Michelson interferometer experiment teaching platform based on mixed reality

Abstract

The invention relates to the related technical field of optical tests, in particular to a Michelson interferometer experiment teaching platform based on mixed reality. According to the Michelson interferometer experiment teaching platform based on mixed reality, a multi-mode interaction system enables a user to operate a virtual optical element through natural and visual gestures and voice instructions, the experiment operation difficulty is reduced, the immersion sense and the participation degree are enhanced, and the flexibility and convenience of experiment operation are improved. The optical simulation system can simulate real light path propagation and interference phenomena in real time and visually display the phenomena, helps students to better understand the optical principle, provides a repeatable and safe experimental environment, and improves the degree of freedom and operability. The data processing and error analysis system carries out real-time processing and error traceability analysis on experimental data, generates an experimental evaluation report, and provides timely feedback and accurate guidance for students. Through the synergistic effect of the systems, the quality and effect of optical experiment teaching are improved, and the comprehensive development of students is promoted.

Description

Technical Field

[0001] This application relates to the field of optical experimentation technology, specifically to a Michelson interferometer experimental teaching platform based on mixed reality. Background Art

[0002] In the construction of optical physics experimental resources in universities, due to the high precision and stability requirements of optical devices and the high maintenance costs of experimental equipment, most university experimental courses typically adopt fixed configurations of experimental devices and standardized experimental procedures. This model requires students to strictly follow fixed procedures, avoiding direct contact with or frequent adjustments to experimental components. As a result, optical physics experiments generally suffer from low operational freedom, high observation difficulty, and poor operability, which greatly limits students' learning outcomes and the cultivation of their innovative abilities. Summary of the Invention

[0003] In view of this, the embodiments of this application are committed to providing a mixed reality-based Michelson interferometer experimental teaching platform.

[0004] This application provides a mixed reality-based Michelson interferometer experimental teaching platform, including: A multimodal interaction system for capturing user gestures and voice commands, and converting the gestures and voice commands into operation commands for virtual optical elements; An optical simulation system is used to control virtual optical elements in real time according to the operation instructions, simulate real light path propagation and interference fringes, and visualize the simulation results. The data processing and error analysis system is used to process experimental data in real time and perform error source analysis to generate experimental evaluation reports.

[0005] In some embodiments, the multimodal interaction system includes a gesture interaction module and a voice interaction module; the gesture interaction module is used to capture the user's hand skeletal joint data through a depth camera, parse and map the hand posture, and realize operations such as displacement and rotation of virtual optical elements; the voice interaction module is used to capture the user's voice signal, identify and extract the core terms therein, and then trigger the corresponding optical element physical principle analysis and teaching animation display.

[0006] In some embodiments, the gesture interaction module includes a custom gesture module for allowing users to customize the relationship between gestures and commands.

[0007] In some embodiments, the optical simulation system includes a geometric optics simulation module and a wave optics simulation module; the geometric optics simulation module is used to calculate the reflection and refraction paths of light after passing through optical elements based on the paraxial light path formula in geometric optics, forming a three-dimensional light path tracing; the wave optics simulation module is used to perform interference, diffraction and polarization simulations based on the principles of wave optics.

[0008] In some embodiments, the data processing and error analysis system includes a data storage module, a data preprocessing module, an uncertainty calculation module, and an error tracing module; the data storage module is used to store students' experimental data; the data preprocessing module is used to clean and preliminarily process the experimental data; the uncertainty calculation module is used to calculate the uncertainty of the experimental data; and the error tracing module is used to compare the students' experimental data with the standard data of theoretical modeling, determine the source of error, and generate an error analysis report.

[0009] In some embodiments, the system further includes an experimental scene and a component library, which are used to store virtual laboratory scenes and virtual optical component models constructed using 3D modeling software. The virtual optical component models include beam splitters, compensation plates, and plane mirrors, and the virtual optical component models have optical characteristics and physical properties corresponding to real components.

[0010] In some embodiments, the experimental scenarios include: immersive principle learning scenarios, exploratory instrument assembly and adjustment scenarios, interactive real-time simulation scenarios, and intelligent result analysis scenarios.

