Wei Rui Huang Ting Fang Fang Wu Jianhong Qi Jing Wei Wei School of Chemistry, Beijing Normal University.
Virtual reality (Virtual Reality) technology through the comprehensive application of various technologies to create a realistic artificial simulation environment. The virtual environment is usually generated and controlled by the computer, allowing the user to perceive the objects in the virtual environment immersively, and contact with the objects through the three-dimensional device of virtual reality, effectively simulating various perception behaviors of people in the natural environment, thereby achieving advanced Human-computer interaction. Scientific experiments based on virtual reality technology, also known as virtual experiments, refer to creating a virtual experiment environment in a computer system and simulating a virtual device with software. Students can complete various experiments as they would in a real experiment environment. The use of virtual experiment can reduce the cost of running a school, improve the learning effect, and at the same time enhance the students' interest in learning.
With the development of science and technology, virtual reality technology is becoming more and more mature and developing towards a trend of more real, vivid and more interactive. The high-simulation virtual experiment has been applied to the teaching of science and engineering in colleges and universities, especially playing an increasingly important role in the teaching of electrical engineering, electronics, medicine, architecture, biochemistry and other disciplines. However, the current virtual experiment used in basic education has a relatively simple software platform and relatively poor authenticity and interactivity. It is far from being able to reflect the new progress of virtual reality technology. Based on this, this article combines the changes of virtual reality technology and new technical means to discuss its application status and development trend in basic education.
1. Application status of virtual scientific experiments in basic education
1. The application of virtual science experiments in basic education is becoming more and more common
Experimental teaching plays a very important role in cultivating students' scientific quality, innovation ability and research ability, which cannot be replaced by theoretical teaching. With the advancement of new courses and the development of school's hardware and software facilities, experimental teaching has received more and more attention. However, some of the experiments are difficult to be implemented in classroom teaching due to the existence of hidden safety hazards or the constraints of space-time factors, instruments and equipment. The scientific experiment methods based on virtual reality technology just make up for these deficiencies. With the development of virtual reality technology and the improvement of teachers' information technology, the application of virtual experiments in teaching is becoming more and more common.
(1) Process simulation using multimedia technology
The use of multimedia files such as audiovisual, animation, etc. can simulate microscopic processes that cannot be seen with the naked eye, can shrink huge macroscopic processes, can also speed up or slow down the process of displaying changes, and display the mysteries of science in the classroom. For example, in the teaching of chemistry, with the help of multimedia technology, the particles such as atoms and molecules are reduced to large, and the microscopic particles are enlarged into macroscopic schematic diagrams, which give students a vivid presentation and increase their interest in boring theory.
(2) Start virtual experiments with the help of general software
Using general-purpose software such as Flash, UltraKey (digital virtual studio), and geometric drawing board, teachers can independently develop experiments or make courseware. These softwares are easy to use, get started quickly, and have a short development cycle. For example, with the help of a geometric drawing board, the decomposition of force can be demonstrated dynamically through a few simple steps such as constructing a small ball, constructing a gravity vector diagram, and perfecting courseware.
(3) Professional virtual experiment platform
At present, there have been various professional virtual experiment platforms available for teaching, such as simulation physics laboratory, Havok, Autodesk Inventor, RTW and other physical virtual experiment platforms, chemical simulation laboratory, Internet Explorer-based VR chemistry experiment, Irydium , Chemistry Lab, Chemcollective and other chemical virtual experiment platforms. Entering these platforms is like entering a scientific laboratory, and the experiment can be completed by dragging the mouse and setting some parameters.
2. Limitations of the application of virtual science experiments in basic education
Although the virtual science experiment currently used has become a useful supplement to the conventional experiment, it still has many deficiencies due to its over-planarization and simplification: (1) Students usually only act as observers rather than experiencing the experimental inquiry process in person. (2) Lack of interactivity. The so-called interaction (Interaction) refers to the user's manipulability of the objects in the virtual environment and the natural degree of feedback from the environment (including real-time). Current virtual science experiments cannot yet simulate human perception of the external environment (such as tactile sensation) well. For example, when performing biological anatomy virtual experiments, the operator cannot feel the effect of force. At present, the level of interactive design of virtual experiments is low, which cannot fully meet the needs of learners. (3) The virtual experiment is too idealized, and the experimental results are also quite "precise" and "determined", without errors and errors, students lack the experience of real scientific processes such as eliminating invalid data and seeking major contradictions. (4) The lack of full consideration of the rules of emotional interaction and cognitive interaction greatly reduces the interest and enthusiasm of students in participating in learning and restricts the effective play of virtual experimental teaching.
Therefore, the goals of "making users immersively perceive objects in the virtual environment and contact with the objects through three-dimensional virtual reality devices to truly achieve human-computer interaction" have not yet been achieved in current virtual experiments.
