Tankar om 3D-visualisering inom stadsplanering

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1 Tankar om 3D-visualisering inom stadsplanering En användarcentrerad designstudie J A C O B G O D I N F O R S B E R G Examensarbete Stockholm, Sverige 2009

2 Tankar om 3D-visualisering inom stadsplanering En användarcentrerad designstudie J A C O B G O D I N F O R S B E R G Examensarbete i människa-datorinteraktion om 30 högskolepoäng vid Programmet för industriell ekonomi Kungliga Tekniska Högskolan år 2009 Handledare på CSC var Henrik Artman Examinator var Ann Lantz TRITA-CSC-E 2009:016 ISRN-KTH/CSC/E--09/016--SE ISSN Kungliga tekniska högskolan Skolan för datavetenskap och kommunikation KTH CSC Stockholm URL:

3 Tankar om 3D-visualisering inom stadsplanering En användarcentrerad Designstudie Sammanfattning "#$%&'()&*+(#,-.#/0(-%(#.(++('.),-(-1,'('%,)2.&3(+.&,-.#/(-(2$+.4(&+(/5 6-7#4(-'$-'.++68&.&4(9:;%$),++,-<=,))(/,#&',4#.4/,&#8(%>?+./0,',-('' ',4#.4,#67-&'8-('.++B%*#.#/(-#(3'(#0B#&8#'.++(#2B#)(-#(<:,&&3'$%%7&',), &$%&4(*(-),&&('.++B%*#.#/(-'(0B#&8#'.++(''(#2B#)#.#/&&.'3('.$#,-#(&$% 3**4$%%,-$6'(.#2$+2,-(-6+,-B#,#*,-&$#<C86','%,),D(%,#&(-1,','B-('' 2.&3(+.&,-.#/(-<=,)(#2B#)(-#((2&,&17),),&$%(-1,'(-%,) 1>-?(.%.#)-,&4(+(6>-(''6>-&'74$#&,42,#&,-#((2(''(#2B#)(&./(29:; 2.&3(+.&,-.#/(-< Toughts about 3D Visualization within Urban Planning A User Centered Design Study Abstract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7 1. Inledning bb-'27,++,-6+,-(*,-&$#,-&(%+(&-3#',#)('$-6>-(''&>4(.#6$-%('.$#g).&43',-(,''b%#,,++,-1.+)(&./,#/,%,#&(%3**6(''#.#/$%#7/$'g&7&4.+?,-&./ (#2B#)#.#/,#(2,'')('$-&8&',% V %$'),#&$%&4,-2.).#).2.)3,++(#2B#)#.#/< C.'3('.$#,-#(1+.-%,-4$%*+,D($@0),'1+.-&27-(-,(''3'6$-%(,''&8&',% W &$%&4( '(0B#&8#' ,-($+.4(*,-&$#,-.#',-(/,-(-%,)2(-(#)-($@0%,)&8&',%,'G?B%6>-'%,)),&./#6>-,#)(&',#(#2B#)(-,< People frequently use computers together in sociable face-to-face situations, but they are often not designed for such situations at which they can hamper the social interaction (Arvola 2004, s. 9). :('$-&8&',%&$%(#2B#)&(26+,-(*,-&$#,-&(%'.)