VR/AR技术在高职机械制图教学中的应用研究

随着高等职业院校生源变化和教学改革发展,传统方式的机械制图类课程教学已经不能满足要求。采用VR/AR的混合增强教学模式可以有效提升学生的学习效果。本文阐述了VR/AR在机械制图教学领域的应用现状,设计并进行了VR/AR在高职机械制图应用的相关实验。实验结果表明,通过VR/AR技术有效增强了学生的学习效果,显著提升了成绩。     

科技博物馆应用VR/AR技术的特殊需求与策略

本文从科技博物馆应用的需求出发,分析了VR/AR技术实现这些需求的可行性和有效性,为VR/AR技术增加科技博物馆展示的技术含量进行了有益的探索.     

互联网下VR/AR技术在民族文物数字化展现中的应用研究

V R和A R作为互联网科技与视觉传达融合形成的新兴技术，在推广的过程中逐步应用到教育、展厅等领域中，并推动了相关领域的创新。结合VR/AR技术的特性，综合柳州市博物馆近年来的实践，探究VR/AR技术在民族文物数字化展现中的应用价值和应用模式，并为柳州市民族文物数字化展示、文物历史传播等工作设计具体的实施方案，为柳州市民族文物数字化展示工作的优化提供参考。     

基于增强现实技术的机械产品在教学中的应用

虚拟现实(VR)技术已慢慢渗透到发展的各个方面,而在虚拟现实的基础上诞生了增强现实(AR)技术,增强现实技术的在教学中的应用亦逐渐广泛.本文以车床CA6140为例,依据增强现实技术的特点,阐述了将增强现实技术结合在教学实践中的具体过程,探讨了增强现实(AR)技术在教育教学领域的应用.     

VR与AR技术对数字媒体艺术的影响

本文对VR与AR技术对数字媒体艺术带来的具体影响进行了深入分析和探讨,以期为推动VR与AR技术在数字媒体领域的广泛深入应用方面的研究和实践提供一些参考.     

关于南昌市虚拟现实（VR/AR）产业发展路径和对策的思考

当前VR技术正处于高速发展时期，南昌市自2016年打造国内“城市级”VR产业基地以来，其虚拟现实（VR/AR）产业实现了从无到有、从弱到强的精彩蝶变，但该产业想要在未来继续保持跨越式发展态势，还需要解决诸多困难与挑战。本文从南昌虚拟现实（VR/AR）产业发展现状、发展短板以及虚拟现实（VR/AR）产业发展趋势等三个角度进行分析，总结现有制约南昌市虚拟现实（VR/AR）产业的主要因素，对产业发展路径提出建议。     

VR、AR和MR-挑战与机遇

用户和计算机间的人机交互(HCI)不再仅仅局限于通过键盘和屏幕实现,而是在被虚拟现实VR(Virtual Reality)所逐步取代。VR的影响跨越HCI,使得整个计算机系统发生了变化。但是,众多词汇和概念困扰着大家,诸如虚拟环境、虚拟世界、虚拟现实VR、增强现实AR(Augmented Reality)和混合现实MR(Mixed Reality)等。因此急需辨清,以便促进虚拟现实的发展与应用。分析虚拟现实的由来和内涵,对VR/AR/MR给以清晰的定义和界定。对VR/AR/MR的特点和用途、关键技术支持、相关的建模技术、软件设计与工程及若干应用等进行深入的剖析,并对虚拟现实的发展趋势、挑战与机遇进行了分析和探讨。     

VR教育现状与思路分析

随着VR、AR技术的兴起,VR/AR有着非常壮观的潜能,引领着未来产业的发展方向.根据行业人才需求和岗位分析的结果,通过分析学校专业建设、实验、实训设备、专业课教材、师资情况、企业实习等普遍存在的问题,为如何在现有师资、课程、设备基础上,为打造全新的VR教育体系和研发体系,创建能满足VR企业需求,同时又具有本校特色的VR专业提供思路.     

Android掌上实验室客户端系统设计与实现

AR技术、VR技术以及Android 智能终端的迅速发展，为教学实验改革带来了新的机遇。本文利用虚拟现实技术，结合安卓应用开发，探讨如何设计并实现基于Android 平台的掌上实验室APP，让高校学生用户群体可以便捷地进行虚拟实验，减少实验成本,提高学习效率。     

VR技术在农业高校教育教学中的应用研究

VR技术即虚拟现实技术,本文结合其技术特征和农业高校教学特点,通过对农业高校学习特征及内容进行研究后,分析了VR技术在农业高校教育教学中的多种应用场景,设计了"基于VR"的教学模式。     

基于VR技术的体验式学习情境研究

The emergence of VR technology brings new technical support for experiential learning. In order to explore the application effect of VR technology in experiential learning, the experiential learning situation model based on VR technology and student-cen- tered mode, enables students to experience the working situation of the real world in the virtual world and provides students with an environment to acquire highly practical learning skills. By designing an experiential learning situation model based on VR technolo- gy, this paper analyzes the various elements of the model, and carries out teaching cases under the guidance of this model, obtain bet- ter application effects, and provides mirror and reference for educators to explore the application advantages of VR technology in ed- ucation.     

