Computers & Education: X Reality最新文献_第4页

Pause for success: Harnessing interaction delay and target selection difficulty in VR hands-on learning environments 暂停成功：在VR动手学习环境中利用交互延迟和目标选择困难

Computers & Education: X Reality

Pub Date : 2025-06-21 DOI: 10.1016/j.cexr.2025.100103

Sara Khorasani , Stephain Hsu , Rui Guan , Jorge Goncalves , Andrew Irlitti , Jarrod Knibbe , Eduardo Velloso

Human-computer interaction (HCI) theory suggests that we should minimize interaction delays and reduce target selection difficulty to optimise performance. However, in learning scenarios, delays have been shown to cause ‘forced learning’ and difficulty can be an intrinsic motivator. Any interplay between delays, forced learning, difficulty, and the embodied, immersive explo-ration style of virtual reality (VR) remains poorly understood. We study the impact of delay and target selection difficulty on learning outcomes in VR. Using a VR makerspace training module with a 2x2 factorial, mixed-methods approach, we analyze the learning data from 124 participants who interacted with either a 5-s or zero delay post target selection, and Easy versus Hard target selection difficulties. The findings reveal that incorporating a 5-s delay post-interaction led to superior learning outcomes, providing users with more time to process and rehearse information. In contrast, altering the target selection difficulty showed negligible effects on learning outcomes, with participants reporting a simultaneous increase in engagement and distraction from the learning content. This research challenges conventional HCI theories within a VR context, suggesting potential educational benefits from strategically incorporated interaction delays.

人机交互（HCI）理论建议我们应尽量减少交互延迟和降低目标选择难度以优化性能。然而，在学习场景中，延迟已被证明会导致“强迫学习”，而困难可能是一种内在动机。延迟、强迫学习、难度和虚拟现实（VR）的沉浸式探索风格之间的相互作用仍然知之甚少。研究延迟和目标选择困难对虚拟现实学习效果的影响。采用2x2析因混合方法的VR创客空间训练模块，我们分析了124名参与者的学习数据，他们在目标选择后进行5-s或零延迟，以及简单和困难的目标选择困难。研究结果表明，在互动后加入5秒的延迟会带来更好的学习效果，为用户提供更多的时间来处理和排练信息。相比之下，改变目标选择难度对学习结果的影响可以忽略不计，参与者报告同时增加了对学习内容的投入和分心。这项研究在VR背景下挑战了传统的HCI理论，表明策略性地整合交互延迟可能带来的教育效益。

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引用次数: 0

Immersive learning for structural analysis through mobile augmented reality and the MOLA structural kit 通过移动增强现实和MOLA结构套件进行沉浸式结构分析学习

Computers & Education: X Reality

Pub Date : 2025-06-12 DOI: 10.1016/j.cexr.2025.100100

Rushil Mojidra , Jian Li , Alexander Crane , Sdiq Anwar Taher

Structural analysis is a foundational course in civil and mechanical engineering programs, essential for understanding of how structures respond to various loads. However, traditional teaching methods, constrained by two-dimensional representations, often fall short in conveying three-dimensional structural behavior. In response, this research introduces an innovative augmented reality (AR) application for mobile and tablet devices, designed to provide real-time visual feedback on the structural behavior of physical models. The application enhances students understanding of structural concepts by offering detailed and tangible insights into deflections, reactions, and the development of shear forces and moments within structural elements under applied loads. Users can apply loads in various directions and immediately visualize the corresponding structural responses, fostering a deeper comprehension of complex structural systems. By projecting real-time feedback directly onto physical models, the AR application creates an interactive and immersive learning experience. To evaluate the effectiveness of the application, a case study was conducted with two groups of students: a control group and an experimental group. Pretest and posttest assessments were used to measure learning outcomes, while a comprehensive survey captured students' attitudes and feedback. The results suggest that the AR application consistently enhances learning outcomes across all students, thanks to its interactive environment, real-time visual feedback, and clear presentation of complex concepts. Additionally, the survey revealed strong student acceptance of the AR technology, high levels of engagement, and a positive outlook on its future use in teaching structural analysis.