[0011] In some embodiments, the multimodal interaction system includes: an AR head-mounted display; The AR head-mounted display is used to display virtual optical element models and experimental scenarios, enabling users to observe virtual Michelson interferometers and related components in a real environment; It captures the user's head movements and gaze direction, and adjusts the display position and angle of the virtual optical elements in real time according to changes in the user's field of vision to ensure accurate superposition of virtual elements with the real environment; It provides users with a more immersive interactive experience by enabling natural interaction between users and virtual optical elements through its built-in sensors and interaction algorithms, while providing real-time feedback on the operation results to the user.

[0012] In some embodiments, the Michelson interferometer experimental teaching platform based on mixed reality uses the Unity engine to render virtual laboratory environmental light sources and simulate the atmosphere of real experimental scenarios.

[0013] In some embodiments, the optical simulation system further includes: when optical path simulation is started, relying on a dynamic particle system constructed by a ray tracing algorithm, sequentially activating each optical element along the beam propagation path, and realizing sequential high-brightness feedback on the surfaces of the beam splitter, compensation plate, and plane mirror element through material instantiation technology, thereby dynamically presenting the optical path propagation process.

[0014] This application provides a mixed reality-based Michelson interferometer experimental teaching platform, a multimodal interactive system for recognizing user gestures and voice commands, and converting these commands into operational instructions for virtual optical elements; an optical simulation system for real-time manipulation of the virtual optical elements according to the operational instructions, simulating real light path propagation and interference phenomena, and visualizing the simulation results; and a data processing and error analysis system for real-time processing of experimental data and error source analysis, generating an experimental evaluation report. Thus, the multimodal interactive system allows users to operate virtual optical elements with natural and intuitive gestures and voice commands, reducing the difficulty of experimental operation, enhancing immersion and participation, and improving the flexibility and convenience of experimental operation. The optical simulation system can simulate real light path propagation and interference fringes in real time and visualize them, helping students better understand optical principles, while providing a repeatable and safe experimental environment, increasing freedom and operability; the data processing and error analysis system processes experimental data in real time and performs error source analysis, generating an experimental evaluation report, providing students with timely feedback and precise guidance, and cultivating a rigorous scientific attitude and data analysis ability. The synergistic effect of these systems has improved the quality and effectiveness of optical experiment teaching and promoted the all-round development of students. Attached Figure Description

[0015] The above and other objects, features, and advantages of this application will become more apparent from the more detailed description of the embodiments of this application in conjunction with the accompanying drawings. The drawings are provided to further illustrate the embodiments of this application and form part of the specification. They are used together with the embodiments of this application to explain this application and do not constitute a limitation thereof. In the drawings, the same reference numerals generally represent the same components or steps.

[0016] Figure 1 This is a schematic diagram of the structure of a Michelson interferometer experimental teaching platform based on mixed reality provided in one embodiment of this application.

[0017] Figure 2 This is a system development framework diagram provided in one embodiment of this application. DETAILED DESCRIPTION

[0018] The technical solutions of the embodiments of the present invention will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only some embodiments of the present invention, and not all embodiments. Based on the embodiments of the present invention, all other embodiments obtained by those skilled in the art without creative effort are within the scope of protection of the present invention.

[0019] Figure 1 This is a schematic diagram of the structure of a Michelson interferometer-based experimental teaching platform based on mixed reality provided in one embodiment of this application. Figure 1 As shown, the Michelson interferometer experimental teaching platform based on mixed reality includes: Multimodal interaction system 1 is used to capture user gestures and voice commands, and convert the gestures and voice commands into operation commands for virtual optical elements; Optical simulation system 2 is used to control virtual optical elements in real time according to the operation instructions, simulate real light path propagation and interference fringes, and visualize the simulation results. The data processing and error analysis system 3 is used to process experimental data in real time and perform error source analysis to generate experimental evaluation reports.