Second, the development of virtual reality technology and the transformation of virtual science experiment technology
With the rapid development and maturity of virtual reality technology, the core technology and presentation form of virtual science experiments will also change, especially in the following three areas, there will be major breakthroughs.
1. Improve the simulation of virtual scientific experiments through three-dimensional simulation technology
Three-dimensional simulation technology uses a computer to generate a realistic virtual environment with multiple perceptions such as sight, hearing and touch. Users can interact with objects in the virtual environment through various sensing devices. Through the coordination of the special effect control system and the plot in the film, the audience put on special polarized stereo glasses, and can enjoy the stereoscopic images that are coming out. For example, in the tourism industry, three-dimensional visualization can realize the visual display of the environment and landscape of tourist destinations, so that people can form an intuitive understanding of tourist destinations, and at the same time, they can achieve good publicity effects. Three-dimensional simulation technology has been widely used in tourism teaching, film industry, etc., but the application of this technology in basic education science experiments is very limited. The virtual scientific experiment based on three-dimensional simulation technology will no longer be a simple plane simulation. The objects it presents will have a stronger three-dimensional sense, giving students a sense of immersion, assisting teachers to better complete the teaching process, so that Learning is more fun.
2. Continuously enhance the human-computer interaction of virtual scientific experiments
The enhanced interaction of virtual science experiments can make the experimental environment more realistic, and it can not only be used for experimental demonstrations, but also for experimental research, and even control of real instruments and equipment through the virtual environment. For example, if the virtual experiment platform is connected to the data glove, the input of the hand movement of the experimenter can be realized, so that the virtual instrument in the computer can be directly controlled by hand. At present, many domestic universities have established virtual laboratories according to their teaching needs, such as the physics simulation experiment software of the University of Science and Technology of China. There are also many universities that use virtual reality technology in the field of scientific research. The typical ones are the State Key Laboratory of "Safety Control and Simulation of Power Systems and Large-Scale Power Generation Equipment" of Tsinghua University, and the Virtual Chemistry Laboratory established by Shanghai Institute of Organic Chemistry, Chinese Academy of Sciences .
3. The combination of virtual scientific experiment and force feedback system
The so-called force feedback (Force Feedback) was originally used in the military as a virtual reality technology. It uses the reaction force shown by the machinery to express the data through the force feedback device. At present, some virtual surgical operations already have force feedback function. Before the surgeon performs a more complicated operation, the surgical training of the virtual person and then the actual operation can effectively improve the success rate of the operation. The virtual experiment platform with force feedback function can make teachers and students feel more realistic in the experiment teaching. For example, in biology teaching, students can dissect and learn "virtual frog" an unlimited number of times. With the help of force feedback system, students can also feel tactile during the experiment, just like holding a scalpel for actual operation.
3. Integration of scientific experiment methods based on virtual reality technology and different disciplines
In daily teaching, experiments that cannot be performed due to safety hazards, space-time factors, and experimental conditions can be displayed through the virtual science experiment platform or independently explored by students.The following examples are from the perspective of the integration of virtual science experiment methods and different disciplines. Instructions.
1. Integration of virtual science experiment methods and physics teaching
(1) Virtualization of routine experiments enhances the convenience of experiments. Middle school physics has some experiments with complicated experimental operations and long time consumption in the fields of optics, mechanics, sports, electricity, magnetism, etc. Not only is it limited by the students' practical ability, it can not be used as a student experiment, or even not suitable as a classroom demonstration experiment. Through the virtual experiment platform, the experiment process can be simplified, and the opportunities for students to experience the scientific process and learn the scientific principles are increased. For example, the use of DIS (Digital Information System) in physics experiments in middle schools is becoming more and more common, but due to the limitations of funds and experimental conditions, many schools have a serious shortage of DIS experiment equipment. The three-dimensional virtual DIS experiment platform can solve this problem well. One problem. Teachers demonstrate the operation of physical DIS, and students can experiment on virtual DIS, or they can explore and study autonomously after class, making DIS easy to use. As another example, after learning the working principle of the lens, students can use the virtual physics experiment platform to assemble a telescope or microscope, which not only transfers and applies the optical principles learned, but also enhances the fun of learning activities, so that students can further understand physics Application of knowledge in life.
(2) Analysis and model construction of real life problems. The current science education advocates the concept of "come from life to life", and the virtual experiment platform also provides support for this. For example, transfer the video of bungee jumping (free fall motion) or throwing a basketball (inclined up throwing motion) into the video analysis module in the virtual experiment platform, and track the position of the person or object frame by frame, then you can depict the trajectory of the person or object, and then Mathematical modeling is then performed to analyze the relationship between displacement, velocity, and time. Through function fitting, the displacement equation, velocity equation, and gravity acceleration can be obtained. This kind of inquiry originates from fresh and real cases, rather than abstract and simplified laboratory experiments.