./'1>-2(-(3'6$-%(),G),+&6>- (''&'>)?(.#',-(4'.$#,#%,++(#)('$-&8&',%$@0.#).2.)G%,#$@4&76>-(''6-B%?(),' &$@.(+(&(%&*,+&$%&4,-%,++(#.#).2.),-#(3#),-(#2B#)#.#/<F''&8&',%&$%,#)(&'B-3'6$-%('6>-.#).2.)3,++(#2B#)#.#/G%,#&$%(#2B#)&(26+,-(*,-&$#,- &(%'.)./'-.&4,-(-(''6>-&B%-((#2B#)(-#(&%>?+./0,',-'.++&$@.(+'3'18',< F'',D,%*,+*7#B-6+,-((#2B#)(-,.#',-(/,-(-17),%,)2(-(#)-($@0%,),'' &8&',%B-3#),-,''%>',.&'()&*+(#,-.#/&*-$@,&&,#<c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9 ).(+$/.#$%4$%%3#,#< R$%%3#3#),-&>4,-%>?+./0,',-#(('''(6-(%,#9:;%$),++>2,-4$%%3#,#& 1,18//,+&,G&$%4(#&*-.)(&2.(E$$/+,F(-'0< 1.3 Forskning inom området Xf&76$43&,-(-%(#$6'(*7('''(6-(% [ ] the development of such methods is exciting, we argue that users may find these methods difficult to apply, not derive the full benefit from them, or simply not utilize them if we do not consider various cognitive and usability issues (Slocum et al. 2000, s. 1) Z.)(-,%,#(-),(''3'2,@4+.#/,#(2%,'$),-6>-/,$2.&3(+.&,-.#/B-1,-$,#),(2 '27(#&('&,-6>-(''1+.,66,4'.2d',$-,'.&44$/#.'.26$-&4#.#/$@03'2B-),-.#/(2 %,'$),-2.((#2B#)1(-0,'&*-.#@.*,-<c%-7),#&$%0(-4$**+.#/'.++%B##.&4(; )('$-.#',-(4'.$#e=:"f$@0&$%1>-&'3),-(&&B-&4.+',#+./'),%B-%,'(6$-,-G (#2B#)(-/-B#&&#.''G.#).2.)3,++(&4.++#(),-G/-3**&4.++#(),-G&(%(-1,',4-.#/ /,$2.&3(+.&,-.#/$@03'2B-),-.#/&%,'$),-<"#$%2(-?,$%-7),6>-,&+7-),#7/-( 2.4./(),+$%-7),#.#$%2.+4(),'1>-B/#(&%,-6$-&4#.#/<=(@F(@0-,#$@0R-((4 ew f18//,-2.)(-,*7c+$@3%,'(+<$@0*,4(-*76+,-6$-&4#.#/&6-7/$-.#$%,d,%*,+2.&(#2b#)(-/-b#&&#.''&(%'4$/#.'.$#&;$@0(#2b#)1(-0,'&(&*,4',-<:, (2&+3'(-%,)dg"),#'.68.#/'0,@0(++,#/,&.&'0,,(&8*(-'<=,,'.#/'0,%.&3#+.4,+8 K.'0$3'(@$%%.'%,#''$(@$$-).#(',)(**-$(@0G181$'0.#).2.)3(+&(#) $-/(#.L('.$#&.#%3+'.*+,@$3#'-.,&ge=(@F(@0-,#$@0R-((4G&<V_f<:,'-B@4,- (++'&7.#',%,)(''.),#'.6.,-(1,0$2,#2.+4,'),0(-/?$-'3'(#),'B-,6',-),'&$% 3'%(#.#/,#1>-?(-<M''.*-(4'.4,#-().4(+'B#)-(),&B''&$%/,$2.&3(+.&,-.#/(- 3'2,@4+(&*74-B2,-,#&(%+()(#&'-B#/#.