XYZ系统在动画设计中的应用

ＸＹＺ系统是一套以线形时序逻辑为基础的ＣＡＳＥ环境系统，其核心是时序逻辑语言ＸＹＺ／Ｅ．ＸＹＺ／ＡＤＬ（ａｎｉｍａｔｉｏｎｄｅｓｃｒｉｐｔｉｏｎｌａｎｇｕａｇｅ）是ＸＹＺ系统在动画领域的应用．马华东博士采用基于时序逻辑的动画描述模型ＴＬＡＤ（ｔｅｍｐｏｒａｌ－ｌｏｇｉｃ－ｂａｓｅｄａｎｉｍａｔｉｏｎｄｅｓｃｒｉｐｔｉｏｎｍｏｄｅｌ），提出了动画剧本描述语言（ＳＤＬ／Ａ）．本文介绍的ＸＹＺ／ＡＤＬ语言是以ＸＹＺ／Ｅ的框架为基础扩充ＳＤＬ／Ａ而成．它使用ＸＹＺ／Ｅ中面向对象程序设计的基本结构——代理机构（Ａｇｅｎｔ）作为基本描述单元．代理机构由通讯进程和相应的包块构成，包块处理对象封装，进程处理通讯．从而能更方便地刻画动画过程中的复杂、多层次的角色（包括父子角色）的运动特征及多角色之间的同步协调关系，并且在统一的逻辑框架下实现了计算机动画中运动对象的行为抽象和运动的抽象描述，更具一般性．

La animación un subsector en crecimiento

En los últimos diez años, el subsector de la animación, tal y como lo designa el Gobierno, ha ido creciendo de manera progresiva. Es por esto que en el presente reportaje se hace un examen juicioso de cómo se encuentra este subsector actualmente, cuáles son sus ventajas, desventajas y los retos más grandes que debe enfrentar para que más adelante se pueda hablar de una industria de la animación en Colombia.

Animateur : participatory studio-based learning in computer graphics animation

The impact of digital technology within the creative industries has brought with it a range of new opportunities for collaborative, cross-disciplinary and multi-disciplinary practice. Along with these opportunities has come the need to re-evaluate how we as educators approach teaching within this new digital culture. Within the field of animation, there has been a radical shift in the expectations of students, industry and educators as animation has become central to a range of new moving image practices. This paper interrogates the effectiveness of adopting a studio-based collaborative production project as a method for educating students within this new moving-image culture. The project was undertaken, as part of the Creative Industries Transitions to New Professional Environments program at Queensland University of Technology (QUT) in Brisbane Australia. A number of students studying across the Creative Industries Faculty and the Faculty of Science and Technology were invited to participate in the development of a 3D animated short film. The project offered students the opportunity to become actively involved in all stages of the creative process, allowing them to experience informal learning through collaborative professional practice. It is proposed that theoretical principles often associated with andragogy and constructivism can be used to design and deliver programs that address the emerging issues surrounding the teaching of this new moving image culture.

The use of animation to promote student learning about the importance of mental well-being for tertiary study success

It is now widely acknowledged that student mental well-being is a critical factor in the tertiary student learning experience and is important to student learning success. The issue of student mental well-being also has implications for effective student transition out of university and into the world of work. It is therefore vital that intentional strategies are adopted by universities both within the formal curriculum, and outside it, to promote student well-being and to work proactively and preventatively to avoid a decline in student psychological well-being. This paper describes how the Queensland University of Technology Law School is using animation to teach students about the importance for their learning success of the protection of their mental well-being. Mayer and Moreno (2002) define an animation as an external representation with three main characteristics: (1) it is a pictorial representation, (2) it depicts apparent movement, and (3) it consists of objects that are artificially created through drawing or some other modelling technique. Research into the effectiveness of animation as a tool for tertiary student learning engagement is relatively new and growing field of enquiry. Nash argues, for example, that animations provide a “rich, immersive environment [that] encourages action and interactivity, which overcome an often dehumanizing learning management system approach” (Nash, 2009, 25). Nicholas states that contemporary millennial students in universities today, have been immersed in animated multimedia since their birth and in fact need multimedia to learn and communicate effectively (2008). However, it has also been established, for example through the work of Lowe (2003, 2004, 2008) that animations can place additional perceptual, attentional, and cognitive demands on students that they are not always equipped to cope with. There are many different genres of animation. The dominant style of animation used in the university learning environment is expository animation. This approach is a useful tool for visualising dynamic processes and is used to support student understanding of subjects and themes that might otherwise be perceived as theoretically difficult and disengaging. It is also a form of animation that can be constructed to avoid any potential negative impact on cognitive load that the animated genre might have. However, the nature of expository animation has limitations for engaging students, and can present as clinical and static. For this reason, the project applied Kombartzky, Ploetzner, Schlag, and Metz’s (2010) cognitive strategy for effective student learning from expository animation, and developed a hybrid form of animation that takes advantage of the best elements of expository animation techniques along with more engaging short narrative techniques. First, the paper examines the existing literature on the use of animation in tertiary educational contexts. Second, the paper describes how animation was used at QUT Law School to teach students about the issue of mental well-being and its importance to their learning success. Finally, the paper analyses the potential of the use of animation, and of the cognitive strategy and animation approach trialled in the project, as a teaching tool for the promotion of student learning about the importance of mental well-being.

