共查询到20条相似文献，搜索用时 93 毫秒
1.
《佳木斯教育学院学报》2018,(3)
信息技术的发展促使传统艺术和先进技术进行了有效融合,形成了很多新的艺术形式,水墨三维动画就是代表性的艺术形式。基于此,本文先是简单介绍了水墨三维动画的发展,然后介绍了基于3DS MAX下水墨三维动画的设计与实现,将《中国风》作为实例,进行了3DS MAX制作水墨三维动画的分析研究,意在帮助设计人员创作出更加优秀的水墨三维动画作品。 相似文献
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本文从计算机图形学和三维动画教学的角度,谈到了两者间的联系。介绍与三维动画有关的计算机图形学技术。关于三维动画,从建立实体模型、图形变换、着色、光照、贴图、关键帧到分形、变形等计算机图形算法做了介绍。 相似文献
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三维动画作为教学的辅助手段已经渗透到了教育技术领域,受到了越来越多的重视,并被广泛应用于高职教学中。利用其立体、动态地辅助教学,易于被学生所理解和掌握,能生动形象地解决教学中的难点与重点。文章介绍了三维动画表现形式的含义以及分类,结合高职教学特点和三维动画在高职教学中的运用现状,对于如何合理运用三维动画才能提高教学效果做出了具体分析。 相似文献
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三维动画作为教学的辅助手段已经渗透到了教育技术领域,受到了越来越多的重视,并被广泛应用于高职教学中.利用其立体、动态地辅助教学,易于被学生所理解和掌握,能生动形象地解决教学中的难点与重点.文章介绍了三维动画表现形式的含义以及分类,结合高职教学特点和三维动画在高职教学中的运用现状,对于如何合理运用三维动画才能提高教学效果做出了具体分析. 相似文献
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＂三维动画＂是数字媒体技术专业的一门主干专业课程。本文详细介绍了《三维动画技术》——普通高等教学＂十一五＂规划教材的内容体系和编写特色;阐述了根据数字媒体技术专业人才培养目标,把＂三维动画＂课程与其它相关技术课程一起整体协调改革和优化建设,积极采用多媒体等多种现代教学手段,以提高三维动画课程的教学效率和教学质量的思路和实践。 相似文献
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朱婧 《濮阳职业技术学院学报》2012,(5):153-155
三维动画是近年来随着计算机软硬件技术的发展而产生的一种新兴技术,广泛应用于广告、影视、多媒体制作、游戏、辅助教学等领域,三维动画在不知不觉中已经慢慢地进入人们的日常生活中。本文主要是对3DMAX三维动画在建筑设计的动画过程进行了分析,介绍了动画建模、场景漫游与灯光设置等内容。 相似文献
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王馨民 《邢台职业技术学院学报》2013,30(1):92-94
近年来动画大片层出不穷,为我们带来一个又一个的视觉盛宴,这都得益于现代数字技术的应用。动画片从传统手绘制作到现代利用数字技术的发展,使动画制作从内涵到外延都有着很大的差异,这些变化也对动画片的制作流程产生了重大影响。本文主要介绍了三维动画的发展前景、三维动画的制作技术难点和三维动画制作解析。 相似文献
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本文在分析该类课程教学现状与存在问题的基础上,提出了三维动画类课程在进行课程设计时要关注的要素,介绍了云计算的信息技术环境,及云计算如何为教学服务,倡导三维动画教学中采用基于项目的学习理念进行教学设计。 相似文献
10.
本分析了模具三维动画制作过程中遇到六个主要技术难题，并简要介绍了解决方案。 相似文献
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Patricia Wright Robert Milroy Ann Lickorish 《European Journal of Psychology of Education - EJPE》1999,14(2):203-224
Animating the graphics in electronic documents may increase readers’ willingness to study them but may impair or distort the processes of gist comprehension. Experiment 1 confirmed that, compared with static diagrams, animation increased readers willingness to study a range of graphic genres (maps, time-lines, drawings of unfamiliar objects). Total reading time was also increased but readers’ differential access of static and animated graphics confounded the interpretation of immediate and delayed retention tests. Experiment 2 contrasted the effects of accessing the graphics before or during reading. Scores on a quiz immediately after reading were significantly higher when the graphics were seen before rather than during reading, suggesting that readers found it difficult to integrate the graphics while still building the gist of the text. Scores on both an immediate and a delayed quiz were significantly higher when the graphics were static rather than animated. One pointer to the cause of the decrement with animated graphics was that the quiz performance of readers having animated graphics correlated with their scores on a picture memory test, whereas those of readers with static graphics did not. In contrast the delayed quiz scores of readers with static graphics showed a significant interaction with their performance on a digit memory task. Readers with high scores on digit memory benefited from accessing the graphics while reading, but readers with low scores on the digit test were impaired by such access during reading. This suggests that the cognitive skills needed for integrating text with animated graphics may differ from those needed for dealing with static graphics. 相似文献
13.
