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In this paper, a novel concept, Affective Modelling, is introduced to encapsulate the idea of creating 3D models based on the emotional responses that they may invoke. Research on perceptually-related issues in Computer Graphics focuses mostly on the rendering aspect. Low-level perceptual criteria taken from established Psychology theories or identified by purposefully-designed experiments are utilised to reduce rendering effort or derive quality evaluation schemes. For modelling, similar ideas have been applied to optimise the level of geometrical details. High-level cognitive responses such as emotions/feelings are less addressed in graphics literatures. This paper investigates the possibility of incorporating emotional/affective factors for 3D model creations. Using a glasses frame model as our test case, we demonstrate a methodological framework to build the links between human emotional responses and geometrical features. We design and carry out a factorial experiment to systematically analyse how certain shape factors individually and interactively influence the viewer's impression of the shape of glasses frames. The findings serve as a basis for establishing computational models that facilitate emotionallyguided 3D modelling.

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This article proposes the concept of social‐affective product design to address the effects of product features on personal interactions. Using eyeglass frames as the target product, this study included a factorial experiment to evaluate design features concerning personality traits signified by facial shapes. The experiment involved extracting three representative types of facial shapes by sorting 60 photographs and constructing three‐dimensional models to rate attractiveness. The study then analyzed participant responses according to three social‐affective measures: approachability, assertiveness, and masculinity, evoked by faces wearing factorized eyeglass frames. Results show that increasing the levels of certain design features strengthens the impression of specific personality traits. © 2012 Wiley Periodicals, Inc.

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As a new medium in modern education, virtual reality technology has stimulated the changes of pedagogical practice and added further opportunities for experiential learning. The immersive and interactive experience of VR fits seemingly well with practical subjects such as Creative Design. Design-related courses in secondary education usually appeal to the students with their practical elements, which also help in developing a student's creative and cognitive ability. The dual coding learning theory states that the learning process can be improved by using the symmetrical visual and language systems of the left and right hemispheres. This paper presents a novel teaching framework that combines classroom learning with VR technology. We devise the course structure based on Bloom’s Taxonomy and fill in knowledge and skills related to 3D Design. In collaboration with a local school, we implemented and delivered the proposed course to a group of students. After the course, we use questionnaires and interviews to collect and analyze the attendees’ feedback. The results show that the interactive experience in VR coincides better with the students’ perception of 3D conceptual design. The teaching methods are also well-received by them. Based on the findings, we suggest that immersive VR technology is a promising tool for developing practical courses such as product design and development.

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