[0020] Specifically, the multimodal interaction system includes a gesture interaction module and a voice interaction module. The gesture interaction module captures data of the user's hand skeletal joints using a depth camera, analyzes and maps hand postures, and enables operations such as displacement and rotation of virtual optical elements. The voice interaction module captures the user's voice signals, identifies and extracts core terms, and then triggers corresponding explanations of the physical principles of the optical elements and demonstrations of educational animations. The gesture interaction module includes a custom gesture module, allowing users to customize the relationship between gestures and commands.

[0021] The multimodal interaction system provides users with rich and flexible interaction methods through gesture and voice interaction modules. Specific benefits include: Utilizing a depth camera to capture hand skeletal joint data and analyzing and mapping hand posture, it enables precise manipulation of virtual optical elements, such as displacement and rotation. This allows users to control virtual optical elements as if they were operating real objects, improving accuracy and flexibility. Users can interact with the virtual environment through natural gestures without the need for additional complex input devices, reducing learning costs, increasing operational efficiency, and enhancing immersion and participation in virtual experiments. The custom gesture module allows users to freely define the correspondence between gestures and commands according to their habits and needs. This personalized setting not only meets the operational preferences of different users but also improves user adaptability and acceptance of the system, further enhancing the user experience. By capturing user voice signals, recognizing and extracting core terms, it can quickly and accurately trigger the corresponding analysis of the physical principles of optical elements and the demonstration of teaching animations. Users do not need to manually search for materials or operate interfaces; they can obtain the necessary knowledge and information simply by naturally asking questions or issuing commands, greatly improving the convenience and efficiency of learning. When users raise questions about the principles or operation of optical components, the system will promptly provide explanations and animations through voice interaction, which can deepen users' understanding and memory of optical components, help improve learning efficiency, and promote the mastery and application of knowledge.

[0022] The combination of gesture and voice interaction forms a multimodal interaction method, with the two methods complementing each other. In scenarios requiring precise operation, users can use gestures for accurate control; while voice interaction is more convenient when quick information retrieval or explanation is needed. This multimodal interaction method better meets users' needs in different situations. The multimodal interaction system can adapt to the needs and preferences of different users, providing a more user-friendly and intuitive operating environment, lowering the barrier to entry, improving the system's usability and accessibility, and enabling more students to benefit from this advanced experimental teaching platform. In summary, the multimodal interaction system, through the synergistic effect of gesture and voice interaction modules, brings users a precise, natural, convenient, and personalized interactive experience, significantly improving the efficiency and effectiveness of experimental teaching and helping students better understand and master optical principles.

[0023] In some embodiments, the optical simulation system includes a geometric optics simulation module and a wave optics simulation module; the geometric optics simulation module is used to calculate the reflection and refraction paths of light after passing through optical elements based on the paraxial light path formula in geometric optics, forming a three-dimensional light path tracing; the wave optics simulation module is used to perform interference, diffraction and polarization simulations based on the principles of wave optics.

[0024] Based on the paraxial optics formula in geometric optics, the reflection and refraction paths of light rays after passing through optical elements can be accurately calculated, forming a three-dimensional light path tracing. This provides users with reliable information on the direction of the light path, helping students understand the propagation laws and imaging principles of light between different optical elements. Through three-dimensional light path tracing, the abstract light path is displayed in an intuitive animation, allowing students to clearly observe the propagation path of light, reflection, and refraction phenomena, enhancing their understanding and mastery of geometric optics concepts. It provides guidance for instrument setup and adjustment in experiments; students can accurately adjust the position and angle of optical elements based on the simulated light path results, ensuring the correctness of the light path and the smooth progress of the experiment, improving the success rate and efficiency of the experiment. The wave optics simulation module: Based on the principles of wave optics, it can simulate complex optical phenomena such as interference, diffraction, and polarization. This not only covers basic optical experiments but also demonstrates some optical phenomena that are difficult to observe intuitively through conventional experiments, broadening students' knowledge and horizons. Through wave optics simulation, students can gain a deeper understanding of the wave nature of light and explore interference patterns, diffraction effects, and polarization characteristics. This intuitive simulation helps students combine abstract wave optics theory with real-world phenomena, deepening their understanding and memorization of optical principles.

