VR技术在隐性知识挖掘与转化中的机理研究

VR技术是利用计算机模拟真实世界从而形成模拟环境的技术。本文在结合VR技术理论的基础上,针对隐性知识显性化条件的分析,重点论述了VR系统和技术在隐性知识显性化上的技术要素,并结合VR系统的各种实际应用案例,探索虚拟学习社区在隐性知识管理中的某些应用。     

从技术知识视角论技术情境

从技术知识视角看,技术情境的生成源于技术知识的嵌入态。技术情境由技术场域中分布的技术共同体、显性知识、隐性知识、工具知识、行动知识和技术范式等知识要素建构。技术情境能够塑造技术主体,减小行动和思想的盲目性,具有积聚和传承技术知识的价值和意义。     

VR技术在高职院校的应用现状及策略研究

为进一步了解VR技术在高职院校师生中的应用现状,采用随机抽样方法选取广西地区19所高职院校的在校师生为调查研究对象。就高职院校师生对VR技术的了解程度、了解途径、兴趣程度和VR技术进课堂能否对学生学习有帮助、是否能提高学生学习兴趣和学习成绩以及师生是否会使用VR技术进行授课或学习进行了问卷调查,并根据调查结果,提出了从广泛普及宣传VR知识;积极开展VR课程开发建设;加强师资培训,打造VR师资队伍;完善VR实训室建设等促进VR技术在高职院校运用的策略。     

VR技术在教育领域中的应用

探讨VR技术在教育领域中的应用,着重研究VR技术在虚拟化学教学实验、交通安全知识普及和沉浸式阅读中的使用;利用VR互动性、想象性、沉浸安全性的特性,将学习变成一种交互体验,提高学生的学习效率.     

基于可视化技术的知识构建研究

可视化技术能够提供直观的智能交互平台支持知识构建的实现。该智能交互平台具有基于可视化技术知识导航机制和知识建构工具。知识导航机制分为知识结构导航、知识资源导航及知识推荐导航;知识建构工具包括概念图、认知地图、思维导图、视觉隐喻等。智能交互平台的体系框架包括数据层、应用层及界面层。

Abstract：

Visualization technology can provide the intuitionistic intelligent interactive platform and support the completion of knowledge architecture. The platform has the knowledge navigation mechanism and knowledge construc-tion tools based on visualization technology. Knowledge navigation mechanism can be divided into knowledge structure navigation,knowledge resources navigation and knowledge recommendation navigation. Knowledge construction tools contain concept map,cognition map,thinking map and vision metaphor. The framework of the platform includes data layer,application layer and interface layer.     

知识管理技术研究

本文分析了知识管理技术在知识管理中的作用，归纳了知识管理技术的种类，提出了知识管理技术应用应考虑的基本问题。     

企业技术知识诠释框架研究

现有研究对技术知识的片面认识使得其外延探索较难得到实质进展,既有研究框架仍未能对技术知识的产生机理做系统性阐释。从技术知识的内涵与产生机理等方面进行系统评述,基于知识与技术间的关联,将技术前和技术后两种技术知识维度融合于静态和动态两大研究视角,构建技术知识诠释框架雏形,以期促进技术知识前沿理论问题的顺利探究,为知识观理论的应用提供有益的辨析思路。     

FDI技术溢出、知识创新与企业竞争优势的关系研究——基于企业吸收能力、内部控制机制的调节作用

深入挖掘FDI技术溢出对企业竞争优势的作用路径,便于本土企业吸收FDI技术溢出,增强企业竞争优势.本文建构了企业吸收能力、内部控制机制、FDI技术溢出、知识创新与企业竞争优势间关系的理论框架,使用投影寻踪法集成层次回归分析实证验证理论框架,结果显示:FDI技术溢出、知识创新与企业竞争优势之间存在倒U形关系,知识创新的不同维度分别在FDI技术溢出与企业竞争优势关系间起部分中介作用或完全中介作用,企业吸收能力正向调节知识创新与企业竞争优势间关系,结果控制和行为控制分别在知识创新与企业竞争优势关系间起负向调节和正向调节作用.实证结论将有助于理解FDI技术溢出向企业竞争优势转换的中间机制.     

论技术知识的难言性

本文阐明了技术知识难言性的内涵、证据以及难言知识的重要性,分析了难言知识与明言知识之间的密切关系,揭示了技术知识的难言性对于企业技术创新的若干重要含义.     

关注教师个人知识,推行教师个人知识管理

教师个人知识就是教师个体在具体实践过程中对教师知识的重新认知与自主建构而成的,是融合了自主建构的实践知识与公共理论知识于一体的知识,具有许多特性,在教师的生活和工作中发挥着不可替代的作用,成为教师专业发展的知识基础和关键因素.因此,必须关注教师个人知识,推动教师对个人知识进行有效管理,最终促进教师个人知识的发展.     

