Interactive Cues on Geometry Learning in a Virtual Reality Environment for K-12 Education
Interactive Cues on Geometry Learning in a Virtual Reality Environment for K-12 Education
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K-12 教育虚拟现实环境中几何学习的交互式提示
DOI：
10.1109/vrw58643.2023.00114
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Yun Zhou
中科院分区：
文献类型：
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作者：
Qian Chen;Ling Zhang;Bingyu Dong;Yun Zhou
空间意象和推理对于学习几何的K-12学生来说是具有挑战性的。虚拟现实（VR）技术以其高度的交互性和沉浸感而闻名，越来越多地用于促进几何学习的研究。然而，大多数以前的几何学习VR环境缺乏动态线索，以帮助学生的观察，想象力和空间推理。为了解决这个问题，我们提出了一个演示的三个互动线索，让学生成功地完成几何学习的任务：动态箭头，绘画和投影线索。当学生与3D对象交互时，动态箭头提示指示对象的旋转方向。此外，学生可以使用绘画线索来区分物体的面孔。投影提示允许将对象投影到平面上。这些视觉线索的目的是引导学生的注意力，促进心理意象和减少认知负荷的几何学习。
Spatial imagery and reasoning are challenging for K-12 students studying geometry. Virtual reality (VR) technology, known for its high level of interactivity and immersion, has increasingly been used in research to facilitate geometry learning. However, most previous VR environments for geometry learning lack dynamic cues to aid in the observation, imagination and spatial reasoning of students. In order to address this issue, we propose a demo of three interactive cues for students to successfully complete tasks in geometry learning: dynamic arrow, painting, and projecting cues. When students interact with 3D objects, dynamic arrow cues indicate the direction of rotation of the object. Additionally, students can employ painting cues to differentiate the faces of objects. Projecting cues allow for the projection of objects onto a plane. The purpose of these visual cues is to direct students' attention, facilitate mental imagery and reduce cognitive load in geometry learning.