[0025] In some embodiments, the data processing and error analysis system includes a data storage module, a data preprocessing module, an uncertainty calculation module, and an error tracing module; the data storage module is used to store students' experimental data; the data preprocessing module is used to clean and preliminarily process the experimental data; the uncertainty calculation module is used to calculate the uncertainty of the experimental data; and the error tracing module is used to compare the students' experimental data with the standard data of theoretical modeling, determine the source of error, and generate an error analysis report.

[0026] In some embodiments, the system further includes experimental scenarios and a component library. These scenarios and the library store virtual laboratory scenes and virtual optical component models constructed using 3D modeling software. The virtual optical component models include beam splitters, compensation plates, and plane mirrors, and possess optical characteristics and physical properties corresponding to real components. The experimental scenarios include: immersive principle learning scenarios, exploratory instrument assembly and adjustment scenarios, interactive real-time simulation scenarios, and intelligent result analysis scenarios.

[0027] Specifically, the virtual laboratory scenes and optical component models constructed using 3D modeling software provide users with abundant experimental resources. Users can select different optical components according to their experimental needs without worrying about component damage or shortage, greatly reducing experimental costs and risks. The virtual optical component models possess the optical characteristics and physical properties corresponding to real components, including beam splitters, compensating plates, and plane mirrors. This allows users to obtain experiences and results similar to real experiments when operating components in the virtual environment, improving the credibility of virtual experiments and teaching effectiveness. It offers various experimental scenarios, including immersive principle learning scenarios, exploratory instrument assembly and adjustment scenarios, interactive real-time simulation scenarios, and intelligent result analysis scenarios, covering all aspects of optical experiments and meeting the experimental needs of students at different learning stages and with different learning objectives.

[0028] In this immersive learning environment, students can gain a deeper understanding of optical principles through interaction with virtual optical components. For example, students can open the instrument model library, drag, rotate, and scale components, observe their structure and function, and enhance their understanding of optical principles. The scenario-based teaching combines voice interaction and instructional animations to provide students with a immersive learning experience. Students can ask questions at any time, and the system will answer them with voice explanations and animated demonstrations, making the learning process more engaging and improving students' learning motivation and efficiency. Students can independently explore and practice the instrument assembly and adjustment process in this scenario. By dragging, rotating, and snapping together virtual optical components, they can simulate the real instrument assembly and adjustment process, cultivating their hands-on skills and problem-solving abilities. The system provides students with a high degree of freedom in experimental operations, encouraging independent exploration and creative experiments. Students can try different assembly and adjustment schemes in the virtual environment, explore optimal experimental conditions, and cultivate innovative thinking and practical skills.

[0029] In interactive real-time simulation scenarios, students can observe the propagation and changes of light in virtual optical components in real time. Through interactive operations, such as rotating the position of a movable plane mirror, students can intuitively see the changes in the light path and the formation of interference patterns, enhancing their intuitive understanding of optical phenomena. Using visualization tools such as sliders, students can dynamically adjust experimental parameters and observe the impact of parameter changes on experimental results in real time. This not only improves the interactivity and interest of the experiment but also helps students gain a deeper understanding of the relationships between parameters and experimental principles.

[0030] In intelligent results analysis scenarios, data processing and error analysis systems automatically analyze and process students' experimental data, generating detailed experimental evaluation reports. These reports include uncertainty calculations and error source tracing, helping students accurately understand the reliability of their experimental results and the sources of error. Based on the evaluation reports, students receive targeted guidance and feedback. They can adjust their experimental plans and methods promptly based on this feedback, improving accuracy and success rates, and further enhancing their experimental skills and data analysis capabilities.

[0031] In summary, the aforementioned experimental scenarios and component library provide users with a rich variety of experimental resources and an immersive experimental experience, covering all aspects of optical experiments. This helps students gain a deeper understanding of optical principles, improve their experimental operation skills and data analysis capabilities, and cultivate innovative thinking and scientific literacy.

[0032] Specifically, multimodal interaction systems include: AR head-mounted displays; The AR head-mounted display is used to display virtual optical element models and experimental scenarios, allowing users to observe virtual Michelson interferometers and related components in a real-world environment. It captures the user's head movements and gaze direction, adjusting the display position and angle of the virtual optical elements in real time based on changes in the user's field of vision, ensuring accurate overlay of virtual elements onto the real environment. It provides users with a more immersive interactive experience, enabling natural interaction between the user and the virtual optical elements through its built-in sensors and interactive algorithms, while simultaneously providing real-time feedback on the operation results.