浅析虚拟现实技术在高职计算机基础教学中的应用

虚拟现实技术(VR)是一种新的使用计算机的方式。虚拟现实消除了传统的用户与机器的分离,提供了更直接、更直观的信息交互。通过佩戴头戴式音频/视频显示器、位置和方位传感器以及触觉接口设备,人们可以积极地投入沉浸式计算机生成的环境中。一个人可以创建虚拟世界,并进入其中去看、听、触和修改它们。当前的虚拟现实系统为感知扩展、创造性构建和独特的社交互动提供了新的能力。该文主要探讨了中高职计算机基础教学中虚拟现实技术的应用,以供广大学者和读者朋友参考。     

虚拟现实技术综述

本文介绍了虚拟现实技术的概念、特点、基本要素等关键技术,对虚拟现实系统的分类进行了详细的描述,并展望了虚拟现实技术的发展方向。     

VR技术在烧伤临床教学中的应用

如何有组织、成系统、熟练灵活地综合运用烧伤理论知识及实践技能进行烧伤急救,是目前烧伤教学的难点。VR技术具有浸没感、交互性、多感知性等优点,已广泛应用于医学教育。该文结合烧伤教学的现状及VR技术的优势,探讨VR技术在烧伤临床教学中的应用前景。     

Evaluating the use of interactive virtual reality technology with older adults living in residential aged care

Background and objectivesAs technologies gain traction within the aged care community, better understanding their impact becomes vital. This paper reports on a study that explored the deployment of virtual reality (VR) as a tool to engage older adults in Residential Aged Care Facilities (RACF). The paper has two aims: 1) to identify the benefits and challenges associated with using VR with residents in aged care settings, and 2) to gather the views of older adult residents in RACF about the potential uses of VR in aged care.Research design and methodsFive RACF residents and five RACF staff members took part in an intensive two-week evaluation of a VR system. Qualitative data was collected from multiple interviews and via researcher notes and video recordings made during the VR sessions.ResultsResults highlight the usability issues that impacted on the aged care residents' ability to use interactive VR technology and the potential negative impact head mounted displays can have on those living with dementia; the role that VR can play in engaging residents who might otherwise self-isolate, and how this can extend to increased engagement with family and friends.Discussion and implicationsWe discuss the design challenges that will need to be met in order to ensure that interactive VR technology can be used by residents living in aged care, and the potential for VR to be used as a tool to improve the quality of life of some older residents, particularly those for whom traditional social activities do not appeal.     

VR技术对地下步行商业街心理环境辅助设计初探

文章力图以VR(虚拟现实)技术手段应用于城市地下步行商业街规划设计,来解决当前传统规划手段地下步行商业街规划中普遍存在的对其心理环境构筑的忽视和考虑不完善的诟病,以期最大限度消除规划设计中消极空间的产生,并对其关键技术进行了研究和探讨     

虚拟现实技术在网络数字博物馆中的应用

文章探讨了目前虚拟现实技术在数字博物馆建设中的应用现状,分析了建构数字博物馆的关键—虚拟现实技术,最后,展望了虚拟现实技术应用于网络数字博物馆的应用前景。     

A further analysis of the ethics of representation in virtual reality: Multi-user environments

This is a follow-up article toPhilip Brey's ``The ethics of representation andaction in Virtual Reality' (published in thisjournal in January 1999). Brey's call for moreanalysis of ethical issues of virtual reality(VR) is continued by further analyzing issuesin a specialized domain of VR – namelymulti-user environments. Several elements ofBrey's article are critiqued in order to givemore context and a framework for discussion.Issues surrounding representations ofcharacters in multi-user virtual realities aresurveyed in order to focus attention on theimportance of additional discussion andanalysis of specialized aspects of VR.     

虚拟社区知识共享过程中的知识信任度研究

Web2.0环境下的虚拟社区知识互动交流过程,已经由传统的个别知识传授者向外传递知识转变为虚拟社区成员全员知识参与的知识共享。本文首先说明虚拟社区知识共享形成过程中,知识偏好、知识注意、知识信任对达成知识共享效果的逻辑演绎关系。进而指出知识信任程度成为能否有效实现知识共享的主要因素。鉴于虚拟社区的知识共享过程中存在着技术不信任、制度不信任和人际不信任等问题,试图提出了提高虚拟社区知识信任度的相关策略。     

Real moral problems in the use of virtual reality

In this paper, we argue that, under a specific set of circumstances, designing and employing certain kinds of virtual reality (VR) experiences can be unethical. After a general discussion of simulations and their ethical context, we begin our argument by distinguishing between the experiences generated by different media (text, film, computer game simulation, and VR simulation), and argue that VR experiences offer an unprecedented degree of what we call “perspectival fidelity” that prior modes of simulation lack. Additionally, we argue that when VR experiences couple this perspectival fidelity with what we call “context realism,” VR experiences have the ability to produce “virtually real experiences.” We claim that virtually real experiences generate ethical issues for VR technologies that are unique to the medium. Because subjects of these experiences treat them as if they were real, a higher degree of ethical scrutiny should be applied to any VR scenario with the potential to generate virtually real experiences. To mitigate this unique moral hazard, we propose and defend what we call “The Equivalence Principle.” This principle states that “if it would be wrong to allow subjects to have a certain experience in reality, then it would be wrong to allow subjects to have that experience in a virtually real setting.” We argue that such a principle, although limited in scope, should be part of the risk analysis conducted by any Institutional Review Boards, psychologists, empirically oriented philosophers, or game designers who are using VR technology in their work.