桌面虚拟现实及其在网络教育中的应用研究
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摘要
因互联网的不断发展而逐渐兴起的网络教育在我国教育体系中扮演着越来越重要的角色。随着受教育人数的不断增多，传统学校教育资源的相对不足，网络教育必将得到进一步发展和完善。在以主要面对计算机屏幕形式进行学习的网络教育中，学习者对可视化知识学习的三维性、交互性、动态性和真实性提出了较高的要求。传统的三维动画和视频因文件量大、交互性和动态性弱的缺点使网络教育不得不寻求新的媒体技术。
桌面虚拟现实技术以其良好的三维性、灵活的交互性以及对硬件资源要求的简易性等优点备受网络教育的亲睐，成为解决可视化知识学习的又一重要媒体技术。然而，桌面虚拟现实技术仍然处于发展之中，相关开发工具还不够成熟，许多关键技术仍有待解决。这一现状导致在网络教育中应用桌面虚拟现实技术存在着概念模糊不清、技术门槛高、应用范围广且杂的特点。国内已有一些学者和研究机构在这一领域开展了卓有成效的研究工作，但面对这一新媒体技术在网络教育中应用引起的诸多问题，仍需不断研究实践。
本论文从理论、技术和实践三方面全面探讨了桌面虚拟现实在网络教育中应用的相关问题。论文首先在考察虚拟现实定义和历史发展基础上，从网络教育角度提出了对桌面虚拟现实含义的理解；其次从理论上剖析了虚拟认识的涵义以及桌面虚拟现实与行为主义学习理论、建构主义学习理论和人本主义学习理论的关系；再次从技术角度提出了网络教育中桌面虚拟现实技术选择的九项原则，并给出了相应的选择方案和技术的发展趋势预测，最后从应用实践方面，明确提出了桌面虚拟现实技术在网络教育中应用的五大类型，设计、开发了一个基于VRML的学习案例，并开展了形成性评价。论文的结尾部分分析了本研究的特色和创新之处，指出了不足和今后进一步可能的研究方向。
With the rapid development of Internet. web-based education is playing an increasingly important role in China's education system. Under the condition that the number of people receiving education is rising continuously and traditional education system encounters the shortage of educational resources, web-based education is to be further developed. Studying mainly by the interface of computer monitor in web-based education, learners place a high requirement for the quality of three dimensions, interaction, real time and reality of knowledge for which visualization is required. The disadvantages of traditional three-dimension animation and video, such as large file size, low-level interaction and non-real time, urge web-based education to find new way out.
Desktop virtual reality noted for its high quality in three-dimension modeling, freedom interaction and low-level requirement for hardware and software configure is favored by web-based education, which qualifies itself as an important media technology for knowledge visualization. However, desktop virtual reality is still in the development for maturity, and some pivotal technologies are yet to be solved. These resulted in the characteristics of ambiguous concept, technology threshold, wide and miscellaneous scope in applying desktop virtual reality in web-based education. In China, although some scholars and researchers have carried out remarkable researches in this field, various problems arose from applying this new media technology in web-based education lead to the need for further research.
This thesis explores the application of desktop virtual reality in web-based education from the perspectives of theory, technology and practice. First, the implication of desktop virtual reality in web-based education is discussed following the analysis of the definition and history of virtual reality. Second, the comprehension of virtual cognition and the relationship between desktop virtual reality and three major learning theories in web-based education are analyzed. Third, nine principles are put forward, which can be used as a refer standard to select desktop virtual reality for web-based education, sequentially two technologies are selected and their development trend is predicted. Fourth, after bringing forward five types of application of desktop virtual reality in web-based education, a VRML-based case is developed to investigate how desktop virtual reality influences study. In the end, the research conclusion is given and the further research is envisioned.
