虚拟现实技术下的学习空间扩展研究
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摘要
为促进虚拟现实技术在教育中的应用,文章在分析"学习空间建设和虚拟现实技术教育应用"的基础上,系统梳理了学习空间建设和发展的基础及历程,聚焦虚拟现实技术在学习空间上的体现方式、功能作用和建设路径,利用构想性、沉浸性、交互性等特性扩展学习空间。从课堂空间、泛在空间、网络空间与虚拟现实技术整合的角度提出虚实结合的学习空间连续体,认为虚拟现实技术扩展学习空间的关键路径是技术与现实空间的叠加,是丰富学习环境和信息呈现形式。虚拟现实学习空间可以提升教学活动的真实性,促进情境性混合教育生态的构建。
In order to promote the application of virtual reality technology in education, based on the analysis of "the construction of learning space and the educational application of virtual reality technology", this paper systematically sorts out the foundation and process of the construction and development of learning space, focuses on the ways, functions and construction paths of virtual reality technology in learning space, and expands the learning space with the characteristics of imagination, immersion and interaction. From the perspective of integration of classroom space, ubiquitous space, network space and virtual reality technology, this paper puts forward a learning space continuum with virtual-actual combination, and holds that the key path of virtual reality technology to expand learning space is the superposition of technology and real space, and the rich learning environment and information presentation forms as well. Virtual reality learning space can improve the authenticity of teaching activities and promote the construction of situational mixed education ecology.
In order to promote the application of virtual reality technology in education, based on the analysis of "the construction of learning space and the educational application of virtual reality technology", this paper systematically sorts out the foundation and process of the construction and development of learning space, focuses on the ways, functions and construction paths of virtual reality technology in learning space, and expands the learning space with the characteristics of imagination, immersion and interaction. From the perspective of integration of classroom space, ubiquitous space, network space and virtual reality technology, this paper puts forward a learning space continuum with virtual-actual combination, and holds that the key path of virtual reality technology to expand learning space is the superposition of technology and real space, and the rich learning environment and information presentation forms as well. Virtual reality learning space can improve the authenticity of teaching activities and promote the construction of situational mixed education ecology.
引文
[1]许亚锋,尹晗,张际平.学习空间:概念内涵、研究现状与实践进展[J].现代远程教育研究,2015(3):82-94.
[2] OBLMINGER D. Leading the transition from classrooms to learning spaces[J]. Educause quarterly,2005(1):14-18.
[3]汤跃明.虚拟现实技术在教育中的应用[M].北京:科学出版社,2007:7.
[4]高媛,刘建德,黄真真,黄荣怀.虚拟现实技术促进学习的核心要素及其挑战[J].电化教育研究,2016(10):77-87.
[5]张志祯.虚拟现实教育应用:追求身心一体的教育——从北京师范大学“智慧学习与VR教育应用学术周”说起[J].中国远程教育,2016(6):5-15.
[6]许亚锋,陈卫东,李锦昌.论空间范式的变迁:从教学空间到学习空间[J].电化教育研究,2015(11):20-25.
[7]杨俊锋,黄荣怀,刘斌.国外学习空间研究述评[J].中国电化教育,2013(6):15-20.
[8]徐刘杰,余胜泉,郭瑞.泛在学习资源进化的动力模型构建[J].电化教育研究,2018(4):52-58.
[9]张洁.基于境脉感知的泛在学习环境模型构建[J].中国电化教育,2010(2):16-20.
[10]潘基鑫,雷要曾,程璐璐,石华.泛在学习理论研究综述[J].远程教育杂志,2010(2):93-98.
[11]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(6):95-102.
[12]王美倩,郑旭东.具身认知与学习环境:教育技术学视野的理论考察[J].开放教育研究,2015(2):53-61.
[13]丁楠汪亚珉.虚拟现实在教育中的应用:优势与挑战[J].现代教育技术,2017(2):19-25.
[14]张枝实.虚拟现实和增强现实的教育应用及融合现实展望[J].现代教育技术,2017(1):21-27.
[15]吴传刚.虚拟现实与教学深度融合的机理认知与困境突破[J].中国教育学刊,2017(9):39-45.
[16] PANTELIDIS V. Reasons to use virtual reality in education and training courses and a model to determine when to usevirtual reality[J]. Themes in science and technology education, 2009(2):59-70.
[17] ELI. 7 Things you should know about VR headsets[EB/OL].(2014-12-19)[2019-01-10].https://library.educause.edu/~/media/files/library/2014/12/eli7115-pdf.pdf.
[18]侯小杏,陈丽亚.非正式环境下学习的研究[J].开放教育研究,2011(2):39-48.
[19]菲利普·贝尔.非正式环境中的科学学习:人、场所与活动[M].赵健,王茹,译.北京:科学普及出版社,2015:62-65.
[20]王妍莉,杨改学,王娟,杨瑞姣.基于内容分析法的非正式学习国内研究综述[J].远程教育杂志,2011(4):71-76.
[2] OBLMINGER D. Leading the transition from classrooms to learning spaces[J]. Educause quarterly,2005(1):14-18.
[3]汤跃明.虚拟现实技术在教育中的应用[M].北京:科学出版社,2007:7.
[4]高媛,刘建德,黄真真,黄荣怀.虚拟现实技术促进学习的核心要素及其挑战[J].电化教育研究,2016(10):77-87.
[5]张志祯.虚拟现实教育应用:追求身心一体的教育——从北京师范大学“智慧学习与VR教育应用学术周”说起[J].中国远程教育,2016(6):5-15.
[6]许亚锋,陈卫东,李锦昌.论空间范式的变迁:从教学空间到学习空间[J].电化教育研究,2015(11):20-25.
[7]杨俊锋,黄荣怀,刘斌.国外学习空间研究述评[J].中国电化教育,2013(6):15-20.
[8]徐刘杰,余胜泉,郭瑞.泛在学习资源进化的动力模型构建[J].电化教育研究,2018(4):52-58.
[9]张洁.基于境脉感知的泛在学习环境模型构建[J].中国电化教育,2010(2):16-20.
[10]潘基鑫,雷要曾,程璐璐,石华.泛在学习理论研究综述[J].远程教育杂志,2010(2):93-98.
[11]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(6):95-102.
[12]王美倩,郑旭东.具身认知与学习环境:教育技术学视野的理论考察[J].开放教育研究,2015(2):53-61.
[13]丁楠汪亚珉.虚拟现实在教育中的应用:优势与挑战[J].现代教育技术,2017(2):19-25.
[14]张枝实.虚拟现实和增强现实的教育应用及融合现实展望[J].现代教育技术,2017(1):21-27.
[15]吴传刚.虚拟现实与教学深度融合的机理认知与困境突破[J].中国教育学刊,2017(9):39-45.
[16] PANTELIDIS V. Reasons to use virtual reality in education and training courses and a model to determine when to usevirtual reality[J]. Themes in science and technology education, 2009(2):59-70.
[17] ELI. 7 Things you should know about VR headsets[EB/OL].(2014-12-19)[2019-01-10].https://library.educause.edu/~/media/files/library/2014/12/eli7115-pdf.pdf.
[18]侯小杏,陈丽亚.非正式环境下学习的研究[J].开放教育研究,2011(2):39-48.
[19]菲利普·贝尔.非正式环境中的科学学习:人、场所与活动[M].赵健,王茹,译.北京:科学普及出版社,2015:62-65.
[20]王妍莉,杨改学,王娟,杨瑞姣.基于内容分析法的非正式学习国内研究综述[J].远程教育杂志,2011(4):71-76.