[1]胡艺龄,常馨予,吴 忭.沉浸式虚拟现实(IVR)对实验技能迁移的影响:学习风格的调节作用[J].远程教育杂志,2021,(02):063-71.[doi:10.15881/j.cnki.cn33-1304/g4.2021.02.007]
 Hu Yiling,Chang Xinyu,Wu Bian.The Influence of Immersive Virtual Realit(IVR) on Skill Transfer:The Moderating Effect of Learning Style[J].Distance Education Journal,2021,(02):063-71.[doi:10.15881/j.cnki.cn33-1304/g4.2021.02.007]
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沉浸式虚拟现实(IVR)对实验技能迁移的影响:学习风格的调节作用()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2021年02期
页码:
063-71
栏目:
学习新论
出版日期:
2021-03-20

文章信息/Info

Title:
The Influence of Immersive Virtual Realit(IVR) on Skill Transfer:The Moderating Effect of Learning Style
作者:
胡艺龄; 常馨予; 吴 忭
华东师范大学 教育学部 教育信息技术学系,上海 200062
Author(s):
Hu Yiling; Chang Xinyu; Wu Bian
Department of Education Information Technology,Faculty of Education,East China Normal University,Shanghai 200062
关键词:
虚拟现实学习风格虚拟实验迁移能力滞后序列分析
Keywords:
Virtual Reality Learning Style Virtual Experiment Skill Transfer Lag Sequential Analysis
分类号:
G434
DOI:
10.15881/j.cnki.cn33-1304/g4.2021.02.007
文献标志码:
A
摘要:
沉浸式虚拟实验通过模糊真实世界与数字世界之间的界限,为学习者塑造了高沉浸感的场景,并通过提供视觉、听觉、触觉等多感官通道刺激,激活学习者的认知感受。因此,探究沉浸式虚拟实验中不同信息加工模式的学习者的学习行为模式、技能迁移能力,有助于理解沉浸式虚拟实验中深度学习的发生机制。观察与评估不同学习风格的学习者在沉浸式虚拟实验与非沉浸式虚拟实验中的表现,使用协方差分析以及滞后序列分析法对学习者技能迁移能力、学习策略的差异分析,再对学习风格在其间的调节作用进行深入探讨,研究发现:(1)相比非沉浸式虚拟实验,沉浸式虚拟实验更有助于培养学习者的技能迁移能力;(2)学习风格调节了沉浸式虚拟实验对技能迁移能力的影响,沉思型学习者从非沉浸环境到沉浸式环境中迁移能力提升较低,而活跃型学习者的能力提升更为显著;(3)行为序列分析显示,活跃型学习者在实验任务中表现出了更多地动作类交互行为,强化了三维视觉体验及视觉加工,形成高临场感进而促进了学习,而沉思型学习者倾向于非动作类交互行为,有良好的实验习惯及反思,但脱离于虚拟环境,对迁移能力的形成抑制作用。为此,结合研究结果提出了以下三点建议:利用沉浸式虚拟现实技术重构教学活动;探究个性化设计辅助沉浸式虚拟实验;设计选择性仿真促进深层认知加工。
Abstract:
Immersive virtual experiment not only creates high-immersion environment for learners by blurring the boundary between the real world and the digital world, but also provides multi-sensory channel stimulation such as visual, auditory and tactile, which can activate learners’ cognitive feelings. In order to understand the occurring mechanism of deep learning in immersive virtual experiment, it is important to explore the learning behaviour pattern and skill transfer of learners with different information processing modes. Therefore, this study recorded and analysed learning behaviours in immersive virtual experiment and non-immersive virtual experiment. By covariance analysis and lag sequential analysis, this research also compared skill transfer and learning strategies of learners with different learning styles and examined the moderating effect of learning style. The results show that (1) the immersive virtual experiment has advantages in skill transfer; (2) active/reflective learning style regulates the influence of immersive virtual experiment on skill transfer, specifically, active learners perform better from immersive virtual experiment; (3) the behaviour patterns of active and reflective learners are different in each stage of the experiment task. Based on the research results, three suggestions are given: (1) use immersive virtual reality technology to reconstruct teaching activities; (2) develop personalized function to assist the immersive virtual experiment; (3) design selective simulation to promote deep cognitive processing.

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备注/Memo

备注/Memo:
基金项目:本文系2019年教育部人文社会科学研究青年基金项目“基于虚拟实习的STEM教师教育创新模式与应用研究”(项目编号:19YJC880033)的研究成果。
更新日期/Last Update: 1900-01-01