• Transactions of the Korean Society of Mechanical Engineers A
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• v.38 no.9
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• pp.1029-1036
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• 2014

Several types of automatic 3D scanners are available for use in the 3D scanning industry, e.g., an automatic 3D scanner that uses a robot arm and one that uses an automatic rotary table. Specifically, these scanners are used to obtain a 3D shape using automatic assisting devices. Most of these scanners are required to perform numerous operations, such as merging, aligning, trimming, and filling holes. We are interested in developing an automatic 3D shape collection device using a spherical-coordinate-based guiding system. Then, the aim of the present study is to design an automatic guiding system that can automatically collect 3D shape data. We develop a 3D model of this system and measuring data which are collected by a personal computer. An optimal design of this system and the geometrical accuracy of the measured data are both evaluated using 3D modeling software. The developed system is then applied to an object having a highly complex shape and manifold sections. Our simulation results demonstrate that the developed system collects higher-quality 3D data than the conventional method.

• Journal of the Korea Society of Computer and Information
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• v.11 no.3
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• pp.21-30
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• 2006

This study applies the cognitive apprenticeship theory a representative learning theory of constructivism. to design and create a web courseware for data device operator license. to enable research that begins with peripheral participation in Problem solving and ends with full participation and initiative, to act as a medium for assisting students in learning, to enable adaptation to actual situations through simulation studies, to allow aggressive interaction, and to help reinforce the level of data processing with regard to learning. The student was made to evaluate learning materials at real time for feedback on insufficient areas, to enable effective learning. The study was done by offering a web courseware without applying the cognitive apprenticeship theory and a web courseware with the cognitive apprenticeship theory, which was followed by an evaluation on study achievement level and learning behavior and then a survey was done after the evaluations. The results of this study were first, the learning group with web courseware applying cognitive apprenticeship theory showed more effect in improving learning achievement than the group with web courseware without the cognitive apprenticeship theory. Secondly, learning with web courseware applying cognitive apprenticeship theory was more effective for improving learning behavior.