桌面虚拟现实技术以其良好的三维性、灵活的交互性以及对硬件资源要求的简易性等优点备受网络教育的亲睐，成为解决可视化知识学习的又一重要媒体技术。然而，桌面虚拟现实技术仍然处于发展之中，相关开发工具还不够成熟，许多关键技术仍有待解决。这一现状导致在网络教育中应用桌面虚拟现实技术存在着概念模糊不清、技术门槛高、应用范围广且杂的特点。国内已有一些学者和研究机构在这一领域开展了卓有成效的研究工作，但面对这一新媒体技术在网络教育中应用引起的诸多问题，仍需不断研究实践。
本论文从理论、技术和实践三方面全面探讨了桌面虚拟现实在网络教育中应用的相关问题。论文首先在考察虚拟现实定义和历史发展基础上，从网络教育角度提出了对桌面虚拟现实含义的理解；其次从理论上剖析了虚拟认识的涵义以及桌面虚拟现实与行为主义学习理论、建构主义学习理论和人本主义学习理论的关系；再次从技术角度提出了网络教育中桌面虚拟现实技术选择的九项原则，并给出了相应的选择方案和技术的发展趋势预测，最后从应用实践方面，明确提出了桌面虚拟现实技术在网络教育中应用的五大类型，设计、开发了一个基于VRML的学习案例，并开展了形成性评价。论文的结尾部分分析了本研究的特色和创新之处，指出了不足和今后进一步可能的研究方向。
With the rapid development of Internet. web-based education is playing an increasingly important role in China's education system. Under the condition that the number of people receiving education is rising continuously and traditional education system encounters the shortage of educational resources, web-based education is to be further developed. Studying mainly by the interface of computer monitor in web-based education, learners place a high requirement for the quality of three dimensions, interaction, real time and reality of knowledge for which visualization is required. The disadvantages of traditional three-dimension animation and video, such as large file size, low-level interaction and non-real time, urge web-based education to find new way out.
Desktop virtual reality noted for its high quality in three-dimension modeling, freedom interaction and low-level requirement for hardware and software configure is favored by web-based education, which qualifies itself as an important media technology for knowledge visualization. However, desktop virtual reality is still in the development for maturity, and some pivotal technologies are yet to be solved. These resulted in the characteristics of ambiguous concept, technology threshold, wide and miscellaneous scope in applying desktop virtual reality in web-based education. In China, although some scholars and researchers have carried out remarkable researches in this field, various problems arose from applying this new media technology in web-based education lead to the need for further research.
This thesis explores the application of desktop virtual reality in web-based education from the perspectives of theory, technology and practice. First, the implication of desktop virtual reality in web-based education is discussed following the analysis of the definition and history of virtual reality. Second, the comprehension of virtual cognition and the relationship between desktop virtual reality and three major learning theories in web-based education are analyzed. Third, nine principles are put forward, which can be used as a refer standard to select desktop virtual reality for web-based education, sequentially two technologies are selected and their development trend is predicted. Fourth, after bringing forward five types of application of desktop virtual reality in web-based education, a VRML-based case is developed to investigate how desktop virtual reality influences study. In the end, the research conclusion is given and the further research is envisioned.
引文
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[2] 龚建华、林珲，虚拟地理环境，高等教育出版社，2002年
[3] 严子翔，VRML虚拟现实网页语言，清华大学出版社，2001年
[4] 石教英，虚拟现实基础及实用算法，科学出版社，2002年
[5] 埃里克·麦克卢汉，弗兰克·秦格龙，麦克卢汉精粹，南京大学出版社，2000年
[6] 吕永杰、张芸等编写，精美网页设计与产品全景演示，北京希望电子出版社，2002年
[7] 赛博科技工作室，VRML与Java编程技术，2002年
[8] 谭浩强主编，Java编程技术，人民邮电出版社，2001年
[9] 汪成为，人类认识世界的帮手——虚拟现实，清华大学出版社，2000年
[10] (英)霍恩比著，李北达译，牛津高阶英汉双解词典，商务印书馆，2002年
[11] (美)约翰·卡斯蒂著，王千祥、权利宁译，虚实世界，上海科技教育出版社，2000年
[12] 赵沁平，DVENET分布式虚拟环境，科学出版社，2002年
[13] 杨宝民、朱一宁，分布式虚拟现实技术及其应用，科学出版社，2000年
[14] 曾建超、俞志和，虚拟现实的技术及其应用，清华大学出版社，1996年
[15] 祝智庭编著，网络教育应用教程，北京师范大学出版社，2001年
[16] 阿新工作室，三维产品设计与互动教程，北京希望电子出版社，2002年
[17] 金五伦，关于Virtual Reality翻译，光明日报，1996-0-28
[18] 朱照宣、王可、钱玉趾等，关于Virtual Reality翻译的意见，光明日报，1997-1-16
[19] 胡敏中、贺明生，论虚拟技术对人类认识的影响，自然辩证法，2001，(4)
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