Situational interactive teaching methods, systems, equipment and media based on virtual reality

Abstract

The embodiment of the present invention provides a situational interactive teaching method, system, device and medium based on virtual reality, which relates to the field of education and teaching technology. The method includes generating a virtual reality situation according to teaching scenes and knowledge points, wherein the virtual reality situation includes a virtual character of a learner; obtaining knowledge-related information input by the learner, generating a corresponding learning route in the virtual reality situation according to the knowledge-related information; and displaying the knowledge points related to the teaching activity interaction according to the teaching activity interaction performed by the virtual character on the learning route. The solution solves the problem that learners' learning is boring and learning plans cannot be customized for different learners, and improves learners' learning interest and learning efficiency.

Description

Technical Field

[0001] The present invention relates to the field of educational teaching technology, and in particular to a situational interactive teaching method, system, equipment and medium based on virtual reality. Background Art

[0002] The multi-person teaching mode in the currently known online teaching methods generally requires everyone to study the same lesson and the same knowledge points together, and it is impossible to conduct targeted learning based on one's own interests or weaknesses. In addition, learners are generally taught in a single way after choosing a learning direction, and the learning route cannot be personalized according to the learner's situation. In addition, the learning content displayed is boring and cannot increase learners' interest in learning. Summary of the invention

[0003] In view of this, an embodiment of the present invention provides a situational interactive teaching method based on virtual reality to solve the problem in the prior art that learners' learning is boring and learning programs cannot be customized for different learners. The method includes:

[0004] Generate a virtual reality scenario based on the teaching scenario and knowledge points, wherein the virtual reality scenario includes a virtual character of the learner;

[0005] Acquiring the knowledge-related information input by the learner, and generating an appropriate learning route in the virtual reality scenario according to the knowledge-related information, including: displaying a learning method for the learner to select, the learning method including learning based on interest and learning based on knowledge weaknesses; displaying a plurality of keywords related to the learning method for the learner to select according to the learning method selected by the learner; generating an appropriate learning route according to the keyword selected by the learner based on the association between the knowledge point and the keyword;

[0006] According to the teaching activity interaction performed by the virtual character on the learning route, the knowledge points related to the teaching activity interaction are displayed.

[0007] The embodiment of the present invention also provides a situational interactive teaching system based on virtual reality to solve the technical problems in the prior art that learners learn boringly and cannot customize learning plans for different learners. The system includes:

[0008] A virtual reality scenario generation module, used to generate a virtual reality scenario according to the teaching scenario and knowledge points, wherein the virtual reality scenario includes a virtual character of the learner;

[0009] A learning route generation module is used to obtain the knowledge-related information input by the learner, and generate an appropriate learning route in the virtual reality scenario according to the knowledge-related information, including: displaying a learning method for the learner to choose, the learning method including learning based on interest and learning based on knowledge weaknesses; displaying a plurality of keywords related to the learning method for the learner to choose according to the learning method selected by the learner; and generating an appropriate learning route according to the keyword selected by the learner based on the association between the knowledge point and the keyword;

[0010] The knowledge point display module is used to display the knowledge points related to the teaching activity interaction according to the teaching activity interaction performed by the virtual character on the learning route.

[0011] An embodiment of the present invention also provides a computer device, including a memory, a processor, and a computer program stored in the memory and executable on the processor, wherein when the processor executes the computer program, any of the above-mentioned situational interactive teaching methods based on virtual reality is implemented to solve the technical problems in the prior art that learners' learning is boring and learning plans cannot be customized for different learners.

[0012] An embodiment of the present invention also provides a computer-readable storage medium, which stores a computer program for executing any of the above-mentioned situational interactive teaching methods based on virtual reality, so as to solve the technical problems in the prior art that learners' learning is boring and learning plans cannot be personalized for different learners.

