Learning Relative Motion Concepts in Immersive and Non-immersive Virtual Environments

The focus of the current study is to understand which unique features of an immersive virtual reality environment have the potential to improve learning relative motion concepts. Thirty-seven undergraduate students learned relative motion concepts using computer simulation either in immersive virtual environment (IVE) or non-immersive desktop virtual environment (DVE) conditions. Our results show that after the simulation activities, both IVE and DVE groups exhibited a significant shift toward a scientific understanding in their conceptual models and epistemological beliefs about the nature of relative motion, and also a significant improvement on relative motion problem-solving tests. In addition, we analyzed students’ performance on one-dimensional and two-dimensional questions in the relative motion problem-solving test separately and found that after training in the simulation, the IVE group performed significantly better than the DVE group on solving two-dimensional relative motion problems. We suggest that egocentric encoding of the scene in IVE (where the learner constitutes a part of a scene they are immersed in), as compared to allocentric encoding on a computer screen in DVE (where the learner is looking at the scene from “outside”), is more beneficial than DVE for studying more complex (two-dimensional) relative motion problems. Overall, our findings suggest that such aspects of virtual realities as immersivity, first-hand experience, and the possibility of changing different frames of reference can facilitate understanding abstract scientific phenomena and help in displacing intuitive misconceptions with more accurate mental models.     

沉浸式虚拟实验室的建设构想

本文在沉浸式虚拟现实技术的基础之上,探讨了沉浸式虚拟实验室的建设构想。首先,对沉浸的内涵及其对实验学习的影响进行了分析,然后在此基础上,讨论了沉浸式虚拟实验室的硬件与软件体系结构,并阐述了在沉浸式虚拟实验室中进行实验的过程模式,最后指出了沉浸式虚拟实验室的美好发展前景。     

基于云计算的区域性高校数字教学资源建设研究

近年来,随着云计算技术引入我国,各个领域的专家学者针对云计算的基础设施建设、资源的有效利用及其共享进行了大量研究。文章首先详尽分析了云计算和区域性高校数字教学资源的四种内涵,探求一种合理的区域性高校数字教学资源共建、共享的服务体系。然后具体阐述了基于云计算的区域性高校数字教学资源建设可行性和建设模式,也提出了在建设过程中应当注意的问题。研究目的在于整合区域内优质教学资源,促进区域内高校教学资源的集中管理和均衡分配,实现数字教学资源的"共建"、"共享"、"共用",从而提高区域内高校的整体教学质量。     

Immersive training systems: Virtual reality and education and training

This paper provides an introduction to the technology of virtual reality (VR) and its possibilies for education and training. It focuses on immersion as the key added value of VR, and analyzes what cognitive variables are connected to immersion, how it is generated in synthetic environments, what immersion is, and what its benefits are. The central research question is the value of tracked, immersive visual displays over non-immersive simulations. The paper provides a brief overview of existing VR research on training and transfer, education, and procedural, cognitive and maintenance training.     

普适计算技术支持下的学习环境

普适计算技术已在飞速发展,但它在教育和学习领域还涉足甚微,随着技术的不断进步和学习科学理论的发展,普适计算与教学环境相结合是不可抵挡的趋势。文章从普适计算和有效学习的特点入手来分析普适计算技术的介入将使学习环境具有怎样的特点,以及相对传统的学习环境的优势。     

Investigating Engagement and Flow with a Placed-Based Immersive Virtual Reality Game

An immersive virtual reality (iVR) game for high school students to learn about locations in their watershed with a primary focus on their city was designed and developed, employing a design model that focuses on flow. An exploratory study with the iVR game was conducted in an urban school in the eastern USA with 57 adolescents ages 16–18 from a population that is economically disadvantaged and includes students who are typically unengaged in traditional school-based learning environments. After game completion, the participants completed a 10-item survey measuring elements of flow and a 12-item survey designed to measure perceptions toward learning with VR games, immersion and presence. Participant focus groups were conducted with an emphasis on features that promoted engagement, learning, immersion, and presence. The findings revealed that all students experienced a flow state when they played the iVR learning game. Almost all users (98.1%) had positive attitudes towards using the iVR game. Students experienced high immersion and presence. In addition, students had favorable attitudes towards learning with iVR games in school environments.

     

数字故事设计及其教学应用

数字故事作为数字时代的新教学元素,已受到越来越多的关注,许多学校将数字故事运用到德育、校园文化建设及学生高级思维培养中。总结数字故事的特点,探讨数字故事设计的关键环节及在教学中应用应注意的问题,以期增强数字故事教学的效果。     

An Alternative Method for Anatomy Training: Immersive Virtual Reality

The aim of this study was to investigate the effect of immersive three-dimensional (3D) interactive virtual reality (VR) on anatomy training in undergraduate physical therapy students. A total of 72 students were included in the study. The students were randomized into control (n = 36) and VR (n = 36) group according to the Kolb Learning Style Inventory, sex, and Purdue Spatial Visualization Test Rotations (PSVT-R). Each student completed a pre-intervention and post-intervention test, consisting of 15 multiple-choice questions. There was no significant difference between the two groups in terms of age, sex, Kolb Learning Style Inventory distribution, and the PSVT-R (P > 0.05). The post-test scores were significantly higher compared to pre-test scores in both the VR group (P < 0.001) and the control group (P < 0.001). The difference between the pre-test and post-test results was found to be significantly higher in favor of the VR group (P < 0.001). In this study, anatomy training with a 3D immersive VR system was found to be beneficial. These results suggest that VR systems can be used as an alternative method to the conventional anatomy training approach for health students.     