#/< C+$@3%,'(+<eW f1,&4-.2,-&(%(-1,',.#$%/,$2.&3(+.&,-.#/&$%,''$%-7), &$%1,0>2,-3'6$-&4(&%,-<:,%,#(-(''),'B-2(#+./'(''%(#3'/7-6-7#('' (#2B#)#.#/(2/,$2.&3(+.&,-.#/(-B-.#).2.)3,++G%,#$6'(B-(#2B#)#.#/,# /,%,#&(%<=(@F(@0-,#eW Xf1,+8&,-$@4&7(''6$-&4#.#/,#*7/,%,#&(% (#2B#)#.#/.#$%/,$2.&3(+.&,-.#/.#',B-'.++-B@4+./d Geo/Information visualization research has directed only minimal attention to the challenges and opportunities associated with extending visualization methods and tools to use by groups (MacEachren 2004, s. 433) 9

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13 %$),++,-<E$$/+,F(-'0/,-),##(%>?+./0,'< %$),++<E$$/+,'(-.#/,'&$%0,+&'(#&2(-,++,-/,-#7/-(/(-(#'.,-$%6-(%'.),#< -B''(''+B//(.#),#.#6$-%('.$#&$%),&?B+2(2.++.*-$/-(%%,'<:,''(B- *-$1+,%('.&4')76-(%'(/(#),'(2,#&'$-9:;%$),++B-6>-4#.**('%,)2B&,#'+./( 4$&'#(),-6>-,#4$%%3#<H.##&.#/(/(-(#'.,-6>-%$),++,#&6$-'+,2#()&74$%%,- 4#(**(&'#7/-(4$%%3#,-('')-(./7#/#7/-(&'$-(*-$?,4'&$%+7&,-6(&'2.) &74$&'(-),'),&&3'$%*,#/(-6>-4$%%3#,#,6',-&$%*-$/-(%%,',#)(&'B-/-('.& ),&&(6>-3'&B''#.#/(-< 1.6 Avgränsningar T(/0(-.#',(''3#),-&>4'$%),'6.##&%>?+./0,',-6>-U3)).#/,4$%%3#(''.#6>-( "#',0,++,-0(-?(/6>-&>4'(''(3'$%('.&,-(&4(*(#),'(29:;$1?,4'3'.6-7# 4$%%3#(+()('(,++,-3#),-&>4'%>?+./0,',-#('.++('''(6-(%,#*-$)34'.$#&+.#( 6-7#)('('.++6B-)./%$),++< ]

14 2. Teori &(%'.#',-(4'.$#&),&./#<c+.4(*,-&*,4'.2).&43',-(&.,#4$#',D'(2(#2B#)1(-( /,$2.&3(+.&,-.#/G&(%'.#&+(/,'(2&(%(-1,',.#$%/,$2.&3(+.&,-.#/2.+4,'+,),- R(*.'+,'%8##(-3'.2()?(/2B+?,-(''4(++(6>-geovisualisering för socialt brukg 2.+4,'0(#)+(-$%),$+.4((#2B#)#.#/&&.'3('.$#,-&$%3**4$%%,-.&(%1(#)%,) /,$2.&3(+.&,-.#/(-<C$%?(/1,->-),-,)(#..#+,)#.#/,#&76>-1.&,&$6'(),# 2.1 Visualisering ]G&<Vf&$%g(''6$-%(,#%,#'(+%$),++,++,-%,#'(+1.+)(2#7/$'g />-(#7/$'&8#1(-'g \ <:,#6>-&'(),6.#.'.$#,#-,+(',-(-'.++,#.#-,1.+)&$% 1,'-(4'(-,#&?B+2&4(*(-G%,)(#),#&,#(-,%,-6>-'.++,#68&.&41.+),++,-%$),++< Z()&$%B-2.4'./'B-('',#2.&3(+.&,-.#/.#',#>)2B#)./'2.&1,0>2,-&*,/+( 2,-4+./0,',#3'(#&#(-(-,&86'(-'.++(''1,&4-.2(),#*7,''&B''&$%/,-.