[0013] Compared with the prior art, the beneficial effects that can be achieved by at least one of the above-mentioned technical solutions adopted in the embodiments of this specification include at least: generating a virtual reality scenario based on teaching scenarios and knowledge points, wherein the virtual reality scenario includes a virtual character of a learner; obtaining knowledge-related information input by the learner, and generating an appropriate learning route in the virtual reality scenario based on the knowledge-related information, including: displaying a learning method for the learner to choose, wherein the learning method includes learning based on interests and learning based on knowledge weaknesses; based on the learning method selected by the learner, displaying multiple keywords related to the learning method for the learner to choose; based on the association between the knowledge points and the keywords, generating an appropriate learning route based on the keywords selected by the learner; and based on the teaching activity interaction performed by the virtual character on the learning route, displaying the knowledge points related to the teaching activity interaction. The program generates virtual reality scenarios and interacts with learners. According to different scenarios and courses, it cleverly intersperses relevant knowledge points in the virtual reality scenarios to guide learners to explore and discover freely, avoiding the problem of learners learning boringly. It can stimulate learners' interest, cultivate their independent learning ability, and promote the development of in-depth thinking and problem-solving ability. By obtaining learners' knowledge-related information, personalized learning routes are generated, targeted teaching can be carried out, the needs of different learners can be met, and truly personalized learning can be achieved. It improves learners' learning efficiency and learning experience, and provides new possibilities for the field of education. BRIEF DESCRIPTION OF THE DRAWINGS

[0014] In order to more clearly illustrate the technical solutions of the embodiments of the present application, the drawings required for use in the embodiments will be briefly introduced below. Obviously, the drawings described below are only some embodiments of the present application. For ordinary technicians in this field, other drawings can be obtained based on these drawings without paying creative work.

[0015] Figure 1 is a flow chart of a situational interactive teaching method based on virtual reality provided by an embodiment of the present invention;

[0016] Figure 2 is a structural block diagram of a computer device provided by an embodiment of the present invention;

[0017] Figure 3 It is a structural block diagram of a situational interactive teaching system based on virtual reality provided by an embodiment of the present invention. DETAILED DESCRIPTION

[0018] The embodiments of the present application are described in detail below with reference to the accompanying drawings.

[0019] The following describes the implementation methods of the present application through specific examples, and those skilled in the art can easily understand other advantages and effects of the present application from the contents disclosed in this specification. Obviously, the described embodiments are only a part of the embodiments of the present application, rather than all the embodiments. The present application can also be implemented or applied through other different specific implementation methods, and the details in this specification can also be modified or changed in various ways based on different viewpoints and applications without departing from the spirit of the present application. It should be noted that, in the absence of conflict, the following embodiments and the features in the embodiments can be combined with each other. Based on the embodiments in the present application, all other embodiments obtained by ordinary technicians in the field without making creative work belong to the scope of protection of the present application.

[0020] In an embodiment of the present invention, a situational interactive teaching method based on virtual reality is provided, the purpose of which is to provide learners with a more attractive and autonomous learning experience, such as Figure 1 As shown, the method includes:

[0021] Step S101, generating a virtual reality scenario according to the teaching scene and knowledge points, wherein the virtual reality scenario includes a virtual character of the learner;

[0022] Step S102, obtaining the knowledge-related information input by the learner, and generating an appropriate learning route in the virtual reality scenario according to the knowledge-related information, including: displaying a learning method for the learner to select, the learning method including learning based on interest and learning based on knowledge weaknesses; displaying a plurality of keywords related to the learning method for the learner to select according to the learning method selected by the learner; generating an appropriate learning route according to the keyword selected by the learner based on the association between the knowledge point and the keyword;

[0023] Step S103: displaying the knowledge points related to the teaching activity interaction according to the teaching activity interaction performed by the virtual character on the learning route.

[0024] In this embodiment, by generating a virtual reality scenario and interacting with the learners, according to different scenarios and courses, by cleverly inserting relevant knowledge points into the virtual reality scenario, the learners are guided to explore and discover freely, thereby avoiding the problem of boring learning for the learners. At the same time, the learners' interest can be stimulated, their autonomous learning ability can be cultivated, and the development of in-depth thinking and problem-solving abilities can be promoted; and by obtaining the learners' knowledge-related information, a personalized learning route can be generated, targeted teaching can be carried out, the needs of different learners can be met, and truly personalized learning can be achieved, which improves the learners' learning efficiency and learning experience, and provides new possibilities for the field of education.

