Design of Interactivity in Virtual Reality Applications with Emphasis on Educational Software Using Formal Interaction Specification

Virtual Reality (VR) technology has already entered into the area of the educational software and delivers systems where the trainees can use interactive virtual microworlds and benefit by transfer of experience, interacting directly with the learning domain. This paper describes the Virtual Multi Flow Graph (Virtual-MFG) graphical formal model and the Interaction Specification Workspace (ISW) software architecture for the interaction specification and design of VR applications with emphasis on educational software. The interaction designer specifies the interaction issues of the final system formally, using the tools of ISW. The virtual microworld's objects database is updated with these interaction specifications which include both the virtual objects' dynamic properties and their tutoring capabilities. The model is validated by applying it on an existing VR educational software (EIKON). The Virtual-MFG graphs specifying a learning scenario of EIKON along with the application of ISW on EIKON are also presented.     

校园漫游系统的设计与探讨

虚拟漫游系统是虚拟现实技术在校园展示、建筑设计、结构和工业设计市场的应用,具有广泛的应用前景。虚拟现实漫游系统不仅仅需要提供实时、交互性的三维场景,还需要提供传统表现方式无法比拟的、崭新的信息交流界面。文章阐述了基于PC平台的校园虚拟漫游系统的设计,实现了贵州大学校园虚拟漫游系统。主要介绍使用的Virtools虚拟引擎结合平面、三维图形设计软件Photoshop、AutoCAD、Sketch Up、Vue xStream、3ds max等软件实现校园漫游系统的开发过程。     

虚拟现实技术在领航学教学中的应用

虚拟现实技术(Virtual Reality,简称VR)是应用计算机生成一种模拟环境,它具有沉浸(Immersion)、交互(In-teractivity)、构想(Imagination)基本特征,在领航学教学中具有一定应用优势。     

基于WEB的遥感技术实验教学平台的建设

根据实验教学的需要,结合遥感技术课程的特点,对遥感技术的实验内容与实验环境进行了研究。以Web网络实验课程建设平台为基础,开发软件平台采用Microsoft Visual C++语言和ACCESS2003数据库技术,综合采用虚拟现实制作技术、Flash动画仿真制作技术,完成该实验平台的设计与实现。在整个虚拟实验设计过程中,本着以自主实验和创新性实验相结合的设计原则来培养学生的动手能力和创新意识。该虚拟实验环境的实施,给学生提供一个有利于发挥其自主性的实验环境,具有良好的开放性、通用性和实用价值。     

Fostering online social construction of science knowledge with primary pre-service teachers working in virtual teams

As many primary pre-service teachers enter teacher education courses with little science background, it is essential in teacher education courses to provide opportunities for them to learn more science independently. The purpose of this study is to investigate an online pedagogical activity that fosters the social construction of science knowledge by primary pre-service teachers working in small virtual teams. The study investigated how the pre-service teachers collaborated online in virtual teams to complete set tasks, their attitudes toward and beliefs about the effectiveness of the online learning experience, and the types and quality of the resources developed. The findings indicated that the virtual team-produced science resource materials were generally of high quality, with nearly half the number of teams engaging with Web 2.0 technologies (e.g. wikis and blogs) to construct their product. The findings indicated positive attitudes toward the collaborative learning even though beliefs about online learning were mixed.     

岸基导弹射击指挥虚拟训练系统设计

针对信息化条件下岸基导弹武器的作战训练需求,运用虚拟现实技术,对岸基导弹射击虚拟指挥训练系统的组成和硬件、软件的开发设计进行了研究。     

全景虚拟现实技术在虚拟校园建设中的应用

虚拟现实技术能够逼真地再现真实环境,通过交互式操作,用户可以获得与真实环境相似的感受和体验,其中全景漫游是虚拟现实技术的一种典型应用。分析虚拟校园建设需求和全景视频技术,利用PTGui,Krpano等软件工具开发设计虚拟校园全景漫游系统。实际应用表明:该系统不仅能展现丰富的校园环境,而且支持流畅的用户交互式漫游,达到了虚拟校园建设的要求,完美地展示了校园风貌。     