结构分析是土木和机械工程专业的一门基础课程，对于理解结构如何响应各种荷载至关重要。然而，传统的教学方法受到二维表征的限制，往往无法传达三维的结构行为。为此，本研究引入了一种创新的增强现实（AR）应用程序，用于移动和平板设备，旨在提供物理模型结构行为的实时视觉反馈。该应用程序通过提供详细和切实的见解挠度，反应，以及在施加载荷下结构元件内剪力和力矩的发展，增强了学生对结构概念的理解。用户可以向各个方向施加荷载，并立即可视化相应的结构响应，从而加深对复杂结构系统的理解。通过将实时反馈直接投射到物理模型上，增强现实应用程序创造了一种交互式的沉浸式学习体验。为了评估应用程序的有效性，对两组学生进行了案例研究：对照组和实验组。测试前和测试后的评估被用来衡量学习成果，而一个全面的调查捕捉学生的态度和反馈。结果表明，AR应用程序始终如一地提高了所有学生的学习成果，这要归功于其交互式环境、实时视觉反馈和复杂概念的清晰呈现。此外，调查显示，学生对增强现实技术的接受程度很高，参与度很高，并对其未来在教学结构分析中的应用持积极态度。

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引用次数: 0

Group dynamics in collaborative learning: Impact of emergent and scripted roles in tangible mobile augmented reality games 协作学习中的群体动力学：有形移动增强现实游戏中突发角色和脚本角色的影响

Computers & Education: X Reality

Pub Date : 2025-06-11 DOI: 10.1016/j.cexr.2025.100102

Gardeli Anna, Vosinakis Spyros

This paper presents a study investigating the use of Tangible Mobile Augmented Reality (TMAR) for synchronous collaborative learning, with a focus on the influence of roles on group dynamics across various group compositions. This research addresses a gap in current understanding of how role structures affect problem-solving and collaborative behaviors in TMAR-based learning environments. A quasi-experimental research approach within-subjects design was used. The study involved 23 elementary school students who participated in an educational game designed to develop computational thinking skills. These students worked in small groups, using mobile devices and physical artifacts as markers to solve problems. Two modes of collaboration were examined: (1) emergent-role collaboration, where participants self-organized, and (2) scripted-role collaboration, where scripted roles were assigned. Qualitative content analysis was conducted to interpret qualitative data from structured observations and student feedback. Findings suggest that the effectiveness of TMAR-based collaboration depends on the group's underlying goal orientation. In goal-aligned groups, roles emerged naturally and supported productive interaction, while in less cohesive groups, scripted roles provided the necessary structure. Furthermore, the tangible features of TMAR show evidence of further support for role distribution and collaborative problem-solving when used appropriately. These insights contribute to the broader field of collaborative learning, computational thinking, and the application of TMAR in formal education settings.

本文介绍了一项研究，调查了在同步协作学习中使用有形移动增强现实（TMAR），重点研究了角色对不同群体组成的群体动态的影响。本研究解决了目前对基于tmar的学习环境中角色结构如何影响解决问题和协作行为的理解的空白。采用准实验研究方法，在受试者内设计。这项研究涉及23名小学生，他们参加了一个旨在培养计算思维能力的教育游戏。这些学生以小组为单位，使用移动设备和实物作为标记来解决问题。研究了两种协作模式：(1)参与者自组织的紧急角色协作；(2)指定脚本角色的脚本角色协作。定性内容分析用于解释结构化观察和学生反馈的定性数据。研究结果表明，基于tmar的协作的有效性取决于团队的潜在目标取向。在目标一致的团队中，角色自然出现并支持富有成效的交互，而在凝聚力较低的团队中，脚本化角色提供了必要的结构。此外，当使用得当时，TMAR的有形特征显示出进一步支持角色分配和协作解决问题的证据。这些见解有助于协作学习、计算思维和TMAR在正规教育环境中的应用等更广泛的领域。

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引用次数: 0

Examining the mediating role of learning presence in the predictive relationships between social and teaching presences and cognitive presence in collaborative virtual reality learning environments 在协作式虚拟现实学习环境中，考察学习在场在社会和教学在场与认知在场之间的预测关系中的中介作用

Computers & Education: X Reality

Pub Date : 2025-06-01 DOI: 10.1016/j.cexr.2025.100101

Isaac D. Dunmoye , Julie P. Martin , Jennifer S. Brown , Laura Z. Lu , Nathaniel Hunsu , Dominik May