[0025] In specific implementation, the virtual reality environment includes but is not limited to the underwater world, space, grassland, laboratory, classroom and other scenes, and the virtual environment needs to be allocated according to different course contents. Or based on the learner's personalized learning route, a corresponding virtual learning environment is created, which can include virtual laboratories, virtual scenes, virtual simulations, etc. These environments can reflect specific aspects of subject knowledge and skills. By constructing a virtual situation close to reality, learners can be quickly substituted into the learning situation, which can effectively stimulate learners' interest in learning and solve the problem of learners' boring learning.

[0026] In specific implementation, the knowledge-related information includes information related to learning interests and information related to weak points in knowledge, that is, in this embodiment, a learning route that is suitable for the learner can be designed according to the learner's learning interests or weaknesses. The learner can choose to study in one of the learning methods on the display interface. After selecting the learning method, multiple keywords related to the learning method will be displayed. When the learning method for learning based on interest is selected, keywords related to the interest direction can be displayed, such as favorite learning subjects (mathematics, English, physics, etc.), or interests and hobbies (singing, painting, listening to music, writing, etc.); when the learning method for learning based on weak points in knowledge is selected, keywords related to weak points can be displayed, for example, learning subjects (mathematics, English, physics, etc.), or specific knowledge points in the subject (poetry, words, English grammar, Chinese composition, math word problems, geometry problems, etc.).

[0027] During implementation, the system will customize a personalized learning exploration path for each learner based on the learner's choices and behaviors. Specifically, it can be adjusted according to the learner's interests, learning style, and performance to ensure that each learner can get the most suitable learning experience.

[0028] In specific implementation, learners can choose the learning method in the following ways: when learners enter the scene, they select a major knowledge point, and the system will display the keywords of all knowledge points contained in the major knowledge point for learners to choose. Multiple selections are allowed. After the selection is completed, the system will generate the corresponding learning route according to the learner's choice.

[0029] Specifically, for the generation of learning routes, the programming language used is C#, and SQL is used to record learners' data. The core is to establish a mapping between learning content and attributes. First, according to the keywords selected by the learners, the corresponding knowledge points will be searched in the system, including video materials, text materials, courseware materials, etc., and then the corresponding learning scenes (virtual reality scenarios) will be generated based on these searched materials. The Dictionary generic collection class in C# is used, with keywords as keys and the retrieved materials stored as values ​​to load the corresponding data. The searched knowledge points are sorted internally in a preset order and presented to learners one by one to generate the final learning route. The preset order can be the order of knowledge points from simple to complex, a progressive relationship, or sorting by the relevance of knowledge points.

[0030] In one embodiment, generating a virtual reality scenario according to the teaching scenario and knowledge points includes:

[0031] Generate a learning plan based on the knowledge point, the learning plan including a context for presenting the knowledge point, a knowledge point presentation method, and the content of the knowledge point;

[0032] constructing a three-dimensional model according to the learning scheme;

[0033] The virtual reality scenario is generated according to the teaching scene and the three-dimensional model.

[0034] In specific implementation, the contexts for displaying knowledge points in the learning plan may include classroom teaching contexts, laboratory contexts or other contexts, the way of displaying knowledge points may be question-and-answer mode, video playback mode, audio playback mode or text display mode, etc., and the knowledge points are the knowledge point contents involved in different subjects. The contexts for displaying knowledge points and the ways of displaying knowledge points listed here are all exemplary, and are not limited to those listed here in specific implementation, and can be selected according to specific design circumstances.

[0035] During the specific implementation, the display of knowledge points can be based on the previous design for the knowledge point, and the best display method for the knowledge point can be found. For example, starry sky knowledge points will be designed as virtual universe + audio explanation; biological knowledge points will be designed as model courseware, which includes text + video + model for display.

[0036] The following are several examples to explain the content of the learning plan. For example, for the subject of mathematics, a plan will be designed like this: create an adventure story background. On a mysterious island, there is a sealed treasure that needs to solve various math puzzles to get it. Each math concept or formula can become a puzzle or level in the story. When designing, adjustments will be made for different knowledge points for each grade. In this example, the context for displaying knowledge points is the context of the adventure story, the way to display knowledge points is to present them in the story through puzzles or levels, and the knowledge points are math problems corresponding to different grades.