[0033] Furthermore, the Michelson interferometer experimental teaching platform based on mixed reality uses the Unity engine to render the virtual laboratory environment light source and simulate the atmosphere of a realistic experimental scene. The optical simulation system also includes: when the optical path simulation is started, a dynamic particle system constructed based on a ray tracing algorithm is used to sequentially activate each optical element along the beam propagation path. Through material instantiation technology, temporal high-brightness feedback is achieved on the surfaces of the beam splitter, compensation plate, and plane mirror elements, thereby dynamically presenting the optical path propagation process.

[0034] The solution provided in this application will be further described below with reference to specific embodiments: This application relates to a method for constructing a mixed reality physical simulation experimental system. Its technical architecture consists of a multimodal hardware configuration and a distributed computing software platform. The hardware includes: a HoloLens2 AR head-mounted display and a computer. The software includes: SolidWorks for accurate 3D modeling; the Unity engine for scene rendering and 3D demonstration; and the integration of the MRTK (Mixed Reality Toolkit) toolkit for developing mixed reality modules such as gesture definition and recognition, and voice interaction. C# scripts combined with MATLAB are used to develop optical simulation algorithm modules and interaction modules. The mixed reality simulation experimental system development framework is as follows: Figure 2 As shown, the specific process includes building the experimental scene and component library, developing the optical simulation algorithm module, developing the experimental interaction process module based on the Unity engine, and developing the mixed reality module. After development, the experiment can be presented in a three-dimensional interactive way on the HoloLens2 AR head-mounted display. Students can perform multi-degree-of-freedom experimental operations through natural interaction methods such as gestures and voice, and conduct experiments in an immersive way.

[0035] (1) Experimental scenario and component setup The development of mixed reality simulation experiments first requires designing the laboratory scene and experimental components. SolidWorks software is used to model and assemble facilities such as experimental tables and lockers, customizing corresponding material packages based on the style characteristics of the items. The Unity engine is then used to render the virtual laboratory environment lighting to simulate the atmosphere of a real experimental scene. Next, the Michelson interferometer is modeled to scale, and optical components such as beam splitters, compensating plates, and plane mirrors are rendered with optical materials to ensure their optical characteristics are fully displayed, enhancing the visual realism during user operation. All models are finally exported as FBX format files supported by Unity for integration into the virtual environment.

[0036] (2) Development of optical simulation algorithm module To simulate real experimental phenomena as accurately as possible, the generation of light paths and interference patterns is based on real-time calculations. Using the paraxial light path formula in geometrical optics, the reflection and refraction paths of light rays at a certain incident angle after passing through various optical elements (such as mirrors and beam splitters) are calculated. After the operator adjusts the optical elements to make their optical centers coaxial, the three-dimensional dynamic and continuous change of the light path can be observed in the HoloLens2 AR head-mounted display. The simulation results are then imported into the Unity engine for visualizing the light path.

[0037] The generation of interference patterns is based on optical principles in wave optics, calculating the spatial distribution of interference light intensity in real time according to parameters such as the incident angle and the distance between different mirror devices. Under the condition of normal incidence of the incident light source, changing the position and deflection angle of the movable mirror can change the corresponding interference pattern.

[0038] After implementing the aforementioned optical simulation algorithm in MATLAB, it was encapsulated as an interface function and compiled into a dynamic link library. This dynamic link library was then imported into the project along with the MATLAB core engine. During the simulation, the embedded MATLAB engine was used to dynamically calculate the interference image, combining the conversion of multiple data types between systems, and finally, visualization was achieved through texture mapping technology.

[0039] (3) Development of experimental process modules The development of the experimental workflow module was mainly completed in the Unity engine. In accordance with the teaching objectives of the Michelson interferometer experiment, experimental scenarios were designed, including immersive principle learning, exploratory instrument assembly and adjustment, interactive real-time simulation, and intelligent result analysis. The scenarios are connected and switched through flow control code to ensure that the UI interfaces, entity objects and other modules run synchronously and provide a smooth user experience.

