The past year has been called "the first year of VR", and the focus of CRC technology for the People's University of China has begun in 2012.
(Photo Note: VR Teaching Class in the High School Attached to the National People's University)
In the past year, VR educational applications have been widely discussed. English teaching, geography, chemical observation, biological inquiry, physics experiments, as well as architecture, design, medicine and other disciplines have applied VR technology to build new teaching scenarios. A survey conducted by Samsung in the United States showed that 85% of the teachers in the sample believed that VR technology would have a positive effect on student learning, and 2% of teachers used VR technology in the classroom.
VR teaching transforms traditional one-way education into cognitive interaction and immersive experience mode. Students are brought into the virtual world of micro or macro, immersive observation and inquiry, which greatly stimulates interest and curiosity and enhances learning. Initiative. It also presents the complex knowledge and abstract structure of the discipline to help students better understand the knowledge. This is where VR technology is the most attractive teacher in teaching.
The National People's University Affiliated High School has been paying attention to this technology since 2012. In the elective course, VR technology development is regarded as a teaching content. The teacher leads the students to develop the VR model. In the past two years, the VR technology application in the NPC affiliated school has also been used in the classroom. try.
"We are very optimistic and positive about this new technology and want to explore." Nguyen, vice president of the National People's University of China, said in an interview with the mustard.
Bring VR glasses and enter the human blood circulation system
(Photo Note: VR Teaching Class in the High School Attached to the National People's University)
Wei Weifeng is a high school biology teacher at the High School Attached to the National People's University. In the last school year, he and his other biology teacher and Yuan did two VR biology classes. The content of the class is to enter the human blood circulation system and observe the cell structure of the cells and submicroscope. Each student holds a VR stand-alone device and explores it in the video alone. The experience time is about 10 minutes.
“Every student enters a relatively closed environment and can understand the content presented in the video according to his own understanding. However, this video is more immersive than the usual video, and the students are more engaged, and the classroom is personalized. It’s quite good.†Yan Weifeng recalled the class situation at the time and said that the students who first experienced it were very excited and their understanding of the inquiry materials was deeper.
However, the closed inquiry environment also puts higher demands on the teacher's classroom design. For the first time to try VR teaching, Yan Weifeng said that it is not the same as the traditional preparation lesson. He must first enter the virtual environment of the video to experience it, and intuitively write down the novelty to facilitate the students in the classroom. resonance.
How to reasonably design the classroom situation on the material is a question that Yan Weifeng constantly thinks about. "Whether it is a foreign course or a domestic class, you can't deviate from the class itself in order to use this technology. You must do the material to fit the theme of the class." After trying VR teaching, Wei Weifeng concluded.
When designing the curriculum plan, many teachers put forward a lot of opinions on the control field of the classroom. How to let the students explore according to the path designed by the teacher, and they will not go too far. The unanimous result of the final discussion is that the classroom tasks are first arranged, and different observational priorities are set based on the different characteristics of each group of students.
In this class, Wei Feng has arranged two major types of questions for students. One is to consolidate the details of knowledge that was not noticed in the previous biology class, and the other is to explore the biological structure of VR technology in the presentation of cell structure. Unreasonable place.
The student’s performance exceeded his expectations. “They observed a lot of problems that I didn’t think about.†Yan Weifeng said that when analyzing the cytoskeleton around the nucleus, some students suggested that the cytoskeleton should theoretically be the molecular structure of the protein, but the video shows the building. The structure of the steel bar, this structure is unreasonable under this dimension. After Wei Weifeng thought about the problem, the video did not tell the user what the magnification is. In terms of biology, it is very particular about the reference and the scale of zooming in and out.
The evaluation method is also a question he has to consider. Traditional classroom evaluation methods are mostly classroom questions, student group answers, or placement of small tests, and students can have eye contact. In the VR classroom, students enter a closed inquiry environment, no longer interacting with traditional classrooms. Yan Weifeng said that in this case, it is necessary to presuppose the problem and the path of inquiry, let this class follow the designed path, and finally make classroom feedback in the form of group report.
From the molecular formula to the solar system, customize the VR classroom according to the needs of the discipline.
In addition to trying to use VR technology in the classroom, the National People's University Affiliated Middle School opened a general technical elective course in 2012, including a virtual reality technology course. Shi Yining has been teaching for four years to bring students to develop VR software systems. During the period, some problems were encountered. For example, the basics of programming and the basics of 3D modeling were uneven. The basic knowledge should be laid out before class, and independent research and development software became an accessory of the course. What he is thinking about recently is how to present virtual reality as the main body of teaching to students under the conditions of limited class time and limited energy.
Shi Yining's current curriculum is divided into three parts. First, let students design a three-dimensional model of the software according to their own ideas. The software is then used to interact with the model based on existing technology. Finally, give students a ready-made case and teach them to implement a VR, AR demo.
"There is also a part of the school that teachers are interested in VR technology. I want to see if there is any need for teaching here. I can use virtual reality technology to solve it. I will bring students to help them do something," he added.