As virtual reality (VR) environments become increasingly prominent in education, understanding the mechanisms that support sustained cognitive engagement is critical. This study examines how social presence and teaching presence predict cognitive presence in collaborative VR settings, with a specific focus on the mediating role of learning presence, as proposed by the modified Community of Inquiry (MCoI) framework. Ninety second-year engineering students participated in VR-based land-surveying tasks using a collaborative simulation platform, followed by a self-report MCoI questionnaire. Confirmatory factor analysis verified the measurement model's reliability and fit, and path analysis was used to test hypothesized relationships. The results revealed that social presence significantly predicted cognitive presence directly, but learning presence did not mediate this relationship. Conversely, teaching presence predicted cognitive presence both directly and indirectly through learning presence, supporting a partial mediation model. These findings suggest that while social connectedness independently fosters cognitive engagement in immersive settings, instructional guidance enhances this effect through the promotion of self-regulated learning. This research extends the theoretical scope of the MCoI model in VR contexts by identifying learning presence as a conditional mediator, influenced more strongly by instructional design than by peer interaction. Practical implications are offered for educators and VR designers aiming to cultivate cognitively engaging and pedagogically responsive VR learning environments.

随着虚拟现实（VR）环境在教育中变得越来越突出，了解支持持续认知参与的机制至关重要。本研究考察了协作式虚拟现实环境中的社会在场和教学在场如何预测认知在场，并特别关注了学习在场的中介作用，这是由修改后的探究社区（MCoI）框架提出的。92名二年级工程专业学生使用协作模拟平台参与了基于vr的土地测量任务，随后进行了自我报告MCoI问卷调查。验证性因子分析验证了测量模型的可靠性和拟合性，并使用通径分析来检验假设的关系。结果表明，社会在场对认知在场有显著的直接预测作用，而学习在场没有中介作用。相反，教学在场通过学习在场直接或间接地预测认知在场，支持部分中介模型。这些发现表明，虽然社会联系在沉浸式环境中独立地促进了认知参与，但教学指导通过促进自我调节学习来增强这种效果。本研究扩展了虚拟现实情境下MCoI模型的理论范围，确定了学习在场是一个条件中介，受教学设计的影响比同伴互动的影响更大。为教育工作者和VR设计师提供了实际意义，旨在培养认知参与和教学响应的VR学习环境。

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引用次数: 0

Beyond realism: Rethinking VR design for optimal learning in technical and vocational secondary education 超越现实主义：重新思考VR设计在技术和职业中等教育中的最佳学习

Computers & Education: X Reality

Pub Date : 2025-05-29 DOI: 10.1016/j.cexr.2025.100098

Charlotte Larmuseau , Laetitia De Leersnijder , Tijs Rotsaert , Carl Boel , Jelle Demanet , Tammy Schellens

This study investigates the impact of virtual reality (VR) environments on student motivation, cognitive load, and learning performance in secondary education. A randomized controlled trial with 91 students compared two VR conditions: a minimalistic environment and an authentic, highly realistic environment. Contrary to expectations, the results showed no significant differences in cognitive load between conditions, challenging the assumptions of Cognitive Load Theory (CLT). In addition, students in the minimalistic environment reported higher motivation, suggesting that simpler designs may reduce distractions and enhance focus. Structural Equation Modeling (SEM) analysis revealed significant relationships between perceived presence, realism, and motivation, supporting the Cognitive Affective Model of Immersive Learning (CAMIL). Furthermore, higher levels of presence and realism were associated with lower extraneous cognitive load, which resulted in reduced aid usage and time spent in the VR training. However, contrary to the expectations of CAMIL, perceived motivation did not show direct effects on learning outcomes.

These findings highlight the importance of simplified VR designs to managing cognitive load. While perceived realism and presence contribute to perceived motivation, they do not necessarily improve learning performance. The study underscores the need for VR environments that balance immersive features with cognitive efficiency to optimize learning. Future research should focus on dynamic interactions and task complexity to further investigate these mechanisms.

