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体感技术是比鼠标、键盘、触摸屏更加趋近自然的人机交互方式,但在体感开发过程中存在资源开销大的问题。针对该问题采用Kinect 人体传感器结合Kinect Studio软件,设计实现了一套满足教学与科研需要的体感开发虚拟系统。通过虚拟仿真方式进行体感开发学习,大大降低了实验开销。在课程前期通过虚拟仿真方式让学生掌握体感交互的开发流程,利用掌握的体感交互技术设计并开发一款体感交互产品。实验结果显示体感交互设计类课程的虚拟仿真化改革成效显著,提高了人才培养质量。 相似文献
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为支撑新工科专业人才培养,设计一套三维扫描测量实验平台。平台硬件系统主要包括工业机器人、激光扫描仪和光学跟踪系统;在OpenCASCADE软件平台实现三维交互环境创建、待测零部件CAD模型导入;依据自由曲面曲率特征提取自由曲面测量点,用四元数方法计算机器人末端在各测量点的空间位姿;在仿真软件RobotStudio生成机器人扫描测量路径并进行碰撞检测,将扫描路径输出为机器人可执行文件加载到工业机器人,实现高效率、高精度扫描测量。平台可服务智能感知工程专业的“三维智能感知技术”课程,有助于学生深入理解光学精密测量、机器人建模等相关知识,提高学生解决复杂检测问题的实践能力和创新能力。 相似文献
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虚拟仿真实验教学能弥补传统物理实验的不足,现有物理实验仿真软件大都是二维的,教学效果有限。采用Three.js 3D技术,以“撒克逊碗下沉实验”为例,通过构建三维模型突破平面限制,实现一个立体的、在线的交互式虚拟仿真系统：通过对实验器材和过程三维建模,实现立体仿真,设计了4种实验探究变量间关系,虚拟教师提升可观察性,视频、语音增加了趣味性。应用实践表明,该系统能大大提高教学效果。 相似文献
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三维视景仿真在新型装备训练、虚拟实验等领域发挥着重要作用．详细介绍了三维视景仿真软件 Es-perient Creator ,给出了采用Esperient Creator开发三维视景仿真系统的技术路线,对建模、模型优化、交互控制、作品发布等关键技术进行了分析说明,实现了虚拟车间三维视景仿真系统;该系统具有场景漫游、机床操作、轴承拆装等功能．Esperient Creator是一种崭新的三维视景仿真平台,交互功能强大,可广泛应用于视景仿真各个领域,具有广阔应用前景． 相似文献
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Understanding scientific concepts is a fundamental aim of science education. Conceptual understanding can be fostered through inquiry learning with experiments. However, during the Covid-19 pandemic school closures hands-on experiments could hardly be realized. Fortunately, digital technologies allow for conducting experiments virtually by using interactive simulations or observing video recordings of hands-on experiments. In the present study, 154 seventh graders in remote schooling were involved in inquiry learning using either a combination of virtual and video experiments in two different orders or only virtual experiments. We hypothesized that in general inquiry learning fosters students' conceptual understanding in physics, which could be confirmed. Moreover, we expected the combinations to be more effective than learning with virtual experiments only due to the complementary roles of the prior, which was, however, not the case. We conclude that virtual and video experiments can be recommended to teachers if hands-on experimentation is not possible. 相似文献
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Field experiments can provide compelling demonstrations of social learning in wild populations. Social learning has been experimentally
demonstrated in at least 23 field experiments, in 20 species, covering a range of contexts, such as foraging preferences and
techniques, habitat choice, and predator avoidance. We review experimental approaches taken in the field and with wild animals
brought into captivity and note how these approaches can be extended. Relocating individuals, introducing trained individual
demonstrators or novel behaviors into a population, or providing demonstrator-manipulated artifacts can establish whether
and how a particular act can be socially transmitted in the wild and can help elucidate the benefits of social learning. The
type, strength, and consistency of presented social information can be varied, and the provision of conditions favoring the
performance of an act can both establish individual discovery rates and help determine whether social information is needed
for acquisition. By blocking particular avenues of social transmission or removing key individuals, routes of transmission
in wild populations can be investigated. Manipulation of conditions proposed to favor social learning can test mathematical