#&.4',++,- 3#),-+B''(-6>-&'7,+&,#(2),#<c6'(B-2,-4+./0,',#(++),+,&6>-4$%*+,D6>-(''2. &4(43##('(.#$@06>-&'7),#&$%),#B-<Z.&3(+.&,-.#/(-1+.-)7,''&B''(''6>-,#4+( 2,-4+./0,',#<U3-%(#B#2B+?,-(''),6.#.,-(2.&3(+.&,-.#/&7B-),'.#',0,++,-. 6>-&'(0(#)#7/$'&$%.#2$+2,-(-)('$-,-<:,'B-&#(-(-,,#%B#&4+./6>-%7/(,++,- (4'.2.',')B-,#.#',-#,++,-,D',-#1.+)&4(*(&G6>-(''>4(%>?+./0,',-#('.++('' (#(+8&,-($@0'$+4(.#6$-%('.$#<N$-8$@0=>++,-eW Xf-,+(',-(-'.++kognitiv support$@01,&4-.2,-*72.+4,'&b''),''(3**&'7-<n<,d<&74(#2.&3(+.&,-.#/(- (2+(&'((#2B#)(-,#&4$-''.)&%.##,G/,1B''-,6>-&'7,+&,6>-#7/$'(1&'-(4'G2.&(&'$-( %B#/),-)('(*7,#+.',#8'($@0%>?+.//>-(.#',-(4'.2'3'6$-&4(#),&$%(##(-&.#', &43++,2(-(%>?+./'< N-().'.$#,++'&,''&7),+(-%(#3**2.&3(+.&,-.#/.'27$+.4(/-,#(-d2,',#&4(*+./ 2.&3(+.&,-.#/$@0.#6$-%('.$#&2.&3(+.&,-.#/<Z,',#&4(*+./2.&3(+.&,-.#/B-&7)(#( 2.&3(+.&,-.#/(-&$%0(-,##('3-+./6$-%,++,-&'-34'3-&$%,D,%*,+2.& %$+,48+&'-34'3-,-G%,)(#.#6$-%('.$#&2.&3(+.&,-.#/1(&,-(&*7(1&'-(4'.#6$-%('.$# &$%,D,%*,+2.&1,6$+4#.#/&&'('.&'.4<I7&,#(-,'.)&70(-B2,#/,$2.&3(+.&,-.#/67'',''&'(-4'/,#$%&+(/<"/-3#),#4(#%(#&B/((''/,$2.&3(+.&,-.#/(-B-,#1+(#)#.#/ (2),'276>--(,6',-&$%),0(-,##('3-+./g6$-%g*7&7&B''(''),0(-,#4$**+.#/ '.++?$-),#&/,$/-(6.G%,#),4(#1,&'717),(2(1&'-(4'()('(,++,-4$%1.#('.$#,-(2 (1&'-(4'($@0#('3-+./()('(<"#),+#.#/,#B-.#',*7#7/$'&B''&'-.#/,#'$@0%7#/( '8*,-(22.&3(+.&,-.#/(-B-&27-((''-,+(',-('.++,#)(&',#(2),&&('-,4(',/$-.,-< YG \ H>-6(''(-,#&>2,-&B''#.#/ ^

15 2.1.1 Uttrycksfulla och effektiva visualiseringar h(-),'<(+<evaaaf%,#(-(''2.&3(+.&,-.#/(-1.)-(-%,)4$/#.'.2&3**$-'$%),b #6$-%('.$#&4('$+4(&<"#$%/-(6.&44$%%3#.4('.$#&71,'8),-),''(('' 4$#2,#'.$#,-&$%(#2B#)(-#(/,%,#&(%'1,&.'',-<:,'6.##&%7#/(%>?+./(&B''('' 2.&3(+.&,-.#/(-#(G&$%1,/-B#&(&(2(''),&4(.##,07++(,D(4'),#.#6$-%('.$#&$% 1,-$-*703-(#2B#)(-,#'$+4(-),)('(&$%2.&3(+.&,-(&<F#2.&&-,+('.$#%,++(# Mänskliga begränsningar c(2&,''03-%(#&4(*(-2.&3(+.&,-.#/(-&7b-),'%,#.#/,#(''%b##.&4$-&4(.#',-(/,-(%,)),%<:,''(.##,1b-(''),&$%&4(*(-2.&3(+.&,-.#/(-%7&','( 0B#&8#'.++(#2B#)(-#(&1,0$2G&72B+&$%),#%B#&4+./(4$/#.'