Interactive courseware making method based on virtual reality technology

Abstract

The invention discloses an interactive courseware making method based on a virtual reality technology. The method comprises the following steps: constructing a virtual interactive scene based on three-dimensional modeling software; constructing a virtual courseware three-dimensional model; creating an interactive animation module and an interactive problem solving module; and based on the constructed virtual courseware three-dimensional model, the interactive animation module and the interactive problem solving module, integrating the sound, the graph, the document, the video and the virtual interactive scene. The invention discloses an interactive courseware making method based on a virtual reality technology. The courseware made based on the method has virtual interactivity; real-time simulation of teaching content is achieved through the virtual reality technology, interactive animations and problem solving module source codes are adjusted according to actual conditions, animationsare generated again, the problem solving process is displayed, teachers are assisted in completing teaching of the drawing geometry subjects, and the teaching quality is improved through immersive andinteractive learning.

Description

technical field [0001] The invention relates to the field of making computer-aided teaching courseware, in particular to a method for making interactive courseware based on virtual reality technology. Background technique [0002] At present, there are many software tools in the production of computer-aided teaching courseware, such as PPT, Flash, Dreamweaver, etc. It is difficult for the courseware produced by these software to fully display and describe the complex space courses in a more detailed manner, especially for those that require spatial imagination. For the course of descriptive geometry, it is difficult for the professor of pure theoretical knowledge to provide students with a comprehensive imagination space, so that students cannot combine the theoretical knowledge in the classroom with the real space model, which increases the difficulty for students in the course of descriptive geometry. It is difficult for teachers to unify the teaching level of the same cou...

AI Technical Summary

Problems solved by technology

[0002] At present, there are many software tools in the production of computer-aided teaching courseware, such as PPT, Flash, Dreamweaver, etc. It is difficult for the courseware produced by these software to fully display and describe the complex space courses in a more detailed manner, especially for those that require spatial imagination. For the course of descriptive geometry, it is difficult for the professor of pure theoretical knowledge to provide students with a comprehensive imagination space, so that students cannot combine the theoretical knowledge in the classroom with the real space model, which increases the difficulty for students in the course of descriptive geometry. It is difficult for teachers to unify the teaching level of the same course. Various versions of courseware production and information collection make lesson preparation inefficient

In addition, there are too many types of 3D models in the descriptive geometry course. The cost of making real objects for students is too high and requires a lot of capital investment, and the effect is not ideal. The physical models are too complicated and heavy, and it is not easy to carry them on a large scale.

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