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    Please use this identifier to cite or link to this item: http://ccur.lib.ccu.edu.tw/handle/A095B0000Q/734


    Title: 利用色彩嵌空技術以提升磨課師課程的互動能力;Toward Understanding the Influenc of Presenter's Interactive Level in Recording a Keying-Style MOOCs Content
    Authors: 朱怡錦;CHU, I-CHIN
    Contributors: 雲端計算與物聯網數位學習碩士在職專班
    Keywords: 磨課師課程;互動等級;影像去背;三點打燈法;三原色混光;色彩嵌空;MOOCs;interactive level;keying-style recorded video;three-point lighting;light additive mixture;Chroma Key
    Date: 2017
    Issue Date: 2019-07-17 10:44:59 (UTC+8)
    Publisher: 雲端計算與物聯網數位學習碩士在職專班
    Abstract: 目前在許多的大學裡,都已建置了多媒體錄製工作室,用以錄製磨課師課程MOOCs(Massive Open Online Courses),大規模開放式線上課程,而錄製課程的演講者,通常是該課程的授課教師,課程內容則以原教材的簡報檔為主。在錄製的過程中,通常會要求演講者與課程內容進行更多的互動,而不僅是報告簡報檔的內容。然而,高互動的演出會干擾到攝影棚內的光線變化,進而影響到錄製的成果。因此本研究提出一個修正光線照明的策略,來去除光線變化的不穩定,同時可以得到一個良好的錄製成品。在本研究中,我們對於互動要求提出了五個等級,等級一是演講者站立在簡報的旁邊,錄製過程中不使用手勢及肢體語言進行講述。等級二是演講者坐著或站立在簡報的旁邊,並使用手勢或肢體語言進行講述。等級三是演講者不與簡報進行互動,而是在簡報旁邊來回走動並講述。等級四是演講者除了使用手勢及肢體語言講述外,並且會在簡報旁來回走動。等級五是演講者除了使用手勢及肢體語言講述外,並搭配觸控筆與教材內容直接互動。本研究發現,最高等級與最低等級相比,等級一的互動品質是最低的。另外,也提出了去除背景效果的錄製品質,第一級是在錄製的背景中,發現一些綠色雜點。第二級是在錄製的人物身體周邊出現綠色雜點。第三級是在錄製的人物身上出現綠色雜點。第四級是在錄製人物的頭髮上發現變形的影像。第五級則是錄製的結果完美,沒有任何雜點。在不同的互動等級會影響到去除背景的錄製等級,更高的互動等級會使得錄製成品變的更糟糕,是由於演講者與教材互動的關係,影響到錄製現場的光影變化,因此本研究提出了現場光源調整的策略,用以改善原有的三點打燈法,經由新的策略,大部分的錄製結果都能達到等級五。在本研究中,使用李克特量表來檢驗互動等級與去除背景的錄製等級。要達到一個理想的錄製品質,須達到3.5以上才能吸引學生更有願意的進行遠距學習。
    At present, in many universities, multimedia recording studios have been set up to record Massive Open Online Courses, large-scale open-ended online courses, and speakers for recording courses, usually the course Of the instructor, the course content is based on the original textbook brief file. In the recording process, the speaker is usually asked to interact more with the course content, not just the contents of the report brief. However, the high interactive performance will interfere with the changes in the light within the studio, which in turn affects the results of the recording. Therefore, this study proposes a strategy to correct the lighting, to remove the instability of light changes, and can get a good record of finished products.In this study, we presented five levels of interaction requirements, one for the presenter standing next to the briefing, and not using gestures and body language during the recording process. Level 2 is the speaker sitting or standing next to the briefing, and use gestures or body language to tell. Level 3 is the speaker does not interact with the briefing, but in the briefing next to move around and tell. Level 4 is the speaker in addition to the use of gestures and body language, and will walk back and forth in the briefing. Level 5 is the speaker in addition to the use of gestures and body language, and with the stylus and teaching materials directly interact. The study found that the highest level and the lowest level compared to the level of an interactive quality is the lowest. In addition, also proposed to remove the background effect of recording quality, the first level is in the recording of the background, found some green noise. The second level is in the recording of the body around the body of green miscellaneous points. The third level is in the recorded characters who appear green miscellaneous points. The fourth level is in the recording of the hair of the characters found in the deformation of the image. Fifth level is the result of recording perfect, there is no miscellaneous. In different levels of interaction will affect the removal of the background of the recording level, a higher level of interaction will make the finished product becomes worse, is due to the interaction between the speaker and the textbook, affecting the recording site changes in light and shadow, so this study The scene of the light source adjustment strategy to improve the original three-point light method, through the new strategy, most of the recording results can reach level five.In this study, the Likert scale was used to examine the recording level of the interaction level and the removal background. To achieve an ideal recording quality, to be more than 3.5 in order to attract students more willing to distance learning.
    Appears in Collections:[雲端計算與物聯網數位學習碩士班] 學位論文

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