[1]赵瑞斌,范文翔,杨现民,等.具身型混合现实学习环境(EMRLE)的构建与学习活动设计[J].远程教育杂志,2020,(05):044-51.[doi:10.15881/j.cnki.cn33-1304/g4.2020.05.005]
 Zhao Ruibin,Fan Wenxiang,Yang Xianming.Embodied Mixed-Reality Learning Environments:Features, Construction, and Applications[J].Distance Education Journal,2020,(05):044-51.[doi:10.15881/j.cnki.cn33-1304/g4.2020.05.005]
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具身型混合现实学习环境(EMRLE)的构建与学习活动设计()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2020年05期
页码:
044-51
栏目:
前沿探索
出版日期:
2020-09-15

文章信息/Info

Title:
Embodied Mixed-Reality Learning Environments:Features, Construction, and Applications
作者:
赵瑞斌; 范文翔; 杨现民; 谌志霞; 张文旻
1.江苏师范大学 智慧教育学院,徐州市智能教育工程研究中心,江苏徐州 221116; 2. 杭州师范大学 教育学院,浙江杭州 311121
Author(s):
Zhao Ruibin; Fan Wenxiang; Yang Xianming
1.College of Wisdom Education, Jiangsu Normal University, Xuzhou Jiangsu 221116;2. College of Education, Hangzhou Normal University, Hangzhou Zhejiang 311121
关键词:
具身认知学习环境混合现实 构建与应用
Keywords:
Embodied Cognition Learning Environments Mixed-reality Construction and Application
分类号:
G434
DOI:
10.15881/j.cnki.cn33-1304/g4.2020.05.005
文献标志码:
A
摘要:
随着认知科学研究范式由“离身”逐渐转向“具身”,人们越来越强烈地意识到身体及其与环境的交互对学习活动具有重要的意义和影响。以获得身体体验为宗旨,具身学习鼓励身体感知运动系统的参与以及身体与环境之间的多模态交互, 其对学习环境的设计和构建也提出了新的要求。与此同时,近年来,人工智能、混合现实、人机交互等技术的发展为具身型学习环境的构建及应用提供了很好的技术支撑,特别是混合现实技术提供的虚实融合、自然交互以及动态生成等功能。具身型混合现实学习环境(Embodied mixed-reality learning environments,EMRLE)正是在此背景下,以具身认知理论为引领,以混合现实、人工智能、人机交互等技术为支撑,促进具身学习活动的环境设计。通过对EMRLE的缘起背景的梳理,一方面可以用从理论和技术两个维度分析EMRLE的构建目标、基本特征、构建模型以及实现途径;另一方面,结合国际上已有相关研究和应用现状,可以归纳EMRLE在教育教学实践中的主要形态及其教学活动设计案例,来进一步论证分析EMRLE构建的必要性、合理性和技术上的可行性。为此,在构建EMRLE的基础上设计的具身学习活动也为促进教与学形态的创新提供了新思路。
Abstract:
As the research paradigm of cognitive science changes from disembodied to embodied, people realize that the body and its interaction with the environment have an important effect on learning activities more and more intensely. Focus on obtaining physical experience, embodied learning encourages the participation of the body’s sensori-motor system and the multi-modal interaction between the body and the environment, and it puts forward some new requirements for the design and construction of learning environments. At the same time, the development of artificial intelligence, mixed reality, human-computer interaction and other technologies in recent years has provided a good support for the construction and application of embodied learning environments, especially the functions of virtual-real fusion, natural interaction and dynamic generation of the mixed reality.?For this reason, we proposed to design embedded mixed-reality learning environments (EMRLE) for supporting and promoting embodied activities by using these technologies and the embodied cognitive theory. Through combing the origin and background of EMRLE, on the one hand, we can analyze the construction goals, basic characteristics, construction models and realization methods of EMRLE from two dimensions of theory and technology; on the other hand, combined with the existing relevant research and application status in the world, The main forms of EMRLE in education and teaching practice and its teaching activity design cases can be summarized to further demonstrate and analyze the necessity, rationality and technical feasibility of EMRLE construction. For this reason, embodied learning activities designed on the basis of building EMRLE also provide new ideas for promoting the innovation of teaching and learning forms.

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备注/Memo

备注/Memo:
基金项目:本文系教育部人文社会科学研究青年项目“具身认知视角下的混合现实学习环境构建及应用研”(项目编号:20YJC880131)和江苏省高等教育教改研究课题“面向师范生的中小学课堂突发安全事件处理虚拟仿真实验设计与实践研究”(项目编号:2019JSJG228)的研究成果。
更新日期/Last Update: 1900-01-01