每週固定時間的運動，是許多人保持健康的方法，特別是上了年紀的銀髮族，為了預防老化，更需增進身體的活動量。除了抽出時間參與運動課程外，有些人也會運用遊戲機、電視節目、或網路示範影片來進行學習或運動，但基於視覺影像的回饋有限，且無法辨識個別需求，很少能提供如現場親授般的指導教學。有鑑於此，本研究以太極拳為例，運用Kinect體感辨識技術，探討動作引導的視覺化設計。
本實驗分為兩部分，一是透過上課場域的觀察，瞭解教練指導及學員學習的方法；並邀請10位學員拍攝自我練習的影像，再從教練對於學員的動作評比及指導中，歸納出教學系統應該要提供給學員的引導協助。同時，我們更進一步設計出視覺化的元素與互動模式，作為動作學習的導引介面，並設立研究變因在第二部分進行驗證與討論；本研究邀請20位受測者，透過七個不同的練習單元（無引導、手部引導_「軌跡手」、手部引導_「箭頭手」、重心引導_「底重心」、重心引導_「腰重心」、綜合引導_「軌跡手+底重心」、綜合引導_「軌跡手+腰重心」）利用Kinect太極評分系統進行個人動作評分，並在任務操作後進行訪談，了解受測者對於此視覺引導設計的感受與直覺理解，最後整合結果及分析，期能定義出操作績效高且良好的太極拳互動介面，讓練習者皆可獲得滿意的成就感。
本研究發現如下：（1）太極拳動作熟練度大致可分為初階、中階、高階，為了配合各不同經驗值的使用者，應該需讓使用者自己選擇目前需要的引導元素，而非固定式的引導訓練。（2）具有方向性的動作，出現有箭頭元素的引導時，會讓使用者更有信心以及動作更加的穩定。（3）使用者面對螢幕時，會有左右鏡像的問題，系統需要有可調整與示範同方向的設計。（4）重心引導元素的位置如果置於畫面中間時，會有礙手部的引導練習，但如果是單純重心練習則無顯著的差別。（5）視覺引導元素在畫面中的比例越大，越會吸引使用者的注意力，在設計綜合引導元素時，須考量與其他引導元素的比例控制。

Exercising on a weekly basis, has become a way to maintain heathy body for many people. In order to prevent aging of physical body, for the elders, it is important to increase the amount of physical activity. In addition to taking time participating in sports classes in person, some people learn or exercise through the use of gaming console, TV shows, or web-based demonstrations. Because the feedbacks from visual images are limited, and not able to identify individual needs, such methods usually provide less quality compare to lessons taught in person. In view of this, this study takes Taijiquan as an example, using Kinect somatosensory technology, to explore the design space of motion guiding visualization.
This study consist of two parts, one is through in-field observation to understand current coaching and student learning methods, then invited 10 students to shoot self-practicing images in order for coach to provide evaluations and guidance. We then decide with these evaluations what the teaching system should provide, while designing the visual elements and interaction patterns as the learning interface, and set up research variables for the second part of the study for validation and discussion.We invite 20 subjects in the second part of the study. Through seven practicing units(no guidance, hand guidance – “trajectory”, hand guidance – “arrow”, center-of-gravity guidance – “bottom”, center-of-gravity guidance – “waist”, integrated guidance – “trajectory” hand + ”bottom” center-of-gravity guidance, integrated guidance – “trajectory” hand + “waist” center-of-gravity guidance), the Kinect Taijiquan Scoring System designed for the study was used to perform the personal action scoring, then the interview was conducted after the task operation to understand the feelings and intuitive understanding of the visual guidance design. The results were integrated and analyzed to help define elements to create effective interactive system for learning Taijiquan.
The results of this study are as follows: (1) The skill proficiency of Taijiquan can be divided into primary, middle and high, in order to meet the different experience users, the system should provide choices of the guiding elements, rather than fixed guided training. (2) When arrow elements of the guide appear during directional action, it allows users to perform the actions with more confidence and more stable. (3) When facing the screen, there will be a mirror problem, the system needs to be adjustable and demonstrate the same direction in the design. (4) If the position of the center of gravity guiding element is placed in the middle of the screen, it will hinder the hand-guided exercise, but there is no significant difference if it is a simple center-of-gravity exercise. (5) The greater proportion of the visual guiding elements in the screen is, the more it attracts the user’s attention. When designing the system with integrated guiding elements, it is important to consider the ratio among all the elements.

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