[0037] For another example, for the subject of Chinese language, modern technologies such as AR and VR can be used to allow learners to experience the context of literary works in an immersive way, such as experiencing the heroic spirit of "standing on the top of the mountain, overlooking all the small mountains", the lightness of "the monkeys on both sides of the river are crying, and the boat has passed through thousands of mountains", etc., or traveling to the Grand View Garden to see the scenery, etc. In this example, the context of displaying knowledge points can be set according to the context of the poem. The context of displaying knowledge points can be set to play audio mode or display text mode, and the knowledge points are the poems themselves.

[0038] By designing and constructing virtual reality scenarios according to different teaching scenarios and course content, virtual reality scenarios can include virtual environments, role-playing, problem scenarios, etc. Role-playing is the random assignment of learner roles or teacher roles. The learner role needs to answer some questions, and the teacher role needs to help solve the problems encountered by the learner role preset in the scenario. By cleverly combining knowledge points with virtual reality scenarios and the establishment of virtual roles, learners can have a personal experience, thereby stimulating their interest and enthusiasm for participation.

[0039] This application uses virtual reality technology to create an immersive subject education experience. For example, in mathematics, learners can explore geometric shapes and mathematical concepts in a virtual three-dimensional space.

[0040] In one embodiment, the generating of a corresponding learning route based on the association between the knowledge point and the keyword and the keyword selected by the learner includes:

[0041] Performing semantic analysis on the keywords selected by the learner, and performing relevant semantic expansion to obtain similar keywords;

[0042] Obtaining the correlation between the keyword and each word of the similar keyword;

[0043] Obtaining the knowledge points associated with the keyword and the similar keywords;

[0044] Based on the correlation, the knowledge points are used to generate corresponding learning routes according to a preset learning route generation mode, and the preset learning route generation mode includes a knowledge point series mode, a knowledge point ladder mode and a knowledge point adventure mode.

[0045] Specifically, personalized recommendations are made based on the keywords given by learners, and a hybrid recommendation system that combines content-based recommendation methods (Content-Based Filtering) and collaborative filtering methods (Collaborative Filtering) is used. The following are the steps of the algorithm and the corresponding mathematical formulas.

[0046] Using a hybrid recommendation algorithm, generating a corresponding learning route for the knowledge points according to a preset learning route generation mode includes:

[0047] (1) Keyword feature extraction. In order to combine the user's keywords, it is necessary to first extract the keyword features. If the keyword represents the user's search intention or preference, the keyword and the similar keywords can be converted into feature vector representations through TF-IDF (term frequency–inverse document frequency, a commonly used weighting technology for information retrieval and data mining) or word embedding methods. It should be noted that in order to facilitate the expression of the formula, the keywords entered by the learner and the similar keywords obtained by semantic analysis are collectively referred to as "keywords" in the formula. The keyword feature vector v is:

[0048] Eigenvector v->:v l(关键词) =TF-IDF(l(keyword)) or Word2Vec(I(keyword));

[0049] (2) In the system background related database, a learner feature matrix U is constructed based on the feature vector, and the learner feature matrix U includes the learner keyword feature vector:

[0050]

[0051] Among them, U i represents the learner characteristics matrix, indicating whether the student chooses an interest or a weakness;

[0052] (3) The matching degree between keywords and knowledge points is calculated based on the learner feature matrix U, and the calculation formula is:

[0053]

[0054] in, represents the feature vector of the knowledge point, which represents the characteristics of the knowledge point, such as the subject stage, difficulty level, and the style of the courseware corresponding to the knowledge point; bui Represents the student feature vector U i The bias is initially 0, and will be modified according to the previous usage data after the student has used the system several times; b Pj Represents knowledge point P j The bias of , indicating difficulty, ease, etc.;

[0055] The matching algorithm is:

[0056] The matching algorithm is used to calculate the matching degree between keywords and knowledge points;

[0057] (4) Constructing an objective function based on the matching degree, wherein the objective function is used to minimize the error of learner retrieval and maximize the matching degree between keywords and knowledge points. The formula of the objective function is:

[0058]

[0059] Among them, α is a parameter that adjusts the importance of keyword matching in the objective function; λ(|U i | 2 +|P j | 2 ) represents the regularization term, which is used to prevent overfitting; (|U i | 2 +|P j | 2 ) is used to measure the size of the vector and to control the complexity of the model;

[0060] (5) Calculating a comprehensive score of the matching degree between keywords and knowledge points according to the objective function, generating a suitable learning route for the learner based on the comprehensive score, and thereby recommending the most suitable combination of knowledge points to the learner.