[0040] The experimental process control is implemented based on the GameFramework framework. A modular resource management approach efficiently manages the UI, entity objects, and resources, ensuring code quality and maintainability. First, the established 3D model is imported into the Unity engine and assigned material properties (such as refractive index, reflectivity, and absorption coefficient). Simultaneously, variables are established to store continuously changing environmental parameters. The system, through AR spatial mapping and environmental perception modules, achieves real-time dynamic coupling between laser beam splitting, reflection, and interference processes and the real-world scene: on one hand, collision detection and dynamic light path rendering are performed based on the Unity Raycast module; on the other hand, the HoloLens 2's depth sensor enhances spatial perception accuracy, enabling precise spatial interaction between the virtual light path and the surface of real objects. In terms of interaction design, the Physics module, in conjunction with the animation system, enables the rotation and dynamic parameter adjustment of the micrometer handwheel and the screw behind the plane mirror. To address the challenge of visualizing minute displacements and rotations, a slider is designed using the Unity engine to display real-time parameters, improving students' parameter adjustment experience and operational precision.

[0041] (4) Mixed Reality Module Development In terms of gesture interaction, to address the need for precise mirror adjustment in the Michelson interferometer experiment, a series of customized gesture commands, such as rotation and pinch, were developed to achieve a precise and convenient operating experience. First, the HoloLens 2's front-facing ToF depth camera and AI coprocessor were used to capture the joints of both hands' bones (including key areas such as the wrist and fingertips) in real time, generating a gesture point cloud data stream. Second, the HandJointUtils class from the MRTK toolkit was used to parse the raw data, mapping the hand pose to a HandMeshRenderer object in Unity coordinates. Gesture recognition logic was then set, adjusting the interaction sensitivity by setting a pinch threshold to avoid accidental touches leading to experimental errors; gesture priorities were also set, prioritizing high-frequency operations in case of conflicts. Finally, MRTK's ObjectManipulator script was added to optical components such as movable mirrors and compensation plates, and interaction parameters were defined through configuration files to handle the coordinate transformation between gesture displacement and virtual objects. This enabled the virtual objects to accurately respond to user gestures, achieving interactive functions such as displacement and rotation, thus providing experimenters with an intuitive and natural operating experience.

[0042] In terms of voice interaction, a keyword corpus was built based on the optical components and principles related to this experiment. When the experimenter has questions about the principle or operation of a specific optical component, they can directly ask questions in natural language (such as "What is the function of a beam splitter?"). The microphone array integrated on the head-mounted display captures the voice signal in real time. The system automatically identifies and extracts the core terms in the question (such as "beam splitter"), and then overlays the principle analysis and teaching animation of the component in the AR window, highlighting the target component in the current experimental scene.

[0043] Furthermore, to optimize the interactive experience for experimenters in the mixed reality environment, an interaction enhancement mechanism based on component highlighting feedback was developed based on a collision detection algorithm. The display method using component highlighting feedback is designed based on the collision detection algorithm. Specifically, it includes: (a) When the experimenter's fingertip contacts an optical component, the system detects the collision in real time and triggers the highlighting of the corresponding component to provide intuitive feedback on the selected state; when the experimenter's fingertip touches an optical component and interacts with it, the corresponding optical component is selected and displayed in a highlighted form. (b) When the optical path simulation is initiated, a dynamic particle system constructed using a ray tracing algorithm is used to sequentially activate each optical component along the beam propagation path. Temporal highlighting feedback on the surfaces of components such as the beam splitter, compensation plate, and plane mirror is achieved through material instantiation technology, thereby dynamically presenting the light path propagation process. The corresponding optical components such as the beam splitter, compensation plate, and plane mirror exhibit temporal highlighting feedback on their surfaces through material instantiation technology.

