| 2,002 | 40 | 43 |
| 下载次数 | 被引频次 | 阅读次数 |
基于虚拟现实环境开展的动觉学习是一种可以调动人的视觉、听觉等多种感官认知的学习过程,对人类的认知发展具有促进作用。然而,应用虚拟现实技术开展动觉学习,既是技术的问题,也是教学方法的问题。该研究在虚拟现实环境及其支持的STEM教育现状研究的基础上,以认知学习理论为指导,抽取"同化""顺应""机械学习""意义学习"四类关键要素,提出了虚拟现实环境支持的学习者动觉学习机制框架(RM2A),包含:同化知识的机械学习(RA1)、顺应知识的机械学习(RA2)、同化知识的意义学习(MA1)和顺应知识的意义学习(MA2),设计了STEM融合知识的交互模块结构、路径与软硬件实现方式,并根据动觉学习机制框架开展了虚拟现实技术支持的STEM项目实证研究。案例选择美国某州立大学的"CSS"STEM项目,通过双组前后测实验结果,分析得到实验组成绩高于对照组成绩并且差异显著的结论,通过统计分析过程,发现虚拟现实环境支持的动觉学习机制与学生能力发展的诸多关系,使得该研究提出的虚拟现实环境动觉学习机制的理论框架得到了验证。因此该研究既为虚拟现实等技术对学生学习的影响机制提供了理论解释和实践验证,也丰富了STEM实践研究范例,具有重要的理论价值与实践意义。
Abstract：Gesture-based technology(GBT), an interactive virtual reality method, can enable teachers and students to use computers or virtual environments to interact with educational resources. Based on GBT and STEM education literature reviews, this research designed an RM2A cognitive learning model for a GBT-based STEM project. The RM2A model included four cognitive learning pathways: Rote learning to assimilation(RA1), Rote learning to accommodation(RA2), Meaningful learning to assimilation(MA1), and Meaningful learning to accommodation(MA2). To evaluate the effectiveness of the RM2A model, this research employed an empirical study based on a STEM project with "O" state university student participants in the US. The results from the data analysis indicate that the GBT-based RM2A model led students' development of self-learning, collaborative learning, problem-solving, and creativity development. This research will be helpful for those who study either virtual reality or the educational implementation of GBT by better explaining the link between virtual reality resources and students' learning.
[1]George M D,Bragg S.Shaping the future:New expectations for undergraduate education in science,mathematics,engineering,and technology[M].Darby:DIANE Publishing,1996.
[2]唐烨伟,郭丽婷等.基于教育人工智能支持下的STEM跨学科融合模式研究[J].中国电化教育,2017,(8):46-52.
[3]Li Y.International Journal of STEM Education-a platform to promote STEM education and research worldwide[J].International Journal of Stem Education,2014,(1):1-2.
[4]Barron,Ann E.,and Gary W.Orwig.Multimedia Technologies for Training:An Introduction[M].Englewood:Libraries Unlimited,1995.
[5]孟庆峰,尚艳亮等.虚拟现实与传统教学整合的教学方法研究[J].教育与职业,2010,(24):149-150.
[6]孔少华.从Immersion到Flow experience:“沉浸式传播”的再认识[J].首都师范大学学报(社会科学版),2019,(4):74-83.
[7]Hoffman E S.Beyond The Flipped Classroom:Redesigning A Research Methods Course For e3Instruction[J].Contemporary Issues in Education Research,2014,(1):51-59.
[8]钟正,陈卫东.基于VR技术的体验式学习环境设计策略与案例实现[J].中国电化教育,2018,(2):51-58.
[9]Sivilotti P A G,Pike S M.The suitability of kinesthetic learning activities for teaching distributed algorithms[J].Acm Sigcse Bulletin,2007,(1):362-366.
[10]Vygotski?,L.S.(Lev Semenovich),Cole,Michael.Mind in society:the development of higher psychological processes[M].Cambridge:Harvard University Press,1978.
[11]Begel A,Garcia D D,Wolfman S A.Kinesthetic learning in the classroom[J].Acm Sigcse Bulletin,2004,(1):183-184.
[12]李亮,朱津津等.虚拟现实与移动增强现实复合性教学环境设计[J].中国电化教育,2019,(5):104-111.
[13]Michele D.Estes,Juhong Liu,Shenghua Zha,Kim Reedy.Designing for problem-based learning in a collaborative STEM lab:A case study[J].TechTrends,2014,(6):90-98.
[14]Kanematsu H,Barry D M.STEM and ICT Education in Intelligent Environments[M].Switzerland:Springer International Publishing,2016.
[15]秦瑾若,傅钢善.STEM教育:基于真实问题情景的跨学科式教育[J].中国电化教育,2017,(4):67-74.
[16]王娟,吴永和.“互联网+”时代STEAM教育应用的反思与创新路径[J].远程教育杂志,2016,(2):90-97.