The Use of Immersive Virtual Reality in the Learning Sciences: Digital Transformations of Teachers,Students, and Social Context

This article illustrates the utility of using virtual environments to transform social interaction via behavior and context, with the goal of improving learning in digital environments. We first describe the technology and theories behind virtual environments and then report data from 4 empirical studies. In Experiment 1, we demonstrated that teachers with augmented social perception (i.e., receiving visual warnings alerting them to students not receiving enough teacher eye gaze) were able to spread their attention more equally among students than teachers without augmented perception. In Experiments 2 and 3, we demonstrated that by breaking the rules of spatial proximity that exist in physical space, students can learn more by being in the center of the teacher's field of view (compared to the periphery) and by being closer to the teacher (compared to farther away). In Experiment 4, we demonstrated that inserting virtual co-learners who were either model students or distracting students changed the learning abilities of experiment participants who conformed to the virtual co-learners. Results suggest that virtual environments will have a unique ability to alter the social dynamics of learning environments via transformed social interaction.     

移动计算环境中的数据广播研究

在移动计算环境中，数据广播能支持大规模并发用户访问服务器上的数据，是提高移动计算系统可伸缩性的一项重要技术，介绍了数据广播的体系结构，提出了构建数据广播模型的关键问题，对数据广播调度算法进行了比较详细的分析．     

Students' Attitudes Towards Educational Virtual Environments

This case study reports on an investigation of the attitude of education students towards virtual reality (VR) as a tool in the educational process, and towards virtual learning environments on specific disciplines. Our results indicate a favourable attitude towards VR in the educational process. Although immersion was not supported in this study, half of the students declared immersion experiences. Students consider the mouse the most effective input device for navigation in virtual environments, with a joystick the second one. Because the sampling population is small, the qualitative results must be regarded as tentative. There is, however, a need for further investigation, which is currently being undertaken by our group.     

基于在线学习倾向的网络教学环境要素设计

一、问题提出大多数的专家、学者认为在线学生的个体差异主要体现在学习动机(内在动机,例如本身对学习活动和过程感兴趣;外在动机,例如搞好学习只是为了得到老师、家长和同学们的赞扬)、学生的原认知结构(学习基础)和个性差异等。而Martinez等人经过一系列研究,认为主要有三大因素影响了在线学习成绩和个体学习差异,这三大因素分别简述如下:(1)意动和情感方面。这一因素是指学习者本人的意愿、责任感和学习动机;是否乐于改进学习方法,是否能够适应变化;是否能够制定目标和完成学习目标;是否乐于冒险;是否喜欢迎接挑战等。这一类型描述了学…     

Virtual Reality Training Environments: Contexts and Concerns

Abstract

Virtual reality (VR) is a rapidly developing medium for training, entertainment and education. As yet little research exists into the efficacy of VR systems. Because of the current high cost of VR training systems, careful consideration should be given to their use. This article will discuss contexts where VR might be appropriate, present advantages and disadvantages of VR as a training technology, and present a case study of a VR training environment, used at the NASA Johnson Space Center in preparation for the repair of the Hubble Space Telescope.     

基于沉浸式虚拟现实技术的注塑模具结构认知实验开发

针对模具方向注塑模具相关课程教学中出现的模具结构认知问题,提出基于沉浸式虚拟现实技术的模具结构认知虚拟实验室的建设方案,给出以UG与IdeaVR软件为平台的沉浸式虚拟现实实验室构建方法,开发集教、学、考、练多种功能于一体的注塑模具结构认知虚拟实验室,经过一年的实践应用,效果显著。     

The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality

Educational Psychology Review - There has been a surge in interest and implementation of immersive virtual reality (IVR)-based lessons in education and training recently, which has resulted in many...     

递归算法数字游戏教学软件的设计

递归算法是数学和计算机科学中非常重要的一个概念,也是教学中的一个难点。设计一款以汉诺塔为道具的数字教学游戏,旨在帮助学习者在愉悦的过程中体会和理解递归算法。     

Scientific Inquiry in Educational Multi-user Virtual Environments

In this paper, we present a review of research into the problems of implementing authentic scientific inquiry curricula in schools and the emerging use of educational Multi-User Virtual Environments (MUVEs) to support interactive scientific inquiry practices. Our analysis of existing literature in this growing area of study reveals three recurrent themes: (1) with careful design and inclusion of virtual inquiry tools, MUVE-based curricula can successfully support real-world inquiry practices based on authentic interactivity with simulated worlds and tools, (2) Educational MUVEs can support inquiry that is equally compelling for girls and boys, and (3) research on student engagement in MUVE-based curricula is uneven. Based on these themes, we suggest that future large-scale research should investigate (1) the extent to which MUVE-based inquiry learning can be a viable substitute for the activities involved in real-world inquiry; (2) the impact of MUVEs on learning and engagement for currently underserved students, and (3) the impact on engagement and learning of individual aspects of MUVE environments, particularly virtual experimentation tools designed to scaffold student inquiry processes and maintain engagement. Additionally, we note that two identified issues with integrating scientific inquiry into the classroom are currently not addressed by MUVE research. We urge researchers to investigate whether (1) MUVE-based curriculum can help teachers meet state and national standards with inquiry curricula; and (2) scientific inquiry curricula embedded in MUVE environments can help teachers learn how to integrate interactive scientific inquiry into their classroom. This material is based upon work supported by the National Science Foundation under Grant No. 0310188. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.     

教育技术专业交互式虚拟实验系统的研发

根据教育技术实验教学现状及现有虚拟实验系统存在的问题,引出开发教育技术虚拟实验系统的必要性。以实现"强交互性"与"高仿真度"为重点目标,以典型虚拟硬件案例"多媒体教室操作平台"及"数码相机"虚拟实验、"windows系统重装"虚拟软件系统为例,探讨了教育技术虚拟实验系统的功能与实现的关键技术,并通过实验教学实践总结其效果与意义。