(3) Simulation and autonomous exploration of the macroscopic or astronomical (ie universe scale) world. For the movement laws of macroscopic or astronomical worlds such as elevators, ships, trains, solar systems, etc., due to their large scale, they cannot be accommodated in the laboratory, which allows students to independently explore on the virtual experiment platform. For example, by setting the mass of stars, the quantity, mass, and speed of planets, students explore the changes in the movement of planets when various parameters change, thus summing up the laws of planetary movements.
2. Integration of virtual scientific experiment methods and chemistry teaching
(1) Used for experiments with poor safety or serious pollution. Some experiments in middle school chemistry (especially organic experiments) are restricted by safety and environmental protection. In normal teaching, teachers do not do demonstration experiments, and student experiments are even more impossible to carry out. In this way, students lose the opportunity to experience the experimental process and can only learn by memorizing, remembering reactions and phenomena. With the help of virtual experiment methods, it can provide support for the teaching of such content.
(2) Regulate the reaction speed and display micro-processes. Many chemistry changes quickly, and it is difficult for students to capture all kinds of information during the reaction; some chemistry changes are very slow and are not suitable for display in classroom teaching. Moreover, it is difficult to experience the microscopic process of chemical changes by visual observation. The above difficulties can be solved by means of virtual experiments. For example, when simulating the changing process of "reactant-transition state-product", students can set parameters, slow down the reaction rate, and observe the changes of chemical bonds and energy during the reaction, thereby deepening the understanding of chemical principles.
(3) Simulate the process of chemical production. When teachers teach the problems related to industrial production, they often just look at the pictures and talk about the principles. The live industrial production has become a few pieces of knowledge imposed on students, lacking the experience of the real process. Although the new curriculum encourages qualified schools to organize students to visit the factory for field trips. However, the vast majority of students do not have such opportunities; even if they have the opportunity to visit the factory, they see nothing but criss-cross pipes and reactors of various shapes, and they cannot “enter†the inside of the reactor to observe. If a virtual factory is established with the help of a virtual science experiment platform, students can “enter†internal visits and study of various production links, and according to their own needs, “control†the production process like an engineer to improve students' technical literacy.
3. Integration of virtual scientific experiment methods and biology teaching
(1) Solve the ethical problems of living experiments. Biology courses involve dissecting animals or conducting experiments with living animals, which is increasingly controversial from the perspective of ethics. If canceling student experiments will greatly weaken the teaching effect, "virtual animals" can replace real animals to complete teaching tasks. The variety of animals used in routine experiments is very limited, but it is a limited number of mice, frogs, goldfish, etc. The use of virtual experimental platforms can expand the variety of experimental objects and enable students to understand the colorful biological world.
(2) Break through the time and space limitations of biological experiments. Many biological experiments cannot be realized because the required space is large or take a long time, which can make learning into simple text learning. Virtual experiments can make up for this deficiency. For example, when learning genetic laws, students can choose to plant different varieties of peas on the "virtual test field" like Mendel, and then cross to explore the genetic laws of different traits, thereby explaining which are dominant genes and which are recessive genes. . The "virtual test field" can change the parameters and adjust the growth rate of the plant, and "concentrate" the time-consuming experiment in a short period of time, enabling students to deepen their understanding of the relevant principles through interesting exploration activities.
(3) Explore microscopic life processes. In practical teaching, students have very few chances to observe the static micro-morphology of life bodies or continue to observe a life process using a microscope. Virtual experiments can support this type of teaching activities. For example, the teaching of the mitotic or amitotic process of the cell, the real cell division process (microscopic process video) can be played on the virtual experimental platform; then the students can abstract and simplify the key links and use simple lines on the computer platform Trace the outline of the cell and draw a schematic diagram. In this way, after tracking several key links, the multiple schematic diagrams drawn together form an animation simulation of the cell division process. Similarly, after tracking and simulating the division process of different cells, students can summarize the types and basic laws of cell division.
4. Integration of virtual scientific experiment methods and geography teaching
(1) Miniaturize the world and understand the relationship between man and the universe. The mysterious universe world makes many students curious and yearning. However, in geography courses, it is empty and boring to show the natural phenomena about the universe through language description or pictures. With the help of the virtual experiment platform, students can explore the causes of solar eclipses and lunar eclipses in the "virtual solar-lunar-moon system", and understand the various natural phenomena caused by the movement of the solar-lunar moon and their impact on human production and life.
