三維雷射掃瞄於校園開放空間開闊度之分析

文化大學機構典藏 CCUR > 環境規劃暨生物資源學院 > 環境設計學院 > 建築及都市設計學系所 > 博碩士論文 > Item 987654321/28159

Please use this identifier to cite or link to this item: https://irlib.pccu.edu.tw/handle/987654321/28159

Title:	三維雷射掃瞄於校園開放空間開闊度之分析 3D Laser Scanning Applying on Evaluation of Campus Openness
Authors:	楊植宇
Contributors:	建築及都市設計學系
Keywords:	三維雷射掃瞄校園開放空間開闊度迴歸分析影像處理
Date:	2014
Issue Date:	2014-09-18 15:00:02 (UTC+8)
Abstract:	本研究應用三維雷射掃瞄後如何擷取物理尺度量化與空間品質。傳統開放空間只探討對環境的感受，本研究應用三維雷射掃瞄進行質量化分析與開闊度分析。本研究以中國文化大學的開放空間為例子，目的是為了估算開放性因子（天空、地板、樹木、公設）的體積比例，方法應用三維點雲處理與管理軟體(FARO SCENE)進行距離與體積估算。問卷計分方式選定簡單滿意尺度，分為十個分數，應用SPSS統計分析軟體進行迴歸分析，結合量化分析體積比例的結果以判別開放空間是否開闊。結果顯示，於量化分析的天空(日照)體積比假設無限大，因此無法真實判別是否會影響其開放空間之開闊；重複性較高的開放性因子(地板)開放性因子出現顯著三次，表示開放性因子(地板)可能影響開放空間開闊度，隨著開放性因子(地板)的增加進而影響學生對開放空間的開闊感受；開放性因子(公設)無顯著性，表示開放性因子(公設)不影響開闊度，因此開放性因子(公設)的增設，不會改變學生的開闊感受。 The study applies how to capture 3D laser scanning to quantify the physical scale and spatial quality. Traditional open space only discuss of feelings on the environment, and therefore, in this study, applies 3D laser scanning for quality analysis and openness analysis. In this study, open space of Chinese Culture University as an example, the purpose is estimates the openness factors (sky, floors, the trees, postulates) of the volume ratio, the method applied 3D point cloud processing and management software (FARO SCENE) to estimate distance and volume. The questionnaire scoring selects simple Satisfaction Scale, divided into ten scores, and apply SPSS statistical analysis software regression analysis, combining the results of quantitative analysis to determine the volume ratio of open space is open. 　　The results shows, in the quantitative, analysis of the sky (sunshine) volume ratio assuming infinite, and therefore can’t determine the true will affect the open space openness, repeatability higher openness factor (floor) appears three times significantly, which means that openness factor (floors) that may affect the openness of the open space, with the openness factor (floors) increases thereby affecting students' degree of openness; openness factor (postulates) no significant resistance, which means that openness factor (postulates) doesn't affect the openness, therefore, openness factor (postulates) increases, doesn't change student’s degree of openness.
Appears in Collections:	[建築及都市設計學系所] 博碩士論文

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