基于虚拟现实技术的实训在线考核系统设计与实现——以药物制剂综合技能训练课程为例

实践教学是高职教育的建设重点,而考核手段是其薄弱环节。为完善实践教学考核体系,充分利用现代教育技术手段,采用虚拟现实技术和互联网技术设计与开发实训在线考核系统,建立起具备实践性、综合性、公平性、共享性特征的实训在线考核系统,为实训考核提供一种新的辅助手段。     

虚拟现实技术在土木工程教学中的应用探讨

随着计算机软硬件技术和信息技术的发展,虚拟现实技术得到长足的发展,也推动教育技术的信息化和现代化。本文介绍了虚拟现实技术相关知识及虚拟现实教育技术环境创建的问题。     

虚拟现实技术应用于电工实验课教学的尝试

本文阐述了虚拟现实实验室的概念、特点及构建方法,分析了硬件实验室和一般的虚拟实验室的优缺点,得出虚拟现实实验室可以完全替代传统硬件实验室的结论。     

虚拟现实技术在风景园林设计中的应用

本文主要结合虚拟现实技术的的内涵、基本特征,对虚拟现实技术在风景园林设计中的应用及未来展望进行探析。     

虚拟现实遥操作机器人系统研究平台的设计策略

提出了基于虚拟现实技术的临场感遥操作机器人系统研究平台的新的设计策略, 简述了其系统的设计框架, 详细描述了其中重要的核心技术. 利用八叉树数据结构构筑虚拟仿真环境的运动学和动力学模型, 采用Delphi OpenGL 3DS MAX对从机器人及其环境进行可视化仿真. 并采用摄像修正法修正虚拟几何模型定位偏差和建模误差. 所实现的研究平台软硬件设备成本低, 主、从机器人(机械手)系统及系统中所有软件均由本课题组设计、研制, 系统性能达到了研究所需要的水平, 为虚拟现实临场感遥操作机器人系统的研究提供了不可缺少的实验床.     

Study of co-located and distant collaboration with symbolic support via a haptics-enhanced virtual reality task

This study intends to investigate how multi-symbolic representations (text, digits, and colors) could effectively enhance the completion of co-located/distant collaborative work in a virtual reality context. Participants’ perceptions and behaviors were also studied. A haptics-enhanced virtual reality task was developed to conduct collaborative work. An experiment was conducted with which participants were separated into four groups with the combinations of two variables: w/o multi-symbols and co-located/distant. Performance results show that multi-symbolic representations significantly helped users reduce the time in completing a task in the co-located case. Perception results show that awareness, presence and social presence are highly correlated to usefulness, ease of use and playfulness. Further, behavior analysis found two strategies beneficial to the completion of collaborative work with which divide and conquer is used in problem solving. In addition, the major failure mode is identified and it implies that participants had problems in depth perception. In summary, multi-symbolic representations in haptics-enhanced virtual reality systems have potentials to effectively help collaborative work.     

虚拟现实技术在电子商务中的应用

描述了一种基于虚拟现实技术的电子商务的设计策略,详细讨论了该系统的体系结构,说明了系统的基本设计思想,分析了系统实现的主要功能和特点,并以网上书店为例成功地解决了虚拟现实系统与外部数据库和与用户交互的接口,提供给用户一个三维的虚拟商务场景并能交互地进行交易。     

虚实结合的医学电工电子实验室建设

结合目前传统电工电子实验室存在的问题,提出采用虚实结合的办法创建医学电工电子实验室,探讨了创建虚实结合的电工电子实验室的建设原则和目标以及建设思路。     

基于虚拟现实的移动通信实验系统设计

引入虚拟现实的思想,区别于传统的移动通信实验教学模式,设计了几种经典的无线网络规划、优化案例作为高校中移动通信实验、理论课教学的补充内容,在网络三维虚拟世界里学生可以通过虚拟的网络规划设备对各种条件下的虚拟无线环境进行测试优化。通过对无线网络的规划设计更加全面深刻地理解无线网络的整体架构和基本通信流程。     

基于Maya和Virtools的采矿虚拟现实教学系统开发

基于Maya和Virtools软件开发了一套以煤矿现场为背景的虚拟现实教学系统,用于采矿专业的实际教学,取得了良好的教学效果,很好地缓解了现场实验和实践教学环节实施困难和成本高昂的困境。该系统具有完整的煤矿现场场景、生产设施和工艺过程,视觉效果逼真、交互性强,突破了从底层开发虚拟引擎周期长、成本高、风险大的限制。     

基于VRML技术的虚拟实验室的设计与实现

虚拟实验有助于提高学生的自主学习兴趣、创新能力、实际动手能力和综合素质。针对实验教学的特点,对基于VRML技术的虚拟实验系统进行功能分析和结构设计,并对虚拟模型的建立和优化、虚拟实验中的交互以及交互过程中对数据库的访问等关键技术进行研究。实践证明,基于VRML的虚拟实验系统是切实有效的。     

虚拟设备在实验教学中的案例分析研究

通过基于Virtools开发的一套数控机床系统作为案例进行分析,探讨了虚拟设备在高校实验教学中可以激发学习兴趣、节省大量的实验经费、增强教学的游戏性、加大高档设备实验的开放力度,有利于培养有创新能力的人才.     