.2(6>-%7/(#<"#$% ]f'(-6(&'( *7'-,6,#$%,#.),''(&(%%(#0(#/<Ofrivillig blindhet-,6,-,-(-'.++,''4$/#.'.2' %(#&'3),-(',#1.+)G%$),++,++,-+.4#(#),3#),-,#+7#/'.)<F''kognitivt kollageb- ),'6,#$%,#&$%4(#3**'-B)()7,#*,-&$#4$%1.#,-(-6+,-($+.4(%,#'(+( 6>-,&'B++#.#/(-$%#7/$'G6>-(''+>&(,''*-$1+,%G%,#/>-),''(*7,''6,+(4'./'&B''< Att förmedla en visualisering ]fb-),''-,&(4,-&$%b-(2/>-(#),6>-03-*(&&(#2b#)1(-,# 2.&3(+.&,-.#/B-<:,'6.##&.#',3'-8%%,6>-(''1,&4-.2(),%&B-&4.+'.#/7,#),. ),##(-(**$-'%,#,#>2,-&.4'+./1,&4-.2#.#/4(#2(-(*7&.#*+('&< Representation N.++(''1>-?(B-(#2B#)1(-0,',#1,-$,#),(203-%(#2B+?,-(''-,*-,&,#',-(), $1?,4'%(#2.&3(+.&,-(-<c%%(#-,+(',-(-),''('.++4(-'$-(2$+.4(&+(/&7 -,*-,&,#',-(&.#6$-%('.$#,#$6'((2$+.4(6B-/,-G2(-,&./),'0(#)+(-$%+B#),-G 1,-/(-',-G2,/,'('.$#,++,-#7/$'(##('&$%0(-,#/,$/-(6.&44$**+.#/<F#&'() &'(),#<:,&(4,-&$%0(-,##('3-+./6B-/67-$6'(1,07++(),#G&$%,D,%*,+2.& 2('',#<c+.4(#8(#&,-(21+7''1,&4-.2,-)7)?3*6>-07++(#),#(<M#)-(,D,%*,+*7 -,*-,&,#'('.$#,-4(#2(-(+.#?,-G'-B)&'-34'3-,-G'(1,++,-%%< Presentation a

16 />-(&B-(''2.&(+.',#>2,-&.4'&4(-'(1-,)2.),#&'>--,),'(+?,-()4(-'(<I7),''(&B'' 4(#(#2B#)(-,#$-.,#',-(&./.0,+0,',#&(%'.)./'&$%0$#&'3),-(-),'(+?,-< Interaktion &'3),-(&G&7B-,#(2),&'>-&'(6>-),+(-#(%,)%$),-#(.#',-(4'.2( 2.&3(+.&,-.#/&',4#.4,-(''(#2B#)(-,#0(-%>?+./0,''.++(''&'3),-()('(3-6+,-($+.4( *,-&*,4'.2<:,&./#(2.#',-(4'.$#,#B-(2/>-(#),6>-,#2.&3(+.&,-.#/&(#2B#)1(-0,' 2.2 Geovisualisering och 3D-modeller 6>-(''3#),-+B''(6>-&'7,+&,#6>-?$-),#&$+.4(%.+?>,-<N-().'.$#,++'&,''&70(-%(# /,$/-(6.&4()('(&$%B-.#'-,&&(#'((''2.&3(+.&,-(*(&&(-1-(6>-),''(<N<,D<&74(# %(#2.&3(+.&,-(1,6$+4#.#/&'B'0,'.$+.4(+B#),-/,#$%(''+7'($+.4(6B-/,- )B-,%$'2.++0(,''.#',-(4'.2'2.&3,++'&'>).#$%,D,%*,+2.&&'()&*+(#,-.#/&$% 2.&3(+.&,-.#/(-'.++<H>-(''67,#0,+0,'&1.+)(21,6.#'+./1,18//,+&,,++,-(2/>-(03- &'$-2$+8%,''#8*+(#,-('03&4(#0(6>-(''*(&&(.#.),#1,6.#'+./(%.+?>#G&7%7&', %(#0,+',#4,+'(#2B#)(&./(2'-,).%,#&.$#,-.2.&3(+.&,-.#/,#< Geografiska spatiala virtuella miljöer N(#4,#%,)(''/7>2,-6-7#W:;2.&3(+.&,-.#/(-'.++9:;2.