基于个人沉浸式虚拟环境的模拟建造再评估——以浙江宁波保国寺为例
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摘要
随着虚拟仿真技术在建筑教育中的不断推广与应用,教案的设计者必须对各类技术平台在实际教学中的真实效果作出科学的评价,这样才能有的放矢。在之前第一轮针对PC平台上的虚拟认知与建造教学效果评估中发现,这样的平台对建筑对象认知类学习能够起到明显的积极作用,而对过程认知类学习则效果不明显。鉴于此在本轮评估中,尝试应用更为高级的时序控制互动技术,开发了基于HTC虚拟设备的模拟建造环境,再次进行评估。最终发现在基于个人沉浸式虚拟环境的模拟建造平台中,对对象认知类知识与过程认知类知识的学习均十分有效。未来在选用平台时,需要根据知识属于认知类还是过程类,对技术平台进行选择。
With the continuous popularization and application of the virtual simulation technology in the archi-tectural education, the designers of the lesson plans must make a scientific valuation of the real effects of various kinds of technical platforms in the practical teaching. In the first round of the evaluation of the virtual cognition and construction teaching effect on PC platform, it is found that such a platform can play an obvious positive role in the learning of object-oriented knowledge of architectural objects, but its effect is not obvious for the learning of process-oriented knowledge. For that reason, in the current round of evaluation, more advanced sequential control interactive technology is applied to develop a simulated construction environment based on HTC virtual device, and then reevaluation is carried out. Finally, we find that in the simulation construction platform based on personal immersive virtual environment, both the learning of object-oriented knowledge of architectural objects and process-oriented knowledge are very effective. In the selection of the platform in the future, it is necessary to select the technical platform depends on whether it belongs to the object-oriented knowledge or process-oriented knowledge.
With the continuous popularization and application of the virtual simulation technology in the archi-tectural education, the designers of the lesson plans must make a scientific valuation of the real effects of various kinds of technical platforms in the practical teaching. In the first round of the evaluation of the virtual cognition and construction teaching effect on PC platform, it is found that such a platform can play an obvious positive role in the learning of object-oriented knowledge of architectural objects, but its effect is not obvious for the learning of process-oriented knowledge. For that reason, in the current round of evaluation, more advanced sequential control interactive technology is applied to develop a simulated construction environment based on HTC virtual device, and then reevaluation is carried out. Finally, we find that in the simulation construction platform based on personal immersive virtual environment, both the learning of object-oriented knowledge of architectural objects and process-oriented knowledge are very effective. In the selection of the platform in the future, it is necessary to select the technical platform depends on whether it belongs to the object-oriented knowledge or process-oriented knowledge.
引文
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[2]袁学倩,邬家炜.基于协作实验模式的虚拟实验系统研究[J].计算机与现代化,2010(6):23-26.
[3]杜嵘.虚拟遗产研究初探[J].新建筑,2001(6):21-24.
[4]周宁,王家廞,赵雁南,等.基于虚拟现实的中国古建筑虚拟重建[J].计算机工程与应用,2006,42(18):200-203.
[5]严钧,李洪.运用虚拟现实技术编制多媒体课件的研究与实践[J].高等建筑教育,2008,17(5):147-149.
[6]孙澄宇,许迪琼,汤众,等.在线虚拟实验在建筑教育中的技术应用方案讨论与效果评估[J].实验技术与管理,2017,34(1):10-15.