(2) Explore the causes of various phenomena in natural geography. For example, when studying the internal and external force factors that cause changes in surface morphology, folds are a difficult point. It is difficult for students to clearly understand the causes of folds and how to determine anticlines and synclines. In the virtual experiment platform, students can visually observe the formation process and shape of folds by setting the material and thickness of different rock layers, simulating the source and size of force, thus making learning easy and fun. In addition, you can also observe the changes of folds under the action of a long external force, and the surface morphology formed.
(3) Experience the interaction between human activities and urban and rural development. Human activities and urban and rural planning are important contents in the geography curriculum. If virtual reality technology is used to construct a "virtual city", students can design functional areas, population distribution, or transportation routes of the city according to their own ideas in the "virtual city". And to simulate the relationship between urban development, environmental changes and human activities, to help students better understand and explain the reasons for the formation of urban functional zoning and the impact of urbanization on the geographical environment.
(4) Integration of virtual experiment and geographic information technology. The new high school geography curriculum more reflects the characteristics of the times in the development of geography science, introducing 3S technology into the high school curriculum. 3S technology is the collective name of Remote Sensing (Remote Sensing, RS), Geography Information Systems (GIS) and Global Positioning Systems (GPS). It combines space technology, sensor technology, satellite positioning and Combining navigation technology with computer technology and communication technology, multi-disciplinary highly integrated collection, processing, management, analysis, expression, dissemination and application of spatial information. The integration of virtual experiment technology and 3S technology can simulate the working principle of 3S technology. For example, simulate earthquakes and fires on the experimental platform, observe the feedback information given by remote sensing technology, guide students to analyze the disaster situation in the disaster area, and design a work plan for earthquake relief.
4. Application forms of scientific experiment methods based on virtual reality technology
No matter for teacher teaching or student learning, virtual science experiments will play a considerable role.It will help teachers efficiently complete teaching plans through the virtualization of experimental teaching environment and experimental teaching methods, and help students through laboratories and skill training. Better complete inquiry, autonomous and collaborative learning.
1. As a useful supplement to routine experiments, used in classroom teaching
In today's conventional teaching, multimedia technology has been widely used, which can play a role in visualizing scientific principles and mobilizing students' enthusiasm for learning, thereby improving the quality of classroom teaching. However, the current multimedia technology used in classrooms is mostly demonstration, with low simulation and poor interactivity. Virtual scientific experiment methods with three-dimensional visualization and good human-computer interaction as outstanding advantages can promote multimedia teaching to a new level.
2. Used for students' independent inquiry learning
Although the new curriculum emphasizes experimental inquiry teaching, students still rarely have the opportunity to participate in experimental inquiry due to factors such as school experimental conditions, school hours, experimental safety, and teachers' concepts. The virtual experiment method can build a completely autonomous learning platform for students, which can be applied not only to the inquiry activities in the classroom, but also to allow students to carry out independent inquiry after class. Students can carry out inquiry-based learning on the platform anytime, anywhere, and study in different subjects, different contents, and different depths according to their own interests and hobbies, so that students interested in science have sufficient room for development.
3. Used for recurring learning after class
With the help of virtual scientific experiment methods, students can more easily conduct recurring learning after class. If students do not have a good grasp of what the teacher is saying in class, or want to redo a classroom experiment, then the student can go to the virtual experiment platform to conduct the experiment again. Make up for the loopholes of students' classroom learning in time, so that after-class review is no longer limited to the reading of flat teaching materials or boring homework training.
4. Integration with network technology to achieve cross-time and space cooperative learning
Many students are addicted to online games, which makes teachers and parents sad. Looking back at science education, why can't we create a scientific learning environment that attracts students? Perhaps the virtual science experiment platform based on the network can also make some students "addicted". Students can not only carry out independent research on the virtual experiment platform, but also use the network to seek like-minded partners, regardless of nationality and regardless of age, to jointly build a learning group to study their topics of interest. This will provide opportunities and platforms for students' cooperative learning. Students can put their own ideas into practice without worrying about the constraints of funds, materials, time and space, environmental protection, ethics and other factors. At the same time, it can also enhance students 'sense of teamwork and cultivate students' interpersonal skills.
V. Conclusion
Although the virtual science experiment method applied in the current education field is still in a very simple initial stage, with the development of virtual reality technology, the virtual science experiment environment will gradually approach the real experiment environment, and will play an increasingly important role in science education. The driving force. In addition to basic education, this technology also has broad application prospects in vocational education and higher education.
While virtual experiments bring great convenience to our teaching, we should also note that virtual experiments are not real experiments after all, and we cannot completely replace actual experimental operations with virtual experiments. On the basis of students' full participation in real experiments, virtual experiments are used as a useful supplementary form, so as to better understand the contents of virtual experiments, and finally achieve the goal of mastering the nature and laws of the subject faster, more effectively and more accurately.
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