&3(+.&,-.#/(-B-('' &4,-%,)(3'$%('.43'(#2.&3(+.&,-.#/,#%7&',/>-(&*7,''&B''&$%&'>)?,-),&&( f&71>-9:; interaktivitet, objekt< Immersion "%%,-&.$#-,6,-,-(-'.++03-&'(-44B#&+(#B-(2(''1,6.##(&./.,#2.-'3,++%.+?><F# 08*$',&B-(''?3&'(-4(-,4B#&+(#B-(2(''1,6.##(&./.,#9:;%.+?>G),&'$&'>--, #8''(4(#%(#0((2),#G),+&6>-(''+.40,',#%,)27--.4'./(2B-+)/>-(''2.4(# 6(4'$-,-%.#&4(-<r(#)-(&.)(#&70(-4(-'$/-(6..(++('.),-2(-.',#6-(%/7#/& Interaktivitet "#$%/,$2.&3(+.&,-.#/&7B-%7+,'(''>4(6>-&'7,+&,#6>-),#2B-+)&$%2.+,2,-. V_

17 3'6$-&4(#),<U>/.#',-(4'.2.','/,-%>?+./0,''.++(''&,2B-+),#3'$+.4(*,-&*,4' Informationsintensitet ),+.2.-'3,++(2B-+)(-<:,'1,-$-6>-&'7&*72.+4,'&86',%(#0(-%,)(''-,*-,&,#',-( &4(%$'&2(-(2()2.6>-2B#'(-$&&(2),#-.4'./(2B-+),#*7%$'&2(-(#),(2&'7#)< ),'B-$%>?+./'(''67%,)),$B#)+./(2(-.('.$#,-&$%6.##&.#('3-,#<b7/$#&'(#& %7&',%(#)-(/-B#&,#< Intelligenta objekt "#',++./,#'($1?,4'4(#.2.&&(6(++1,'8)(.#',-(4'.2(/3.),-&$%(&&.&',-(- (#2B#)(-,#.),3**/.6',-&$%&4(3'6>-(&,++,-&$%0?B+*,-'.++%,),D,%*,+2.& #(2./,-.#/<F''(##('&B''(''&,*7.#',++./,#'($1?,4'B-('',#0,+%$),++.&7&'$ Användningssituationer E,$2.&3(+.&,-.#/0(-%7#/((#2B#)#.#/&$%-7),#)B-%7#/($+.4((#2B#)(-,&4( f< :,&&3'$%6.##&),'&.'3('.$#,-)B-,#(#2B#)(-,,#&(%3'#8''?(-,#2.&3(+.&,-.#/ Xf1,&4-.2,-),$+.4( (#2B#)#.#/&&.'3('.$#,-#(%,)0?B+*(2,#%('-.&&$%(#2B#)&.#$%)('$-&'>'' &(%(-1,',e6./3-Vf< Samma tid Olika tid Samma plats Möte i stadsplaneringsprocessen Informationsdator som finns i ett kommunalhus Figur 1. Beskriver kombinationer av temporala och spatiala aspekter på individuell och gemensam användning av datorsystem. Exemplifieringen är gjord för att passa mitt arbete. Jag kommer dock inte att titta närmare på alla delar utan framförallt på samma tid samma plats och olika tid olika plats. C+$@3%,'(+<eW fb-),&$%6>-&'*,4(-*7(''),'6.##&,'''8)+./'.#&+(/(2 &(%(-1,',)7%B##.&4$-.#',-(/,-(-%,)/,$2.&3(+.&,-.#/(-<p2,#$%(-'.4,+#0,',- gh$/#.'.2,(#)3&(1.+.'8.&&3,&.#/,$2.&3(+.l('.$#gb-),-(&(#&('&%8@4,'',4#.&4< Olika plats Planarkitekter som tittar på samma modell fast de befinner sig på olika platser Medborgare som oberoende av varandra tittar på en visualisering VV

