[1]翟雪松,孙玉琏,沈 阳,等.“虚拟现实+触觉反馈”对学习效率的促进机制研究——基于2010-2021年的元分析[J].远程教育杂志,2021,(05):024-33.[doi:10.15881/j.cnki.cn33-1304/g4.2021.05.003]
 Zhai Xuesong,Sun Yulian,Shen Yang,et al.Exploring the Effect of VR + Haptics on Improving Learning Efficiency: A Meta Analysis From 2010 to 2021[J].Distance Education Journal,2021,(05):024-33.[doi:10.15881/j.cnki.cn33-1304/g4.2021.05.003]
点击复制

“虚拟现实+触觉反馈”对学习效率的促进机制研究——基于2010-2021年的元分析()
分享到:

《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2021年05期
页码:
024-33
栏目:
前沿探索
出版日期:
2021-09-25

文章信息/Info

Title:
Exploring the Effect of VR + Haptics on Improving Learning Efficiency: A Meta Analysis From 2010 to 2021
作者:
翟雪松; 孙玉琏; 沈 阳; 潘俊君
1.浙江大学 教育学院,浙江杭州 310058;2.安徽建筑大学 电子与信息工程学院, 安徽合肥230009;3.北京师范大学 中国基础教育质量监测协同创新中心,北京 100875;4.北京航空航天大学 虚拟现实技术与系统国家重点实验室,北京 100191
Author(s):
Zhai Xuesong; Sun Yulian; Shen Yang; Pan Junjun
1.College of Education, Zhejiang University, Hangzhou Zhejiang 310058; 2.School of Electronic and Information Engineering, Anhui Jianzhu University, Hefei Anhui 230009; 3. Collaborative Innovation Center for Quality Monitoring of China Basic Education, Beijing Normal University, Beijing 100875;4. State Key Laboratory of Virtual Reality Technology and Systems, Beijing University of Aeronautics and Astronautics, Beijing 100191
关键词:
虚拟现实触觉反馈学习效率元分析
Keywords:
VR Haptics Learning efficiency Meta analysis
分类号:
G434
DOI:
10.15881/j.cnki.cn33-1304/g4.2021.05.003
文献标志码:
A
摘要:
虚拟现实不仅扩展了学习场域,丰富了学习体验,也为稀缺教育资源提供了有效的呈现方式。然而,由于VR主要依附图像处理技术,其在教育场域下的应用大多停留在知识观察层面。当学习者对观影模式的新鲜感退去,诸多挑战如,交互性不及时、临场感不强等问题也随即暴露出来。近年来,触觉反馈(Haptics)逐渐成为人机交互的发展前沿,在很大程度上突破了VR单一的视觉刺激的局限。一些研究者开始探索VR+Haptics的教学模式,以期调动学习者听觉、触觉、力觉、运动等多感知的刺激反应力,增强学习者的临场体验和心流体验。为了深入探索VR+Haptics在教学中的有效性,挖掘影响这一教学方式的调节变量,基于WOS、Scopus和中国知网三大数据库,对2010年6月到2021年6月期间发表的3698篇学术论文进行筛查。通过对筛选的42个研究数据进行元分析(Meta analysis)后发现:(1)从整体效应上看,VR+Haptics相对于传统VR环境,能显著提升学习者的学习效率;(2)通过对三个调节变量影响效应的分析发现:VR+Haptics更适合技能训练、无经验学习者和延长测试教学设计。并分析了其在知识理解、生理反馈和远程协作三个教育场景上的应用方式。在理论上,丰富了心流理论和具身认知理论在VR教学中的外延;在实践上,为设计高效的“虚拟现实+触觉反馈”教学场景提供了重要的数据参考。
Abstract:
Virtual reality benefits to the extent of learning field, richfulness of learning experience and provides an effective way to present scarce educational resources. However, relying on image processing technology, VR application mostly stays at the level of knowledge observation in the sector of education. When learners’ sense of novelty of the movie-watching mode fades, many challenges, such as untimely interaction and weak sense of presence, are exposed immediately. The recent years have witnessed that Haptics has gradually become the development frontier of human-computer interaction, which to a large extent breaks through the limitation of VR’s single visual stimulation. Some researchers have begun to explore the teaching model of VR+Haptics, in order to mobilize the multi-sensory stimulus responses of learners, such as hearing, touch, force sense and movement, and enhance the instantaneous experience and flow experience of learners. In order to explore the effectiveness of VR+Haptics in teaching and the moderating variables influencing the teaching approach, this study screened 3,698 academic papers published between June 2010 and June 2021 based on WOS, Scopus and CNKI databases. After meta-analysis of 42 selected research data, it is found that :(1) from the overall effect, VR+Haptics can significantly improve learners’ learning efficiency compared with traditional VR environment; (2) Through the analysis of the effects of three moderating variables, it is found that VR+Haptics is more suitable for skill training, inexperienced learners and extended test teaching design. Theoretically, the extension of flow theory and embodied cognition theory in virtual teaching is enriched. Practically, it provides important data reference for constructing an effective teaching scene of "virtual reality + haptic feedback".