Cyril Rebetez Mireille Bétrancourt Mirweis Sangin Pierre Dillenbourg 《Instructional Science》2010,38(5):471-485
Animated graphics are extensively used in multimedia instructions explaining how natural or artificial dynamic systems work.
As animation directly depicts spatial changes over time, it is legitimate to believe that animated graphics will improve comprehension
over static graphics. However, the research failed to find clear evidence in favour of animation. Animation may also be used
to promote interactions in computer-supported collaborative learning. In this setting as well, the empirical studies have
not confirmed the benefits that one could intuitively expect from the use of animation. One explanation is that multimedia,
including animated graphics, challenges human processing capacities, and in particular imposes a substantial working memory
load. We designed an experimental study involving three between-subjects factors: the type of multimedia instruction (with
static or animated graphics), the presence of snapshots of critical steps of the system (with or without snapshots) and the
learning setting (individual or collaborative). The findings indicate that animation was overall beneficial to retention,
while for transfer, only learners studying collaboratively benefited from animated over static graphics. Contrary to our expectations,
the snapshots were marginally beneficial to learners studying individually and significantly detrimental to learners studying
in dyads. The results are discussed within the multimedia comprehension framework in order to propose the conditions under
which animation can benefit to learning. 相似文献
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Karen R. Marsh Bruce F. Giffin Donald J. Lowrie Jr. 《Anatomical sciences education》2008,1(6):252-257
The purpose of this project was to develop Web‐based learning modules that combine (1) animated 3D graphics; (2) 3D models that a student can manipulate independently; (3) passage of time in embryonic development; and (4) animated 2D graphics, including 2D cross‐sections that represent different “slices” of the embryo, and animate in parallel. These elements were presented in two tutorials, one depicting embryonic folding and the other showing development of the nervous system after neural tube formation. The goal was to enhance the traditional teaching format—lecture combined with printed diagrams, text, and existing computer animations—with customized, guided, Web‐based learning modules that surpassed existing resources. To assess module effectiveness, we compared quiz performance of control groups who attended lecture and did not use a supporting module, with study groups who used a module in addition to attending lecture. We also assessed our students' long‐term retention of the material, comparing classes who had used the module with students from a previous year that had not seen the module. Our data analysis suggests that students who used a module performed better than those given only traditional resources if they used the module after they were already somewhat familiar with the material. The findings suggest that our modules—and possibly computer‐assisted‐instruction modules in general—are more useful if used toward the later stages of learning, rather than as an initial resource. Furthermore, our data suggest that the animation aids in long‐term retention. Both medical students at the University of Cincinnati and medical faculty from across the country commented favorably on their experiences with the embryonic development modules. Anat Sci Ed 1:252–257, 2008. © 2008 American Association of Anatomists. 相似文献
15.
高岚岚 《福建教育学院学报》2005,6(4):118-120
internet的发展,带来了Web动画.现在的Web动画不仅是一种技术而且是一种艺术.我们从标题广告开始,探索Web动画.网络动画从诞生到今天,时间并不长.人们从卡通动画中受到启发,经过2D,3D等一步步的完善,最终创建了艺术的新境界. 相似文献
16.
动画形象是动画片的灵魂,随着动画技术的更新与发展,三维动画技术带来了动画形象审美效果的创新,使传统二维技术难以实现的效果,变得简洁明了。同时,成功的动画形象是动画角色造型和角色个性的完美结合。 相似文献
17.
在计算机图形学教学中,许多概念使用传统的教学工具很难教授。因此,本文建立了一个三维可视化系统,将该系统运用于计算机图形学课程的课堂教学中,帮助老师讲解许多基础的图形学算法的工作。本文描述了如何使用VRML和JAVA创建applet程序和3D模型,使得计算机图形学中比较难以理解的算法可视化。文中描述了系统结构和算法分析,... 相似文献
18.
张伟华 《兰州石化职业技术学院学报》2012,(3):63-66
针对是否要将三维CAD建模融入工程图学教学中的问题,阐述了将三维CAD建模引入制图课程的背景,归纳了三维CAD引入制图教学中的三种教学模式,并比较了各自的形式和特点,同时分析了三维CAD与传统制图教学融合存在问题。最后指出在将三维CAD建模引入传统制图教学中时,应该着重解决传统制图教学内容与现代三维CAD建模融合与呼应的不足,使得传统制图教学与三维CAD建模有机结合。 相似文献
19.
Susan Lee Zavotka 《Educational technology research and development : ETR & D》1987,35(3):133-144
Spatial skills necessary to design and analyze orthographic drawings are sometimes lacking in students. This study investigated
whether computer animated graphics which replicate mental images of rotation and dimensional transformation would be useful
in the development of spatial skills. Subjects viewed films of three architectural types of graphic representations. In both
color and wire frame form, rotating to top and side views, and changing from three to two dimensions. Results indicated that
viewing the animated images did have a significant effect on increasing orthographic but not mental rotation test scores.
The order in which subjects viewed the films significantly affected their orthographic scores. Furthermore, viewing wire frame
images first had a significantly negative effect on subjects’ first mental rotation score. 相似文献