虚拟仪器技术在电子技术课程设计中的应用

以虚拟万用表系统的设计实现为例,具体阐述了如何将虚拟仪器技术引入课程设计、进行软硬结合。实践表明,这种形式的课程设计极大地调动了学生的学习兴趣,提高了学生参与的主动性和积极性,提高了课程设计的完成质量。同时学生的优秀设计又可以服务于实验室建设,为后届学生提供参考并在此基础上开设新的实验项目。     

The effectiveness of virtual and augmented reality in health sciences and medical anatomy

Although cadavers constitute the gold standard for teaching anatomy to medical and health science students, there are substantial financial, ethical, and supervisory constraints on their use. In addition, although anatomy remains one of the fundamental areas of medical education, universities have decreased the hours allocated to teaching gross anatomy in favor of applied clinical work. The release of virtual (VR) and augmented reality (AR) devices allows learning to occur through hands‐on immersive experiences. The aim of this research was to assess whether learning structural anatomy utilizing VR or AR is as effective as tablet‐based (TB) applications, and whether these modes allowed enhanced student learning, engagement and performance. Participants (n = 59) were randomly allocated to one of the three learning modes: VR, AR, or TB and completed a lesson on skull anatomy, after which they completed an anatomical knowledge assessment. Student perceptions of each learning mode and any adverse effects experienced were recorded. No significant differences were found between mean assessment scores in VR, AR, or TB. During the lessons however, VR participants were more likely to exhibit adverse effects such as headaches (25% in VR P < 0.05), dizziness (40% in VR, P < 0.001), or blurred vision (35% in VR, P < 0.01). Both VR and AR are as valuable for teaching anatomy as tablet devices, but also promote intrinsic benefits such as increased learner immersion and engagement. These outcomes show great promise for the effective use of virtual and augmented reality as means to supplement lesson content in anatomical education. Anat Sci Educ 10: 549–559. © 2017 American Association of Anatomists.     

Research into Practice: Current Trends in Educational Technology Research: The Study of Learning Environments

Educational technology research has passed through a number of stages, focusing, in turn, on the content to be learned, the format of instructional messages, and the interaction between computers and students. The field is now concerned with the study of learning in complete, complex, and interactive learning environments. These environments allow both the simulation of experiences that students might have in the real world and also the creation of compelling experiences that cannot normally be experienced directly. Learning environments also often allow students to communicate their own ideas with the use of a variety of symbol systems. These environments are also frequently inhabited by more than one person, making learning within them a social activity where learning is distributed among both people and artifacts. Finally, these learning environments are complex. Studying how they contribute to learning therefore requires research methods other than controlled experiments. This paper reviews research on learning environments to give both an historical perspective on educational technology research and a selective view of the current state of the discipline. It concludes by identifying implications for both practice and future research.     

“中国近现代史纲要”课教学应凸显现实性

教学中可从关注历史问题的现实动态,以历史人物鉴古知今为例,采用现代化的教学手段和形式,利用晕新的优琴銮化产品等几方面凸显该课的现实性,增强其时代感。     

虚拟现实技术支持下的情景学习

情景学习在培养学生高级思维、促进知识迁移和培养积极情感等方面有着无可比拟的优势,而虚拟现实技术则为情景学习提供了有力的技术支持,弥补了情景学习条件的不足,为情景学习提供了一个更广阔的天地。     

虚拟仪器在机械工程检测技术实验中的应用

介绍了虚拟仪器的概念、特点,并结合《机械工程检测技术》课程的实验内容,研究了基于LabVIEW的虚拟仪器技术在教学实验中的应用与发展。通过构建虚拟信号发生器,以及在振动测试实验中的应用,说明将虚拟仪器引入机械工程检测技术教学实验中的先进性和实用性。     

虚拟仪器技术在自动检测实验室构建中的优势

介绍了利用虚拟仪器技术进行自动检测实验室构建具有成本低、适应性强以及易于实现开放式教学等技术优势,可在很大程度上弥补传统教学手段的不足,有利于全面提高教学质量,促进高职实践教学改革。     

体验式地质教学虚拟平台建设研究

在分析了体验式教学特征的基础上,将该模式引入到地质教学中,可利用虚拟现实技术和多媒体技术建设体验式地质教学虚拟平台。本文基于分层化模式思路,提出了平台体系结构,并介绍了构建网络虚拟教学平台用到的JSP、Oracle10g、Virtools等关键技术。建成后的平台能够将独立的、分散的教学、科研子系统集成起来,为用户提供了多源的教学服务。