the explanatory framework for the development of intercultural maturity in a globally networked learning environment (GNLE) with college students. Through ethnographic data collection strategies and qualitative analysis of interviews, observations, narrative inquiry, and student artifacts, I explored the developmental stages of the intercultural maturity of study participants in a GNLE with college students from three international universities in South Africa, Europe, and the United States. I sought to determine if any relationship existed between the development of intercultural maturity and the study of jazz. This research inquiry represented a distinct opportunity to examine if student activities in jazz subjects might ground new theories for the attainment of intercultural maturity. A globally networked classroom of jazz students presented a salient opportunity to observe if interactant traits could mature, instigated through jazz curricula, and whether such a model had explanatory potential in a web-based context. The findings were instructive for considerations comparative to traditional developmental models of intercultural maturity, with a particular focus on the efficacy of asynchronous and synchronous student interactions within the activities. The context of a GNLE, an interesting alternative to study abroad when considered as a teaching and learning paradigm instead of just a technology modality, facilitated rich descriptions and data to gauge students’ demonstration of the domains of the King and Baxter Magolda (2005) Intercultural Maturity Model. Adding jazz curricula and pedagogy to the GNLE environment, situated between cohorts geographically apart, allowed for a reimagining of the King and Baxter Magolda Intercultural Maturity Model to A Jazz Orientation of the Three-Dimensional Developmental Trajectory of the Intercultural Maturity Model.
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洪曉芬. "The study of using three-dimensional concept map in designing the e-learning materials:with an accounting course." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/09514935934611058948.
Full text
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"Using three-dimensional virtual environments in counselor education for mental health interviewing and diagnosis: Student perceived learning benefits." REGENT UNIVERSITY, 2010. http://pqdtopen.proquest.com/#viewpdf?dispub=3374779.
Full text
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陳琨義. "The study of applying three-dimensional concept map to construct E-learning material─in the case of Calculator Introduction." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/50938872967161386762.
Full textAbstract:
碩士國立彰化師範大學
商業教育學系在職進修專班
91
Concept map have been used in educational domain for a long time. It is a good means to express knowledge structure. Consequently, we can also utilize the principle of concept map to do with the problems of disorientation, cognitive overload, learner control, and knowledge integration, etc. Hence, it is proper to build courseware in the web-based learning environment by the way of concept map. To improve the shortage of concept map, this study proposes a new integrated three-dimensional weighted concept map model. This study tries to categorize two-dimensional concept map systemically to form three-dimensional concept map by the function of Internet hyperlink. Furthermore, to deepen and broaden teaching materials by developing the function of hyperlink. We can transform knowledge into tree style’s structure, and to help learners transform abstract or disintegrated teaching material into concrete and structure presentation, and to upgrade learners’ learning achievement and efficiency. On the other hand, three-dimensional concept map not only helps to adapt the difficulties of concept’s teaching materials but also to meet learners’ further learning need. The study’s samples are students of department of information processing in vocational high school. It presents the construct Internet teaching material model of three-dimension. Three-dimensional concept map is a very useful tool to help Internet teaching material development. Keywords： Concept map；three-dimensional concept map；E-learning