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相对于面授教育,在线教育普遍存在学习驱动力不足、学习投入度不够等状况。随着元宇宙理念的提出,第三代沉浸式互联网、VR/AR、5G等支撑技术也逐步成熟。由于新冠肺炎疫情防控的常态化,许多教学和培训转移到网上进行,表现出对优秀在线教育的迫切需求,元宇宙理念下的沉浸式在线教育成为重要的发展方向。文章从相关的环境学习理论和体验学习理论出发,研究了元宇宙中真实世界与虚拟世界的关系,构建了沉浸式第三代在线教育模型,提出了相应行动研究的路线图,并在智慧师训中设计虚实环境结合的沉浸式情境教学项目,进一步拓展该教学模式的优势和应用前景。 相似文献
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This paper addresses the issue of how games can reshape education by describing current educational practices. It argues that there are conservative camps that emphasize structure and development of basic literacy and numeracy skills in education as well as liberal camps that emphasize immersion, and notices that both camps fail to train students able to address the crisis of innovation. A post-progressive pedagogy that integrates both structure and immersion to address this innovation crisis is described in the paper. It is also emphasized that epistemic games can serve as excellent tools at the hand of this post-progressive pedagogy. 相似文献
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进入万物互联时代,学习必然是多维度、具身式、智能化的过程,数字化全域感知的交互式环境,正有力地促进着学习者高阶思维的发展。学习元宇宙(Metaverse for learning)是在元宇宙虚实融合一体化理念之基础上,面向学习者所营造的、多技术集成的沉浸式学习环境。学习元宇宙聚焦学习主体,关注在元宇宙场域中沉浸式环境的设计、交互式学习方式呈现和学习效果的评价,其研究主要在“环境”“方式”“效果”三方面展开。学习元宇宙的机理体现在“共同在场”“心流状态”“虚拟化身”,其主要特点在于学习过程的沉浸性、化身性、特殊性;同时,学习元宇宙具有“技术端、应用端、分析端”三端六层架构。为验证学习元宇宙中虚拟化身的学习成效,基于Minecraft和Roblox两种学习元宇宙形态,对67名被试者在体验三类拟真场景中的数据进行采集与分析,得到了在不同环境中“共同在场”“心流状态”“虚拟化身”三项体现学习元宇宙机理的指标表现。进而,引入心理生理分析技术,对学习者的心电数据(ECG)进行测试,发现在学习元宇宙中的“虚拟化身”能表征出促进学习效果的生理证据。研究结果表明:两种学习元宇宙形态对学习成效都有较好的表现。这为未来虚拟学习场景中的数字化身、虚拟人学习状态分析的设计与教学开展,提供了一定的理论依据与借鉴价值。 相似文献
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Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning 总被引：8，自引：2，他引：6
Matt Dunleavy Chris Dede Rebecca Mitchell 《Journal of Science Education and Technology》2009,18(1):7-22
The purpose of this study was to document how teachers and students describe and comprehend the ways in which participating
in an augmented reality (AR) simulation aids or hinders teaching and learning. Like the multi-user virtual environment (MUVE)
interface that underlies Internet games, AR is a good medium for immersive collaborative simulation, but has different strengths
and limitations than MUVEs. Within a design-based research project, the researchers conducted multiple qualitative case studies
across two middle schools (6th and 7th grade) and one high school (10th grade) in the northeastern United States to document
the affordances and limitations of AR simulations from the student and teacher perspective. The researchers collected data
through formal and informal interviews, direct observations, web site posts, and site documents. Teachers and students reported
that the technology-mediated narrative and the interactive, situated, collaborative problem solving affordances of the AR
simulation were highly engaging, especially among students who had previously presented behavioral and academic challenges
for the teachers. However, while the AR simulation provided potentially transformative added value, it simultaneously presented
unique technological, managerial, and cognitive challenges to teaching and learning. 相似文献
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With growing investment into the metaverse or metaverses, the required hardware and software is becoming more powerful and cheaper, and tech firms’ expectations for this market are high. In parallel, consumer brands are claiming their digital real estate as consumers seek experiences beyond those available in the real world. Having people engage on this platform is important for all stakeholders. To address this much needed level of engagement, this editorial introduces the concept of immersive time (ImT), which is described as the conscious, deliberate, and dedicated time spent using a headset and other accessories to continually engage in the metaverse, presumably at least in part to escape the real world. Once in ImT, there are rather limited opportunities to multitask and simultaneously devote time to the activities within the metaverse and the real world. As such, while prolonged ImT is important for the stakeholders, it is imperative to recognize the inherent dark sides of this time. Understanding ImT has important implications for researchers and practitioners (including tech developers, and brand and marketing managers who contemplate their metaverse strategies), and policymakers who aim to ensure customers’ safety when immersing in the metaverse. This editorial concludes with an agenda for future research to enhance our understanding of consumer behaviors and engagement in the metaverse. 相似文献
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徐达奇 《安徽科技学院学报》2012,26(1):75-79
本文从工程应用型人才的培养目标出发,紧扣学生应用能力的培养,从课程体系、教学内容、实践教学体系、创新能力培养体系和综合素质提升体系等方面探究＂融入式＂人才培养模式的构建,着力培养工程应用型人才的创新精神和实践能力,以适应经济社会发展的需要。 相似文献
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本文首先概述了语言和文化"沉浸"概念的发展过程,继而从早期的局部网络计算机出发,探讨了历来各种新兴科技尤其是沉浸式技术在外语教学领域的具体应用及其给外语教学带来的影响,最后讨论了沉浸式技术给未来外语教学和研究带来的挑战。 相似文献
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伴随着移动互联网+、扩展现实(XR)、泛在智能、大数据、5G、全息与传感等新技术的飞速发展,极大地赋能了人类的学习、工作与生活方式,沉浸式体验已越来越受到重视与应用。尤其在教育领域,沉浸式体验所具有的无边界、交互性、愉悦性、具身性等特征,创造出了更优质的学习空间,学习者可进行各种模拟体验,为其主动投入学习、提升认知、培养移情与关联能力等提供可能。沉浸式体验是由技术、内容、交互三大机制相互作用所共同构成“境身合一”般的场景与感官感受。这种境身合一的沉浸式学习体验,不仅可应用于认知领域、动作技能领域与情感领域的教与学;也可用于培养学习者的创新性思维和想象力,还可从游戏化智慧学习、XR+CPS仿真实验室、泛在协作学习场域、全域学习生态链、沉浸式群体探究学习和高自由度生成叙事学习空间等方面,进一步赋能AI+沉浸式学习新场域。 相似文献