相似文献/References:

[1]蔡 苏,王沛文,杨 阳,等.增强现实(AR)技术的教育应用综述[J].远程教育杂志,2016,(05):027.[doi:10.15881/j.cnki.cn33-1304/g4.2016.05.003]
 Cai Su,Wang Peiwen,Yang Yang,et al.Review on Augmented Reality in Education[J].Distance Education Journal,2016,(05):027.[doi:10.15881/j.cnki.cn33-1304/g4.2016.05.003]
[2]李 青,赵 越.具身学习国外研究及实践现状述评——基于2009至2015年SSCI期刊文献[J].远程教育杂志,2016,(05):059.[doi:10.15881/j.cnki.cn33-1304/g4.2016.05.006]
 Li Qing,Zhao Yue.State-of-the-art on Embodied Learning based on SSCI-indexed journal articles from 2009 to 2015[J].Distance Education Journal,2016,(05):059.[doi:10.15881/j.cnki.cn33-1304/g4.2016.05.006]
[3]王 靖,陈卫东.具身认知视角下的混合式学习本质再审视[J].远程教育杂志,2016,(05):068.[doi:10.15881/j.cnki.cn33-1304/g4.2016.05.007]
 Wang Jing,Chen Weidong.Review the Essence of Blended Learning from Embodied Cognition Perspective[J].Distance Education Journal,2016,(05):068.[doi:10.15881/j.cnki.cn33-1304/g4.2016.05.007]
[4]李志河,师 芳.非正式学习环境下的场馆学习环境设计与构建[J].远程教育杂志,2016,(06):095.[doi:10.15881/j.cnki.cn33-1304/g4.2016.06.012]
 Li Zhihe,Shi Fang.The Learning Environment Design and Construction of the Museum Learning in the Informal Learning Environment[J].Distance Education Journal,2016,(05):095.[doi:10.15881/j.cnki.cn33-1304/g4.2016.06.012]
[5]叶海智 刘骏飞 王春丽 朱 珂.3D手势计算支持的教学应用研究[J].远程教育杂志,2017,(01):045.[doi:10.15881/j.cnki.cn33-1304/g4.2017.01.005]
 Ye Haizhi,Liu Junfei,Wang Chunli,et al.The Application Research of Three-Dimensional Gesture Computing Technology on Instructional[J].Distance Education Journal,2017,(05):045.[doi:10.15881/j.cnki.cn33-1304/g4.2017.01.005]
[6]刘哲雨 王志军.行为投入影响深度学习的实证探究——以虚拟现实(VR)环境下视频学习为例[J].远程教育杂志,2017,(01):072.[doi:10.15881/j.cnki.cn33-1304/g4.2017.01.008]
 Liu Zhe-yu.The Empirical Study of Behavior Engagement Influence on Deep Learning[J].Distance Education Journal,2017,(05):072.[doi:10.15881/j.cnki.cn33-1304/g4.2017.01.008]
[7]徐慧艳,陈 巍.阅读的具身认知转向:扎根于身体与想象操作的学习[J].远程教育杂志,2018,(01):106.[doi:10.15881/j.cnki.cn33-1304/g4.2018.01.011]
 Xu Huiyan,Chen Wei.The Embodied Cognition Transformation of Reading: Learning Ground in the Physical and Imaged Manipulation[J].Distance Education Journal,2018,(05):106.[doi:10.15881/j.cnki.cn33-1304/g4.2018.01.011]
[8]钟 琳,陈蕙若,姚中锐,等.技术赋能 万众学习—— AECT 2018年会综述[J].远程教育杂志,2019,(01):003.
 Zhong Lin,Chen Huiruo,Yao Zhongrui,et al.Technology Empowerment,Leading for All: Commenting and Reflecting on AECT 2018 International Convention[J].Distance Education Journal,2019,(05):003.
[9]杨晓哲,任友群.虚拟现实与脑电联动系统的开发及其教育研究功能探索[J].远程教育杂志,2019,(01):045.
 Yang Xiaozhe,Ren Youqun.Development of Virtual Reality and EEG Linkage System and Exploration of Its Educational Research Function[J].Distance Education Journal,2019,(05):045.
[10]兰国帅,郭 倩,魏家财,等.5G+智能技术:构筑“智能+”时代的智能教育新生态系统[J].远程教育杂志,2019,(03):003.[doi:10.15881/j.cnki.cn33-1304/g4.2019.03.001]
 Lan Guoshuai,Guo Qian,Wei Jiacai,et al.5G+Intelligent Technology:Construct a New Intelligent Education Ecosystem in the “Intelligence+” Era[J].Distance Education Journal,2019,(05):003.[doi:10.15881/j.cnki.cn33-1304/g4.2019.03.001]

备注/Memo

备注/Memo:
基金项目:本文系国家自然科学基金2021面上项目“融合视觉健康的在线学习资源自适应表征及关键技术研究”(项目编号:62177042),2021国家重点实验室开放课题“融入视觉训练的虚拟现实教学资源优化与关键技术研究:基于眼动追踪分析”(项目编号:VRLAB2021D10)及2021中央高校基本科研业务费专项“基于多模态情感计算的自适应学习信息系统架构及应用策略研究”(项目编号:2-2050205-21-688)的阶段性研究成果。
更新日期/Last Update: 1900-01-01