18 F#+./'),%&7+>&,-%(#),&(%(-1,'&*-$1+,%&$%4(#3**&'72.)/,$2.&3(+.&,-.#/ %>?+./0,',-G%,#&$%2,-4+./0,',#&,-3'#3&7B-),'2.4'./'(''(#*(&&( &27-(&','8*,#(2&(%(-1,',.#$%/,$2.&3(+.&,-.#/3**&'7-2.)&.'3('.$#,#&(%%( '.)5$+.4(*+('&G*7/-3#)(2(''&#(114$%%3#.4('.$#%7&',&4,<:,#&#(11( &7)(#(*-$1+,%.#',B-+.4((4'3,++(+B#/-,<")(/B-),'4(#&4,.#'-,&&(#'(-,('' 3**+,2(&&$%(#2B#)1(-'G&767-%(#0,+',#4,+'+>&(),',4#.&4(4$%*+.4('.$#,- &$%3**&'7-<F6',-&$%),'/?$-'&6>-07++(#),2.&67&'3).,-.#$%2()?(/4(++(-6>- geovisualisering för socialt bruk ] G&74$%%,-?(/6-(%6>-(++'(''&'3),-(&.'3('.$#,# &(%%('.)5&(%%(*+('&&$%+.//,-'.++/-3#)6>-1,/-,**,'< Att skapa mervärde genom visualisering och interaktiva 3Dmodeller H>-(''&4(*(,#2.&3(+.&,-.#/&$%1+.-(#2B#)1(-&7%7&',%(#2,'(2()&$%&4( 2.&3(+.&,-(&52(-6>-$@06>-2,%&4(*(-%(#),#[c+.4('8*,-(22.&3(+.&,-.#/(- +B%*(-&./%,-,++,-%.#)-,1-(6>-(''6>-%,)+(,#4B#&+(G6>-4+(-(#7/$',++,- &4(*(>2,-1+.@4<H$'$#G%$),++,-,++,-&'('.&'.&4()('(+B%*(-&./$6'(1-(6>-('' 1,&4-.2(68&.&4($1?,4',++,-/,#,-,++(%>#&',-$@04(#%,)6>-),+(#2B#)(&6>-('' 2.&3(+.&,-(4$%*+,D(2B-),#/,#$%(''1.)-('.++6>-&'7,+&,,++,-&4(*(>2,-1+.@4< :B-,%$'B-),.#',(++'.)1-(6>-(''6>-%,)+(,#4B#&+(,++,-4$%%3#.@,-(,'' 13)&4(*'.++%7#/($+.4('8*,-(2%B##.&4$-eS3-40(-)W ]f<u(#%,#(-$@4&7('' ),'&(4#(&6$-%('6>-(''6>-%,)+(&$@.(+($@0,%$'.$#,++(63#4'.$#,-(2 2.&3(+.&,-.#/(-<:,&&(6$-%('1,0>2&.),6(++%(#2.++4$%%3#.@,-(,D,%*,+2.& 4B#&+$-$@0)B-6>-%7&',,#.#',-(4'.29:;%$),++4$%*+,'',-(&%,)8'',-+./(-,.#6$-%('.$#$%%(#2.++(''),#&4('(#/,-(6+,-).%,#&.$#,-B#,#'-().'.$#,++ *(**%$),++4(#/>-(<:,''(&8#&B''),+(&B2,#(2=(@F(@0-,#$@0R-((4eW f< There is a need to take full advantage of technological advances that make it possible to personalize representation, generate complex multidimensional and dynamically liked views, merge representation with reality and take advantage of non-visual perceptional channels (MacEachren & Kraak 2000, s. 4). S3-40(-)eW ]f%,#(-)$@4(''68&.&4(%$),++,-(''-(0,-(-%b##.