基于虚拟仪器技术的电子信息类课程的教学实验平台

利用虚拟仪器技术，以最小的资金投入开发一个全新的电子信息类课程的综合教学实验平台，借助这个平台，教师可以设计电子信息类课程的实验和课堂演示程序，学生可以自主设计课程实验和大型综合性实验，这将从根本上改变长期以来实验内容落后于技术发展的局面，达到激发学生的学习热情，实现学生的创造性思维能力的培养目标。     

虚拟现实技术在虚拟校园中的应用研究

虚拟校园作为现代虚拟校园规划中的重要内容,对加快校园信息化和虚拟化建设发挥着重要的作用。以丽水学院校园为研究对象,拍摄实景照片,建立三维模型,采用针对性的渲染技术,结合虚拟现实技术、多媒体技术、OSG技术、MFC技术,构建逼真的虚拟校园环境。用户可以沉浸其中,与校园虚拟交互。     

浅谈虚拟场景中交互问题

随着计算机技术和图象技术的发展,虚拟现实技术在很多领域得到了广泛的应用,在虚拟环境中的交互是使得虚拟环境具有真实效果的关键。本文从漫游方式的选择、碰撞的检测以及虚拟环境中对象的交互几个方面阐述了虚拟环境中的交互问题。并利用VRML成功地解决了上述问题。     

一种基于虚拟现实的气象灾害逃生演练系统构建

随着虚拟现实技术的发展,模拟真实的气象灾害成为可能。基于虚拟现实技术,构建气象灾害逃生演练系统,通过逼真的气象灾害场景训练,不仅可以提高体验者的兴趣,还能增强其临场感以及面对气象灾害的应急处理及逃生能力。利用计算机设备构建生动逼真的虚拟环境,让体验者拥有身临其境之感,使他们能更方便、更直接地融入虚拟空间,并通过语言、手势、感官等与计算机进行实时交互。与传统逃生演练方式相比,基于虚拟现实技术的气象灾害逃生演练系统优势明显,具有广阔应用空间。     

History educators and the challenge of immersive pasts: a critical review of virtual reality ‘tools’ and history pedagogy

This paper will undertake a critical review of the impact of virtual reality tools on the teaching of history. Virtual reality is useful in several different ways. History educators, elementary and secondary school teachers and professors, can all profit from the digital environment. Challenges arise quickly however. Virtual reality technologies show great pedagogical promise in the presentation of research. It is also asserted that these technologies provide real‐world immersion in the ‘historical past’ in a way that was previously not possible. Can these systems truly take the place of classrooms, elementary and secondary, and the research projects of graduate studies? Ultimately, technological optimists argue that these technologies create an ‘alternate reality’. Can history educators agree to such an ‘alternate reality’? The principle conclusions drawn in this paper include a need for further development of virtual simulations, both in terms of their realism and the immediacy of the classroom experience. Further practical experimentation by history educators in the research environment is also key.     

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。     

虚拟仿真在“土壤学”实践教学中的应用

虚拟仿真是通过虚拟软件模拟现实的实验手段,是一种新型的教学技术。将该教学技术运用到“土壤学”实践教学中,可以打破教学实训场地及实验环境的限制,实现以学生为主体的实践教学,调动学生自主学习的积极性,激发学生自主实验的兴趣,提高实训效率,进而可提升学生的实践能力与专业技术应用能力。在新冠肺炎疫情防控的特殊时期,保证了教学进度和教学质量。     

现代教育新技术下学校教育环境的更新

现代学校教育如何进行素质教育、创新教育？营造适应社会和教育发展的学校教育环境是关键的一步。根据社会发展对教育的要求。更新现代学校教育环境既有其必要性，又是一种趋势；计算机多媒体技术、校园网络、虚拟现实技术在营造现代学校教育活动环境、拓展学校教育活动空间中将发挥重要作用；运用现代教育新技术更新现代学校教育环境是对教师的新的要求。     

虚拟教学环境中虚拟人的感知模型及其行为规划的研究

随着虚拟现实技术的广泛应用,虚拟环境中的虚拟人的研究也成为一个研究热点.本文探讨虚拟人的感知模型,创建虚拟空间数据库的查询信息,结合AABB碰撞检测算法实现虚拟教学环境中虚拟人的感知模型的构建及其行为路径的规划,在教学环境中初步达到虚拟人的情感交流及其智能交互行为的实现.     