Promoting law student well-being – A developing program and the use of animation

It is widely acknowledged that student mental well-being is a critical factor in the tertiary student learning experience and is important to student learning success. The issue of student mental well-being also has implications for effective student transition out of university and into the world of work. It is therefore vital that intentional strategies are adopted by universities both within the formal curriculum, and outside it, to promote student well-being. This paper describes the ongoing development of the ‘I Belong in the LLB’ program at the Queensland University of Technology Law School, and the use of animation to engage students with the importance of mental health.

Metamorphic epiphany -- 3D animation

As far back as I can remember, I have always been interested in studio art. Whether it be painting, drawing, printmaking, or photography, it has consistently been a part of my life. Upon enrolling in Colby, I became interested in computers and decided to major my undergraduate college career in Computer Science. Not forgetting past interests, I continued my studio art education, taking several classes within the Art department. In due time, I began combining interests and began studying Computer Graphics and Design. With limited resources in this field at Colby, the majority of my computer graphic education and experience has been done on my own time apart from regular classroom work. As time progressed, so did my interests. Starting with simple image manipulation of digitally scanned photographs, I moved on to Web Page design, eventually leading to Desktop Publishing. Ultimately, I wanted to take a step further and expand my overall computer graphic knowledge by learning 3D modeling and animation. With even fewer resources in 3D animation at Colby, I perceived having trouble finding the information and tools I would need to gain the necessary skills for this new field. The Senior Scholars program gave me the opponunity to find and acquire the necessary tools to pursue my interest. This program also allowed me to devote the proper amount of time required for learning these new tools.

Animated feather coats using field lines

The tedious task of manually placing feathers on computer animated objects involves aligning feathers, ensuring that they do not insect each other or penetrate the surface, deforming every feather to match the local surface features, and ensuring that the feather coat is consistent when the underlying object is animated.

We present a technique for generating a feather coat over an object. Feather orientation is specified quickly and easily, feathers are deformed while ensuring collision prevention, and the coat can be animated. We create a vector field in the space surrounding the body object and deform feathers to align with the field lines. The non-intersection property of the field lines ensures that feather intersections are avoided. We provide a formulation of a suitable vector field and demonstrate that it is capable of producing realistic feather coats. The process can easily be integrated into the work-flow of standard modelling and animation processes.

We show examples of feather coat creation on a range of objects, proving that field line based placement of feather coats provides the desired functionality for feather modelling and animation.

Design, development and field evaluation of a Spanish into sign language translation system

This paper describes the design, development and field evaluation of a machine translation system from Spanish to Spanish Sign Language (LSE: Lengua de Signos Española). The developed system focuses on helping Deaf people when they want to renew their Driver’s License. The system is made up of a speech recognizer (for decoding the spoken utterance into a word sequence), a natural language translator (for converting a word sequence into a sequence of signs belonging to the sign language), and a 3D avatar animation module (for playing back the signs). For the natural language translator, three technological approaches have been implemented and evaluated: an example-based strategy, a rule-based translation method and a statistical translator. For the final version, the implemented language translator combines all the alternatives into a hierarchical structure. This paper includes a detailed description of the field evaluation. This evaluation was carried out in the Local Traffic Office in Toledo involving real government employees and Deaf people. The evaluation includes objective measurements from the system and subjective information from questionnaires. The paper details the main problems found and a discussion on how to solve them (some of them specific for LSE).