&4$-.&'>--, 3'&'-B@4#.#/B#2()2.-'3,++%$),++/>-<:,&&3'$%&7B-2.-'3,++(%$),++,-.#',+.4( +B%*+./(6>-(''&4(*(>2,-1+.@4< Despite all the wonderful possibilities of virtual reality applications, the qualities of physical models still attracts us more and are more suitable for gaining an overview and understanding spatial relationships. (Burkhard 2007) ] C,#,)(#3#), ,#/,$2.&3(+.&,-.#/6>-&$@.(+'1-346>-,#1,&4-.2#.#/(21,/-,**,' VW

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21 LOD-4 ),'(+?,-%$),++,-(&6>-(''&4(*(,#&72,-4+./0,'&'-$/,#%$),++&$%%>?+./'<:,##( #.274(#?B%6>-(&%,),#(-4.',4'-.'#.#/(2,''03&< Kommentarer till geovisualisering och 3D-modellering :,'6.##&%7#/((&*,4',-*7/,$2.&3(+.&,-.#/<N.++(''1>-?(%,)&70(-2.&,''03- (#2B#)#.#/&&.'3('.$#,-&$%4(#3**4$%%(#B-),&&(3'#8''?(&.*-(4'.4,#<Z.)(-, &74(#$+.4('8*,-(22.&3(+.&,-.#/(-4(#/,,''%,-2B-),6>-,#/,$2.&3(+.&,-.#/,++,-9:;%$),++,-<:,''(4(#&B/(&0(#)+($%2.+4,#8'',-+./(-,.#6$-%('.$#&$% 4(#2(-(.#'-,&&(#'(''*-,&,#',-(.(#&+3'#.#/'.++,#9:;%$),++1,-$,#),*72.+4,' &86','B-%,)%$),++,#<N.++&.&'*-,&,#',-(),&,''-(%2,-46>-03-%(#4(#(-1,'( Att utforma användbara system (''.#6>-(%,'$),-&$%0B-&'(%%(-6-7#6B+','%B##.&4(;)('$-.#',-(4'.$#< M#+,)#.#/,#'.++),''(B-(''),'$6'(3**4$%%,-*-$1+,%%,)/,$2.&3(+.&,-.#/(- /,$2.&3(+.&,-.#/(-&$%1.)-(-%,)4$/#.'.2&3**$-'GB-,''3#),-+(/6>-&(%'(+G (#2B#)#.#/&$-.,#',-('6>-07++#.#/&&B''2.)3'6$-%#.#/(2),%< Vad är ett användbart datorsystem? S,/-,**,'(#2B#)1(-0,'0(-&.''3-&*-3#/.#$%%B##.&4(;)('$-.#',-(4'.$#<F#+./' :,&&3'$%.##,6(''(&&'3).,'(26,#$%,#&$%3**4$%%,-$%4-.#/),&&(&8&',%< H>-),%&$%B-2,-4&(%%(.#$%=:"&7B-$6'((#2B#)1(-0,',''0323)%7+6>- ),#2,-4&(%0,'&$%),1,)-.2,-<M#2B#)1(-0,'),6.#.,-(&*7%7#/($+.4(&B''(2 $+.4(*,-&$#,-1,-$,#),*7&86','%,)),6.#.'.$#,#<F#+./'"CcaWXV;VV),6.#.,-(& (#2B#)1(-0,'&$%d Den grad i vilken användare i ett givet sammanhang kan bruka en produkt för att uppnå specifika mål på ett ändamålsenligt, effektivt och för användaren tillfredsställande sätt (ISO ). VY

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