基于 BIM+VR 技术的钢结构桥梁 教学实践改革研究

为改变当前本科院校钢结构桥梁课程教学效果不佳的现状,主动适应教育、建筑 行业信息化改革发展的新趋势,针对该课程专业性和实践性较强特点,我校尝试结合建筑信息 模型(BIM)技术和虚拟现实(VR)技术进行课程教学实践改革探索,将 BIM 技术和 VR 技术融入 到课堂教学和实践教学的各环节中,建立学生主动探索学习,教师协作引导的新型教学体系。 通过以钢桁梁课程实践设计为例,论证了引入 BIM+VR 技术的必要性、可行性和有效性,介绍 了应用 Revit、Navisworks 和 Fuzor 软件建立 BIM 和 VR 体验环境的实践过程,总结了引入 BIM 技术和 VR 技术到钢结构桥梁教学实践课程中存在的困难并提出部分对策,以期改善教学困境, 为相关课程的教学实践改革探索提供参考和借鉴。     

Sense of Immersion in Computer Games Using Single and Stereoscopic Augmented Reality

As a novel interaction and presentation technology, Augmented Reality (AR) has been widely used in education, tourism, entertainment, psychology, and many other applications. In the game industry, this revolutionary technology has introduced a new form of interaction between players and the gaming environment. In this article, we aim to find if exploiting AR in computer games can enhance the sense of immersion, and consequently, satisfying the players. To this end, a mobile game called Ladybug is implemented using three different techniques including the regular virtual reality (VR) camera, single AR camera, and stereoscopic AR camera. The results of a comprehensive user study on these techniques showed that the single AR camera and stereoscopic AR camera can result in more sense of immersion in players in comparison to the VR camera. However, the hypothesis that the stereoscopic AR results in more sense of presence in comparison to the single AR camera is rejected. On the other hand, our findings show that the AR stereoscopic camera can lead to a better emotional involvement and enjoyment in comparison to the single AR camera and VR camera.     

Virtual reality sports auxiliary training system based on embedded system and computer technology

Virtual Reality technology, the complex environment can be a simulated, traditional sports courses at the stadium, equipment, it is due to limitations such as safety, to provide scientific and accurate teaching and learning's, a complex by visualizing the theoretical knowledge in the abstract sport, you can get more technical knowledge. Compared to the traditional physical education activities, simulate sports scene only by generating VR panoramas that cannot be virtual reality technology. Based on this, you can improve the enthusiasm and athletic ability of students effectively. Because of immaturity and high-priced equipment of VR technology, at present, people that education is using unpopular making, carefully virtual reality technology. In this context, we can apply virtual reality technology to sports training, which can obtain more effective training effect. In the first part of this paper, we talk about the research of virtual reality panorama, the second part about the research of virtual reality video, the third part about the application of virtual reality in physical education teaching, and the fourth part is the conclusion and investigation process. In the study, VR, as a new technology, found that you have the prospect of a wide range of applications. As long as it has been used in scientific and rational, you can VR is to promote the level of improvement and sports greatly sports scene. Users can increase users' interest; it can be immersed in a variety of preset virtual locations. Therefore, in the VR device, which allows the user to improve the experience of the VR device, you can interact well in a virtual scene.     

虚拟现实技术在“软件工程”相关课程中的应用

信息技术的发展为软件研发提供了重要的技术支持。虚拟现实技术(VR)作为计算机技术之一,可加强人的视觉感官,为人营造虚拟空间,形成沉浸式体验。“科技+”时代的到来为各行各|业的发展均提供了重要方向,将科技与教育联合,对当前教育改革以及科技普及意义重大。“软件工程”作为高等院校为学生开设的教育课程,其重在提升学生专业素质能力,培养技术型人才。在“软件工程”相关课程的教学过程中与VR技术结合,可有效提升课程教学的效率与质量,促进科技辅助教学的同步发展。     

“Making it real”: exploring the potential of augmented reality for teaching primary school science

The use of augmented reality (AR) in formal education could prove a key component in future learning environments that are richly populated with a blend of hardware and software applications. However, relatively little is known about the potential of this technology to support teaching and learning with groups of young children in the classroom. Analysis of teacher–child dialogue in a comparative study between use of an AR virtual mirror interface and more traditional science teaching methods for 10-year-old children, revealed that the children using AR were less engaged than those using traditional resources. We suggest four design requirements that need to be considered if AR is to be successfully adopted into classroom practice. These requirements are: flexible content that teachers can adapt to the needs of their children, guided exploration so learning opportunities can be maximised, in a limited time, and attention to the needs of institutional and curricular requirements.     

Evaluation of quality and personalisation of VR/AR/MR learning systems

ABSTRACT

The paper aims to analyse the problem of quality evaluation and personalisation of virtual reality/augmented reality/mixed reality (VR/AR/MR). First of all, systematic review of relevant scientific literature on the research topic was conducted. After that, findings of the systematic review concerning evaluation of quality and personalisation of VR/AR/MR learning environments are presented. The author’s VR/AR/MR learning systems/environments quality evaluation and personalisation framework is also presented in the paper. Evaluation of quality of VR/AR/MR platforms/environments should be based on (a) applying both expert-centred (top-down) and user-centred (bottom-up) quality evaluation methods and (b) separating ‘internal quality’ criteria, and ‘quality in use’ criteria in the set of quality criteria (model). Personalisation of VR/AR/MR platforms/environments should be based on learners’ models/profiles using students’ learning styles, intelligent technologies, and Semantic Web applications.     

多人网络虚拟现实儿童科普系统的设计研究

针对传统儿童科普教育存在的沉浸感薄弱、知识传输方式单一的问题,设计基于多人网络虚拟现实(VR)技术的儿童科普系统.系统的设计采用模块化的构建方式,主要分为网络联机模块和虚拟现实科普教育业务控制模块.在网络联机模块中,建立起服务器,教师机,学生机之间的信息通信,实现多人信息的加载和多人空间位置的实时同步.虚拟现实科普教育...