Speaking of this, Zhou Longping, the vice president of the chemistry class, came to the interest and began to “customize†the VR model of chemical organic molecular structure with Shi Yilong. “This is a great benefit for students with weak spatial imagination.â€
"I feel very good." Shi Yining was also excited. When taking students to do VR projects, he found that students were particularly interested in two things, one is the infinite enlargement of the microscopic world, like blood cells and molecular structures. The other is the exploration of the macroscopic world such as celestial movement and universal gravitation. “Students are thinking about making a solar system, virtualizing the solar system in the form of AR, and putting it on the table.†There are also some more basic chemical molecular structures that can be realized by students after the code and basic technical operation schemes. .
Vice-president Qi Qi has customized the VR course to Shi Yining, and the particle motion in the magnetic field is made into the form of VR. The student holds the tablet computer and can change the particle mass, movement speed and charge property on the flat plate. The graphics become dynamic, three-dimensional particle motion.
In addition to curiosity, Yan Chunmei, head of the research and teaching research group, raised a question about how to ensure the scientificity of the subject parameters in VR video. Shi Yining said that these will be solved by the corresponding software, there will be a standard database.
VR teaching cost-effective? Or can affect students' life
In Shi Yining's view, the key question for teachers to use VR technology in the classroom is how much classroom teaching efficiency can really be improved. The function can be easily implemented, but the teaching process involves many links, not just the simple implementation of the function. All technologies ultimately serve the realization of teaching goals and the improvement of student literacy.
Another issue with VR technology in the classroom is the use of thresholds, and how long it takes for a teacher to produce a VR course.
“Teachers are more concerned about how long it takes to bring a lesson to an ideal effect. How big is this technical bottleneck for teachers? This problem must exist for long-term use.†Yan Chunmei also recognizes that VR is applied in many natural sciences. The advantage, but specific to the daily classroom, she confessed that if the cost of time is high, and the actual teaching effect is limited, the input-output ratio is not worthwhile, the teacher will not use.
Qi Qi feels that input-output ratio should be considered from the life of a student. He has worked with biology teachers, chemistry teachers, and general technical teachers to develop a series of collision courses. In the technical classroom of a car collision buffer, the four subject teachers first explained from the perspective of their own subjects, and then spent two or three weeks for the students to process the mobile phone case with the collision-proof buffer function, and then took out a lesson. Let the students show, the teacher separately comments. There are seven or eight sections in the total class time. The initial investment cost of the course is very high, but he still feels very necessary to do it. Not every class is based on this model. You can try one or two times a year or a semester, so that students can feel how the disciplines are integrated and how they can be integrated.
"In the education stage, it is mainly the germination consciousness, that is, to plant a small seed." Qi Qi explained that when students hear a piece of engineering knowledge at the university, they may think that they can do it, and in which direction they can work hard. The same applies to VR technology in the classroom. He thinks that it is bold to think that there may be no concept of VR in the next two or three decades. Many work and learning scenarios are already virtual reality. Now it's a blowout but a very primitive state of technology. There is no way to pursue a good effect. But if you use this technique in class, students will have a deeper understanding and may be inspired.
The market can provide schools with long-term stable technical support schools to lay these "seeds", which is worried about Hunchun Mei. Shi Yining observed that the VR market is very large, and it is widely used in the entertainment industry. Because the investment can see the return quickly, the education industry needs a long process. Now the VR education company is still selling hardware. There are very few courses. Wei Weifeng, who has tried VR biology twice, also said that after the hardware is available, can the development of the corresponding software keep up, can you build a series of courses?
This is what the school cares about.
Zhou Mingquan, director of the Virtual Reality Application Engineering Research Center of the Ministry of Education, summed up the three major problems of virtual reality and education integration. One is the concept. Education is a special industry. It requires more than just technology. Virtual reality technology and education itself. The law of development is combined, and the two are currently split. The second technology still needs to be optimized. VR glasses are too harmful to children's eyes, and VR glasses should be replaced by holographic technology. The third is the production of content. He said that the content of VR education is complex and requires the combination of government, enterprises and teachers to form an educational reform system project. At the same time, the assessment of students also needs to be re-determined.
Technology needs to mature over a long period of time, especially in the field of education. These three integration issues are difficult to solve in the short term. However, as far as the school is concerned, like the open mind of the National People's University High School, and actively exploring and finding VR applications that fit their own teaching scenes, it is possible to gradually optimize VR teaching in a small environment.
The future trend is already obvious. The "13th Five-Year Plan for National Education Development" issued by the State Council recently mentioned in the third part "Reform and Innovation Drives Education Development" that it supports the construction of smart campuses at all levels of schools and comprehensive use of the Internet, big data, artificial intelligence. And virtual reality technology to explore a new model of future education and teaching. The new teaching model brought by VR technology is still only a prototype, and there is still a lot of imagination.
Tv Mount,Wall Mount Screens,Adjustable Mobile Stand,Tiled Screens Wall Mount
Dongguan Aoxing Audio Visual Equipment CO.,Ltd , https://www.aoxing-projectorscreen.com