[0044] This setup, combined with the HoloLens 2 AR hardware platform and Unity engine, constructs a virtual-real fusion experimental scenario supporting gesture recognition and voice interaction. The expanded degrees of freedom in operation and the interactive design integrating sight, sound, and touch significantly enhance the immersion and operational flexibility of student experiments. Based on geometric optics and wave optics theoretical models, the system utilizes Unity particle systems and ray tracing technology to achieve dynamic rendering and high-fidelity simulation of three-dimensional light paths, improving students' understanding and exploration capabilities of optical phenomena. After students complete the experimental operations and data recording, the system automatically processes the experimental data and performs error source analysis, generating an evaluation report. This not only improves students' ability to analyze experimental data and results but also avoids invalid repeated experiments caused by unclear error sources in real-world experiments.

[0045] In summary, the solution provided in this application deeply integrates the MATLAB computing engine kernel to construct an intelligent optical computing platform. This platform possesses real-time calculation capabilities for optical field parameters and multi-dimensional parameter analysis capabilities (covering core indicators such as optical path difference, fringe density, and interference intensity distribution). It also integrates automated data processing workflows (including data cleaning, error correction, and one-click data processing and visualization output modules) and is equipped with a standardized experimental report generation system. This solution precisely meets the combined needs of theoretical modeling verification, parameter sensitivity analysis, and error tracing in optical experimental teaching. It introduces a scenario-based principle teaching module, allowing students to open the instrument model library and perform interactive operations such as dragging, rotating, and scaling of components. Students can also interactively observe component structures that are difficult to observe in real experiments due to equipment enclosure or viewing angle limitations through an AR window. During the learning process, if the experimenter is unfamiliar with the principle and usage of a particular component, they can ask questions via voice interaction. The principle explanation and teaching animation of that component will be overlaid and displayed in the AR window. Simultaneously, the system utilizes the Audio module to synchronously output introductions to optical components and experimental principles via voice explanation, allowing students to freely explore the functions of the components and deepen their understanding of the experimental principles. Based on a mixed reality interactive framework, it provides multimodal gesture disassembly and assembly functions for virtual optical instruments, covering dragging, rotation, and six degrees of freedom control. Following the prompts and voice guidance, students can adjust the optical centers of optical components such as plane mirrors, compensating plates, beam splitters, and beam expanders to be coaxial, and adjust the beam splitter and compensating plate to a reasonable tilt angle to determine the laser's incident angle. At this point, a prompt box appears stating "Instrument correctly assembled." The optical path simulation then begins, and each optical component along the beam propagation path is highlighted sequentially on its surface. Operators can observe the three-dimensional dynamic propagation and refraction paths of light, intuitively experience the control effect of optical components on the beam, simulate the real assembly and adjustment process, and construct an immersive and highly realistic experimental operation experience. An interactive real-time simulation module is introduced, allowing students to control the coarse or fine micrometer handwheel through rotational gestures, changing the position of the movable plane mirror and thus altering the optical path difference between two coherent beams, achieving dynamic adjustment of visualized parameters. Compared to the traditional planar interaction paradigm of WIMP (window / icon / menu / click), experimenters do not need physical tools or traditional input devices; they can directly grasp, rotate, and translate virtual optical components using only natural gestures. This significantly enhances the immersive operation experience, allowing experimenters to simultaneously observe the changes in optical phenomena caused by experimental operations in a three-dimensional optical path, greatly improving the smoothness and intuitiveness of the experimental process. After students complete the experimental operation and data recording, the system will perform data storage, preprocessing, uncertainty calculation, and error source tracing, ultimately generating an evaluation report. The errors in this experiment mainly come from scale reading errors and fringe count errors.The error tracing module compares student experimental data with standard data from theoretical modeling to determine the deviation between measured data and theoretical values ​​for every 50 interference fringes, ultimately generating an error analysis report. Error tracing not only improves students' ability to analyze experimental data and results but also prevents invalid, repeated experiments in real-world settings due to unclear error sources.

[0046] The above description has been given for purposes of illustration and description. Furthermore, this description is not intended to limit the embodiments of this application to the forms disclosed herein. Although numerous exemplary aspects and embodiments have been discussed above, those skilled in the art will recognize certain variations, modifications, alterations, additions, and sub-combinations thereof.