本研究旨在探讨虚拟实境环境对中学学生学习动机、认知负荷及学习表现的影响。一项有91名学生参加的随机对照试验比较了两种虚拟现实条件：简约的环境和真实的、高度逼真的环境。与预期相反，结果显示不同条件下的认知负荷没有显著差异，挑战了认知负荷理论（CLT）的假设。此外，在极简主义环境中的学生表现出更高的动机，这表明更简单的设计可以减少干扰，提高注意力。结构方程模型（SEM）分析揭示了感知在场、现实性和动机之间的显著关系，支持了沉浸式学习的认知情感模型（CAMIL）。此外，较高水平的存在感和真实感与较低的外部认知负荷相关，这导致在VR训练中减少了辅助使用和时间。然而，与CAMIL的预期相反，感知动机并没有显示出对学习结果的直接影响。这些发现强调了简化VR设计对管理认知负荷的重要性。虽然感知现实主义和在场有助于感知动机，但它们并不一定能提高学习成绩。该研究强调了平衡沉浸式功能和认知效率以优化学习的VR环境的必要性。未来的研究应关注动态交互和任务复杂性，以进一步研究这些机制。

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引用次数: 0

How Non-CS preservice teachers conceptualize and engage with computational thinking through 3D game design: Insights from an XR-enhanced maker experience 非cs职前教师如何通过3D游戏设计概念化和参与计算思维：来自xr增强制造商经验的见解

Computers & Education: X Reality

Pub Date : 2025-05-27 DOI: 10.1016/j.cexr.2025.100099

Tugce Aldemir , Jewoong Moon , Ali Bicer , Gyuri Byun , Carlos Manrique Perez , Vivek Sabanwar

This study explored how low-threshold, XR-enhanced maker environments can support preservice teachers’ (PSTs) engagement with computational thinking (CT) practices and perceptions. Using a scaffolded, three-week module built around Roblox Studio, non–computer science PSTs engaged in iterative game design activities progressing from paper prototypes to storyboard rule maps and interactive 3D builds. Findings suggest that design tasks encouraged shifts from surface-level CT definitions to more applied reasoning, particularly in decomposition and algorithmic thinking during storyboard development. However, participants encountered new challenges during 3D implementation, including spatial logic demands and limited debugging fluency. Reflections highlighted frequent micro-debug cycles and collaboration as key supports, even when such processes were not fully visible in final artifacts. While many PSTs remained hesitant about coding, most recognized transferable skills—such as perseverance, creativity, and empathy—as relevant to their future teaching. These results highlight the promise and complexity of XR maker spaces as a bridge between conceptual CT understanding and authentic classroom application. Implications include the need for scaffolded supports targeting spatial reasoning, rule-system translation, and reflective design dispositions in CT-focused teacher education.

本研究探讨了低门槛、xr增强的创客环境如何支持职前教师（pst）参与计算思维（CT）实践和感知。使用围绕Roblox Studio构建的支架，为期三周的模块，非计算机科学pst参与迭代游戏设计活动，从纸上原型到故事板规则地图和交互式3D构建。研究结果表明，设计任务鼓励从表面层面的CT定义转向更多的应用推理，特别是在故事板开发过程中的分解和算法思维。然而，参与者在3D实现过程中遇到了新的挑战，包括空间逻辑要求和有限的调试流畅性。反射强调了频繁的微调试周期和协作作为关键支持，即使这些过程在最终工件中并不完全可见。虽然许多pst仍然对编码犹豫不决，但大多数公认的可转移技能——如毅力、创造力和同理心——与他们未来的教学有关。这些结果突出了XR创客空间作为概念CT理解和真实课堂应用之间的桥梁的前景和复杂性。在以ct为重点的教师教育中，需要针对空间推理、规则系统翻译和反思性设计倾向的支架支持。

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引用次数: 0

Immersive technologies in Education: Exploring user experience and engagement in building energy simulations through AR and VR 教育中的沉浸式技术：通过AR和VR探索建筑能源模拟的用户体验和参与