[17]常咏梅,张雅雅.基于STEM教育理念的教学活动设计与实证研究[J].电化教育研究,2018,(10):99-105.
[18]孙江山,林立甲等.3D CAD支持中学生创造力和空间能力发展的实证研究[J].中国电化教育,2016,(10):45-50.
[19]殷朝晖,王鑫.美国K-12阶段STEM教育对我国中小学创客教育的启示[J].中国电化教育,2017,(2):42-46.
[20]王同聚.基于“创客空间”的创客教育推进策略与实践--以“智创空间”开展中小学创客教育为例[J].中国电化教育,2016,(6):65-70.
[21]胡畔,蒋家傅等.我国中小学STEAM教育发展的现实问题与路径选择[J].现代教育技术,2016,(8):22-27.
[22]魏晓东,于冰等.美国STEAM教育的框架、特点及启示[J].华东师范大学学报(教育科学版),2017,(4):40-46,135.
[23]陈鹏,田阳等.基于设计思维的STEM教育创新课程研究及启示--以斯坦福大学d.loft STEM课程为例[J].中国电化教育,2019,(8):82-90.
[24]祝智庭,雷云鹤.STEM教育的国策分析与实践模式[J].电化教育研究,2018,(1):75-85.
[25]Smith H J,Higgins S,Wall K,et al.Interactive whiteboards:boon or bandwagon?A critical review of the literature[J].Journal of Computer Assisted Learning,2005,(2):91-101.
[26]Marin G,Dominio F,Zanuttigh P.Hand gesture recognition with jointly calibrated Leap Motion and depth sensor[J].Multimedia Tools&Applications,2015,(1):1-25.
[27]Mattar J.Constructivism and connectivism in education technology:Active,situated,authentic,experiential,and anchored learning[J].RIED.Revista Iberoamericana de Educación a Distancia,2018,(2):201-217.
[28]Michele D.Estes,Juhong Liu,Shenghua Zha,Kim Reedy.Designing for problem-based learning in a collaborative STEM lab:A case study[J].TechTrends,2014,(6):90-98.
[29]Niemeyer D J,Gerber H R.Maker culture and Minecraft:implications for the future of learning[J].Educational Media International,2015,(3):216-226.
[30]Zhong,Xiang-Ming|Fan,Kuo-Kuang.A New Perspective on Design Education:A“Creative Production-Manufacturing Model”in“The Maker Movement”Context[J].Eurasia Journal of Mathematics Science&Technology Education,2016,(5):1389-1398.
[31]孙江山,吴永和等.3D打印教育创新:创客空间、创新实验室和STEAM[J].现代远程教育研究,2015,(4):96-103.
[32]Barrouillet P.Theories of cognitive development:From Piaget to today[J].Developmental Review,2015,(38):1-12.
[33]King D J,Russell G W.A comparison of rote and meaningful learning of connected meaningful material[J].Journal of Verbal Learning&Verbal Behavior,1966,(5):478-483.
[34]杨彦军,饶菲菲.跨学科整合型STEM课程开发案例研究及启示--以美国火星教育项目STEM课程为例[J].电化教育研究,2019,(2):115-124.
[35]Hantrakul L,Kaczmarek K.Implementations of the Leap Motion device in sound synthesis and interactive live performance[C].New York:MOCO’14 proceedings of the 2014 International Workshop on Movement&Computing,2014.
[36]殷欢.STEM教育中合作学习质量影响因素及提升策略[J].中国民族教育,2018,(6):50-51.
[37]Ibánez,Joséde Jesús Luis González,Wang A I.Learning Recycling from Playing a Kinect Game[J].International Journal of Game-Based Learning,2015,(3):25-44.
[38]Lin J,Yang W,Gao X,et al.Learning to Assemble Building Blocks with a Leap Motion Controller[M].Switzerland:Springer Cham,2015.
[39]Richard,W.C.Evaluating and adopting e-learning platforms[J].International Journal of e education,e-business,e-management and e-learning,2013,(3):229-233.
[40]Gall,M.D.,Gall,J.P.,&Borg,W.R.Educational research:An introduction(7th ed.)[C].Boston,MA:Pearson Education,2003.
基本信息:
中图分类号:G434
引用信息:
[1]华子荀.虚拟现实技术支持的学习者动觉学习机制研究[J].中国电化教育,2019,No.395(12):16-23.
基金信息:
中国博士后科学基金第65批面上资助项目“基于虚拟现实技术的STEM学科融合知识动觉学习机制研究”(项目编号：2019M652945);; 广州市哲学社会科学发展“十三五”规划2019年度羊城青年学人课题“教育信息化2.0背景下粤港澳大湾区教育质量提高与均衡发展效益辐射模式研究”(课题编号：2019GZQN20)研究成果
2019-12-06
2019-12-06
2019-12-06