Claims

1. A Michelson interferometer experimental teaching platform based on mixed reality, characterized in that, include: A multimodal interaction system for recognizing user gestures and voice commands, and converting the gestures and voice commands into operation commands for virtual optical elements; An optical simulation system is used to control virtual optical elements in real time according to the operation instructions, simulate real light path propagation and interference fringes, and visualize the simulation results. The data processing and error analysis system is used to process experimental data in real time and perform error source analysis to generate experimental evaluation reports.

2. The Michelson interferometer experimental teaching platform based on mixed reality according to claim 1, characterized in that, The multimodal interaction system includes a gesture interaction module and a voice interaction module. The gesture interaction module is used to capture the user's hand skeletal joint data through a depth camera, analyze and map the hand posture, and realize the displacement and rotation operations of the virtual optical element. The voice interaction module is used to capture the user's voice signal, identify and extract the core terms, and then trigger the corresponding analysis of the physical principle of the optical element and the demonstration of teaching animation.

3. The Michelson interferometer experimental teaching platform based on mixed reality according to claim 2, characterized in that, The gesture interaction module includes a custom gesture module, which allows users to customize the relationship between gestures and commands.

4. The Michelson interferometer experimental teaching platform based on mixed reality according to claim 1, characterized in that, The optical simulation system includes a geometric optics simulation module and a wave optics simulation module. The geometric optics simulation module is used to calculate the reflection and refraction paths of light after passing through optical elements based on the paraxial optical path formula in geometric optics, thereby forming a three-dimensional optical path tracing. The wave optics simulation module is used to simulate interference, diffraction, and polarization based on the principles of wave optics.

5. The Michelson interferometer experimental teaching platform based on mixed reality according to claim 1, characterized in that, The data processing and error analysis system includes a data storage module, a data preprocessing module, an uncertainty calculation module, and an error tracing module. The data storage module is used to store students' experimental data. The data preprocessing module is used to clean and perform preliminary processing on the experimental data. The uncertainty calculation module is used to calculate the uncertainty of the experimental data. The error tracing module is used to compare the students' experimental data with the standard data of theoretical modeling, determine the source of error, and generate an error analysis report.

6. The Michelson interferometer experimental teaching platform based on mixed reality according to claim 1, characterized in that, It also includes experimental scenarios and component libraries, which are used to store virtual laboratory scenarios and virtual optical component models constructed using 3D modeling software. The virtual optical component models include beam splitters, compensation plates, and plane mirrors, and the virtual optical component models have optical characteristics and physical properties corresponding to real components.

7. The Michelson interferometer experimental teaching platform based on mixed reality according to claim 6, characterized in that, The experimental scenarios include: immersive principle learning scenarios, exploratory instrument assembly and adjustment scenarios, interactive real-time simulation scenarios, and intelligent result analysis scenarios.

8. The Michelson interferometer experimental teaching platform based on mixed reality according to claim 1, characterized in that, Multimodal interaction systems include: augmented reality head-mounted displays; The AR head-mounted display is used to display virtual optical element models and experimental scenarios, enabling users to observe virtual Michelson interferometers and related components in a real environment; It captures the user's head movements and gaze direction, and adjusts the display position and angle of the virtual optical elements in real time according to changes in the user's field of vision to ensure accurate superposition of virtual elements with the real environment; It provides users with a more immersive interactive experience by enabling natural interaction between users and virtual optical elements through its built-in sensors and interaction algorithms, while providing real-time feedback on the operation results to the user.

9. The Michelson interferometer experimental teaching platform based on mixed reality according to claim 1, characterized in that, The experimental teaching platform uses the Unity engine to render the virtual laboratory environment lighting and simulate the atmosphere of a real experimental scene.

10. The Michelson interferometer experimental teaching platform based on mixed reality according to claim 1, characterized in that, The optical simulation system also includes: when the optical path simulation is started, a dynamic particle system built based on the ray tracing algorithm is used to activate each optical element in a time sequence along the beam propagation path. The time sequence high brightness feedback of the surfaces of elements such as beam splitters, compensation plates, and plane mirrors is realized through material instantiation technology, thereby dynamically presenting the optical path propagation process.

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