models of the evolution of social learning. We illustrate how field experiments are a viable, vital, and informative approach
to the study of social learning. 相似文献
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胡晓敏 《楚雄师范学院学报》2002,17(6):29-32
数学可以做“实验”，数学学习也不离不开实验，用实验的方式进行教学是对传统教学方式的有益的补充，重视数学实验，正确且恰当地应用数学实验，使学生进行探究性的学习，是实施素质教育的一个有力途径。 相似文献
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化学教学中合理运用化学实验,可以激发学生学习兴趣,促进思维能力发展,学会学以致用. 相似文献
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论述同一物理规律可以用相同的物理实验验证,也可以用相异的物理实验验证,甚至还可以用相反的物理实验验证,在此基础上形成同异反物理实验思想,无论对物理实验研究还是对物理实验教学都有着重要的启示。 相似文献
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手势交互作为一种理想的虚拟现实交互技术,其在虚拟实验中的应用能够很好地满足学习者多样化的交互需求并提升交互体验。然而,当前关于手势交互虚拟实验的研究大多聚焦于提高手势识别的准确率、设计开发不同领域的虚拟实验应用等方面,而对学习者在虚拟实验中的学习体验并未进行深入地研究。为了探索手势交互虚拟实验对学习者学习体验的影响机制,利用设计开发的基于Leap Motion的"计算机组成原理"虚拟实验,采用混合研究范式对学习者的沉浸感、学习动机和态度分别进行了测量与分析。结果表明:在手势交互虚拟实验中,学习动机作为中间因素会影响学习者的学习体验;身临其境的感觉和自然丰富的交互体验能够有效增强学习者的物理沉浸,进而提高学习者的学习动机,改善学习者的情感体验并增强其使用意愿,由此来促进学习者学习体验的提升。从改进实践的层面来看,未来应合理设计交互手势,创设高度沉浸的实验环境,优化虚拟实验任务设计,注重对学习反思的引导,以不断提升学习者在心理沉浸和学习效果方面的表现。 相似文献
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L. P. Farris 《Journal of Experimental Education》2013,81(1):58-60
In this review an attempt is made to determine what findings can be drawn from discovery learning experiments. The results of these experiments are conflicting and often insignificant, but they tend to favor discovery learning methods compared to other teaching methods. However, many results are suspect due to limitations in experimental design and analysis, as is demonstrated in a critical analysis of the studies. Also, direct comparison of experimental findings is difficult due to differing ideas concerning the nature of discovery learning, Progress in this field will be limited until the experimental methodology is improved, and until acceptable operational definitions of discovery learning variables are used; some relevant proposals are briefly discussed. 相似文献
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Scientific reasoning skills can be acquired through technology-enhanced inquiry tasks or video modeling examples showing how to conduct virtual experiments. However, inquiry tasks can be cognitively demanding for novice learners, whereas video modeling examples can induce overconfidence. The present study investigated the effectiveness of both approaches in isolation and combination. We compared the effects of four groups (example-example, example-task, task-example and task-task) on learning outcomes, perceived difficulty and mental effort, judgments of learning, and monitoring accuracy among 107 seventh graders. In line with our hypotheses, watching a video modeling example first led to lower mental effort, better learning outcomes, and higher judgments of learning than solving an inquiry task first. Contrary to our hypotheses, all groups underestimated their performance. Results for mental effort and learning outcomes corroborate research on worked examples, whereas results for judgments of learning and monitoring accuracy indicate an underconfidence-with-practice effect. 相似文献
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通过比较,找出中学数学实验与大学数学实验的相同点、不同点,借鉴大学数学实验已有经验指导中学开展数学实验,并给出中学数学实验对学生数学活动经验的增加与学习方式的改变等方面的积极影响,最后为中学数学实验的推广、发展提出建议。 相似文献
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合作学习为教师提供了一个新的教学模式，为学生创造了一个才能发展的环境，精心营造的合作学习能使学生全身心地、主动地投入到学习中。众所周知，学生是有着独特个性、鲜活生命力的个体，他们有着自己的真情实感、判断是非的能力，有着自己的知识经验和成长背景。如果教师在教学中能够充分地挖掘潜力，就能帮助学生变被动性、非人际性学习为主动性、人际性的学习。 相似文献