Computers & Education: X Reality

Pub Date : 2025-05-10 DOI: 10.1016/j.cexr.2025.100097

Kifah Alhazzaa , Wei Yan

This study examines the unique user experiences created by Virtual Reality (VR) and Augmented Reality (AR) technologies within the realm of building energy simulations. By developing two distinct prototypes, BIMThermoVR and BIMThermoAR, this research investigates the cognitive demands and educational benefits of immersive visualization tools. The research investigates how these immersive tools affect student engagement, perception, and learning outcomes. A user study was conducted with first- and second-year Architecture, Engineering, and Construction (AEC) students, as well as undergraduate students from non-AEC disciplines at Texas A&M University. Participants were divided into VR and AR groups to compare the effectiveness of each platform. To evaluate learning perception and motivation, the study employed the Perception Questionnaire (PQ) and the Reduced Instructional Materials Motivation Survey (RIMMS). Statistical analyses, including independent samples t-tests and Mann-Whitney U tests, revealed significant differences between AR and VR in environmental perception and cognitive load (p < 0.05). The prototypes allowed students to visualize building energy simulations and behaviors, with their experiences evaluated using the PQ and tRIMMS. Statistical tests, including independent samples t-tests and Mann-Whitney U tests, identified significant differences in environmental perceptions, with AR being favored for its contextual relevance and reduced cognitive load. Effect sizes (Cohen's d) further demonstrated that AR provided a more intuitive and contextually relevant learning experience, reducing cognitive strain compared to VR. The results highlight that while both AR and VR enhance educational engagement, AR's seamless integration of digital content with the real-world environment makes it more effective for instructional communication and visualization. This research contributes to the expanding field of educational technology by emphasizing the importance of customized AR and VR solutions to optimize learning outcomes across varied educational settings.

本研究探讨了虚拟现实（VR）和增强现实（AR）技术在建筑能源模拟领域创造的独特用户体验。通过开发两个不同的原型，BIMThermoVR和BIMThermoAR，本研究调查了沉浸式可视化工具的认知需求和教育效益。该研究调查了这些沉浸式工具如何影响学生的参与、感知和学习成果。一项用户研究是在德克萨斯农工大学建筑、工程和建筑（AEC）专业一年级和二年级的学生以及来自非AEC专业的本科生中进行的。参与者被分为VR组和AR组，以比较每个平台的有效性。本研究采用认知问卷（PQ）和精简教材动机调查（RIMMS）来评估学习知觉和动机。包括独立样本t检验和Mann-Whitney U检验在内的统计分析显示，AR和VR在环境感知和认知负荷方面存在显著差异(p <；0.05)。这些原型允许学生可视化建筑能源模拟和行为，并使用PQ和tRIMMS评估他们的经验。统计测试，包括独立样本t检验和Mann-Whitney U检验，确定了环境感知的显着差异，AR因其上下文相关性和减少认知负荷而受到青睐。效应量（Cohen’s d）进一步证明，与VR相比，AR提供了更直观和情境相关的学习体验，减少了认知压力。研究结果强调，虽然AR和VR都增强了教育参与度，但AR将数字内容与现实世界环境无缝集成，使其在教学交流和可视化方面更加有效。本研究通过强调定制的AR和VR解决方案在不同教育环境中优化学习成果的重要性，有助于扩大教育技术领域。

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引用次数: 0

Faculty learning community (FLC) as a structured intervention to prepare higher education STEM faculty for classroom integration of extended reality (XR) 教师学习社区（FLC）作为高等教育STEM教师为扩展现实（XR）课堂整合做准备的结构化干预

Computers & Education: X Reality

Pub Date : 2025-04-21 DOI: 10.1016/j.cexr.2025.100096

Wei Wu , Fadi Castronovo , Yupeng Luo , Arlo Liang , Frank Gomez , Sara Kassis , Abraham Wolcott

Numerous factors may have contributed to the slow diffusion of XR in higher education STEM classrooms. This research underscores the role of faculty as change agents for innovation and a key success factor for effective XR integration in STEM education. Focusing on faculty professional development, this research study aims to examine peer-led academic communities of practice known as Faculty Learning Community (FLC) as a structured intervention to foster faculty's acceptance, exploration, and hands-on experiment with teaching with XR across STEM disciplines. By evaluating the impacts of participating in a National Science Foundation (NSF)-funded XR Faculty Learning Community (XR-FLC), this research studied two cohorts of twenty STEM faculty and their lived experience in the XR-FLC to understand their developed aptitude and perspectives toward meaningful and intentional classroom integration of XR through guided course redesign and tryouts. Multiple streams of quantitative and qualitative evaluation data were collected via formative and summative surveys and semi-structured interviews in focus groups. Thematic analyses were conducted to gain insights into how and to what extent the XR-FLC achieved its intended objectives. The research results revealed multifaceted barriers faculty typically encountered when integrating XR and suggested potential pathways to navigate them. Overall, the XR-FLC experience fostered faculty's growth in technological, content, and pedagogical knowledge, while enhancing their proficiency and confidence in the intentional use of XR in STEM classrooms.