虚拟现实技术在地学类课程教学中的应用

地学类课程标本及模型多、动态内容多、各级次空间场景多等特点决定了应用虚拟现实技术在教学中具有良好的应用前景。这项技术在地学类课程的教学中最重要的应用在于促成教学环境的改善和教学理念的改变等两个方面,对于教学环境的改善主要包括教学内容的展示、课件编制、虚拟教学环境的建立等方面。虚拟现实技术由计算机可视化实现的临境性及交互性可以使地学类许多课程的教学内容得到更为具体和有效的展示,充分调动学生学习的积极性和主动性,从而进一步提高教学效果。     

Video demonstrations can predict the intention to use digital learning technologies

The technology acceptance model (TAM) uses perceived usefulness and perceived ease of use to predict the intention to use a technology which is important when deciding to invest in a technology. Its extension for e-learning (the general extended technology acceptance model for e-learning; GETAMEL) adds subjective norm to predict the intention to use. Technology acceptance is typically measured after the technology has been used for at least three months. This study aims to identify whether a minimal amount of exposure to the technology using video demonstrations is sufficient to predict the intention to use it three months later. In two studies—one using TAM and one using GETAMEL—we showed students of different cohorts (94 and 111 participants, respectively) video demonstrations of four digital technologies (classroom response system, classroom chat, e-lectures, mobile virtual reality). We then measured technology acceptance immediately after the demonstration and after three months of technology use. Using partial least squares modelling, we found that perceived usefulness significantly predicted the intention to use three months later. In GETAMEL, perceived usefulness significantly predicted the intention to use for three of the four learning technologies, while subjective norm only predicted the intention to use for mobile virtual reality. We conclude that video demonstrations can provide valuable insight for decision-makers and educators on whether students will use a technology before investing in it.

Practitioner notes

What is already known about this topic

• The technology acceptance model helps decision-makers to determine whether students and teachers will adopt a new technology.
• Technology acceptance is typically measured after users have used the technology for three to twelve months.
• Perceived usefulness is a strong predictor of intention to use the technology.
• The predictive power of perceived ease of use for the intention to use varies from insignificant to strong.

What this paper adds

• For the four digital learning technologies (classroom chat, classroom response system, e-lectures and mobile virtual reality), we measure technology acceptance after a video demonstration and again after three months of usage.
• Using structural equation modelling, we are able to predict intention to use after three months, with perceived usefulness measured after the video demonstration.
• We replicate these findings with a second study using the general extended technology acceptance model.

Implications for practice and/or policy

• Short video demonstrations can provide information for educators to predict whether students will use a technology.
• Early impressions of perceived usefulness are very important and valuable to predict whether students will use a technology.

     

虚拟现实环境下高校艺术实践培养探析

高校艺术实践课程在教学培养、个性化指导等方面存在现实困境,虚拟现实技术的发展为高校艺术实践的培养提供了更加丰富的教学情境。虚拟现实环境下的交互性、沉浸感和想象力特性能够提高学生的学习兴趣、学习投入度和演奏技能。文章从精准指导、个性化实践训练、技能薄弱点、个别化指导、情境化训练等方面提出基于虚拟现实技术的艺术实践教学培养策略,并对学生艺术实践的训练模式进行了探讨。     

虚拟校园建立方案设计与实现

将虚拟现实技术用于GIS中建立的虚拟校园能够更形象、直观、交互地展现三维校园场景,用户能更有效地获取感兴趣的信息。文章以山西大同大学煤炭工程学院校区为例,探讨了基于虚拟现实和GIS技术建立虚拟校园的方法。用SketchUp软件辅助建模,用ARCGIS软件组织数据和场景,建立了虚拟校园,实现了浏览和查询。