许多因素可能导致了XR在高等教育STEM课堂上的缓慢传播。这项研究强调了教师作为创新变革推动者的作用，以及在STEM教育中有效整合XR的关键成功因素。本研究以教师专业发展为重点，旨在研究被称为教师学习社区（FLC）的同行领导的学术实践社区，作为一种结构化的干预措施，以促进教师对跨STEM学科XR教学的接受、探索和实践实验。通过评估参与美国国家科学基金会（NSF）资助的XR教师学习社区（XR- flc）的影响，本研究研究了两组20名STEM教师及其在XR- flc中的生活经历，以了解他们通过指导课程重新设计和选拔对有意义和有意的XR课堂整合的发展能力和观点。通过形成性和总结性调查以及焦点小组的半结构化访谈，收集了多种定量和定性评价数据流。进行了专题分析，以深入了解XR-FLC如何以及在多大程度上实现了其预期目标。研究结果揭示了教师在整合XR时通常遇到的多方面障碍，并提出了解决这些障碍的潜在途径。总体而言，XR- flc的经历促进了教师在技术、内容和教学知识方面的成长，同时提高了他们在STEM课堂上有意使用XR的熟练程度和信心。

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引用次数: 0

Immersive VR exploration of human cells: Experiences of second-year Bachelor of Health Sciences students using 360-degree video in PBL 人体细胞的沉浸式VR探索：健康科学学士二年级学生在PBL中使用360度视频的体验

Computers & Education: X Reality

Pub Date : 2025-03-20 DOI: 10.1016/j.cexr.2025.100095

N. de Jong , H.E. Popeijus , T.C. Adam , T. van den Beucken , S. Jongen

引用次数: 0

Enhanced education on geology by 3D interactive virtual geological scenes 通过三维互动虚拟地质场景加强地质教育

Computers & Education: X Reality

Pub Date : 2025-02-05 DOI: 10.1016/j.cexr.2025.100094

Yuan Fang , Yuxin Li , Lei Fan

Virtual Reality (VR) technology is a computer simulation system that leverages real-life data to create and immerse users in virtual worlds. Widely utilized across various industries, VR technology plays a crucial role in interactive training and education on construction-related subjects such as site visualization, construction processes, and health and safety. It also serves as a beneficial supplementary tool for conducting field trips, an essential component of civil engineering courses. This study showcases our development and implementation of a virtual geology site for geology education utilizing dense point cloud data captured at an actual geology site and a web-based VR tool. We utilized Potree, a free open-source web-graphics-library-based point cloud renderer designed for large point clouds, to create our virtual environment. Geological features, measurements, annotations and quizzes were incorporated to enhance student engagement and teaching effectiveness. To evaluate the impact of the developed virtual geology site, we conducted an anonymous questionnaire survey among students who had participated in field trips and experienced the virtual environment. Their feedback served to validate the effectiveness of the virtual geology site in providing an interactive and enhanced learning experience. Additionally, the study explores the potential for VR to overcome practical challenges associated with traditional field trips, such as accessibility and safety concerns, making it a versatile tool for ongoing and future educational applications in geology and beyond.

虚拟现实（VR）技术是一种计算机模拟系统，它利用现实生活中的数据来创建并让用户沉浸在虚拟世界中。VR技术广泛应用于各个行业，在现场可视化、施工过程、健康和安全等建筑相关主题的互动培训和教育中发挥着至关重要的作用。它也是进行实地考察的有益补充工具，实地考察是土木工程课程的重要组成部分。本研究展示了我们利用在实际地质现场捕获的密集点云数据和基于web的VR工具开发和实现一个用于地质教育的虚拟地质站点。我们使用Potree，一个免费的开源的基于web图形库的点云渲染器，为大型点云设计，来创建我们的虚拟环境。地质特征、测量、注释和测验都被纳入其中，以提高学生的参与度和教学效率。为了评估开发虚拟地质站点的影响，我们对参加过实地考察和体验过虚拟环境的学生进行了匿名问卷调查。他们的反馈有助于验证虚拟地质站点在提供互动和增强学习体验方面的有效性。此外，该研究还探讨了虚拟现实技术在克服传统实地考察相关的实际挑战方面的潜力，例如可达性和安全性问题，使其成为地质等领域当前和未来教育应用的多功能工具。

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引用次数: 0