[0061] In this embodiment, learners can enter keywords related to the topics or subjects they are interested in, as well as keywords for their own weaknesses, into the system; these keywords can be specific course names, knowledge points, domain terms, etc.;

[0062] The system can analyze and process the keywords input by learners to understand the user's search intention, which mainly involves the analysis of word meanings and the expansion of keywords to obtain similar keywords to ensure the accuracy of search results;

[0063] The system will obtain the corresponding knowledge points based on the keywords input by the learners and the similar keywords obtained through analysis and expansion, and generate corresponding learning routes, including knowledge point series, step-by-step learning routes from simple to complex knowledge points, or knowledge point adventures, so that learners can learn the knowledge in a game-like way;

[0064] The system has a built-in search engine that retrieves relevant learning resources based on the keywords entered by the learners and similar keywords obtained through analysis and expansion. Learning resources include courses, textbooks, articles, videos, micro-courses, etc. The learning resources are presented to learners for learning based on the presentation form and order of each knowledge point in the learning route.

[0065] Learning resources such as teaching materials, literature, models and diagrams can also be virtualized so that learners can interact with them in a virtual environment.

[0066] In one embodiment, the method further comprises:

[0067] Displaying test questions at preset intervals based on the knowledge points learned by the learner;

[0068] Obtaining the answers to the test questions input by the learner, and evaluating the learner's learning situation based on the answers to obtain an evaluation result; or,

[0069] The test content presented by the teacher according to the evaluation result is received, and the learning situation of the learner is evaluated according to the test content.

[0070] In this embodiment, by monitoring the learning situation of the learners, testing according to the learning situation, and displaying test questions, the learners can be helped to check their learning results and understand their mastery of knowledge points.

[0071] In specific implementation, before displaying test questions based on the knowledge points learned by the learners, the learners' learning situation is monitored in real time, that is, the monitoring process is parallel to the process of exploring each knowledge point. When the learners trigger the knowledge point for learning, the monitoring program starts to run, and one or more test questions are displayed every section or preset time period based on the previously learned content. The entire monitoring and display test question process is implemented through the feedback module. The form of displaying test questions includes but is not limited to multiple choice, question and answer, judgment questions, etc. The detection of test questions can help learners check their learning results just now and make learners more aware of their own learning situation.

[0072] In specific implementation, the evaluation of learners' learning situation includes learners' own self-evaluation and teacher evaluation assisted by the teacher. Self-evaluation includes learners' own evaluation of whether they have mastered the knowledge point based on the given test questions. Learners can also conduct self-evaluation through classroom discussions and group projects. Teacher evaluation means that the teacher will first evaluate the learner through the feedback module, and secondly, the teacher will give an open-ended test question for the problem, or a small project for the learner to complete, so as to fully understand their learning outcomes.

[0073] Specifically, in the method of evaluating the learning status of learners through the teacher side, the teacher side has the highest authority and can combine multiple knowledge points in the system to generate corresponding scenarios to assess learners, and the results are used for teacher evaluation.

[0074] In one embodiment, the method further comprises:

[0075] The knowledge points are displayed in a labeled manner according to the learning route, wherein the knowledge point labeling includes keyword labeling, topic labeling and knowledge graph labeling.

[0076] By labeling knowledge points, learners can quickly locate the content of knowledge points, and the labeled presentation method can help learners analyze and manage knowledge points, thereby mastering knowledge points more quickly.

[0077] In one embodiment, the method further comprises:

[0078] Monitor the learning progress and status of the learners;

[0079] When the learner encounters a problem and sends a help signal to the teacher, a teacher virtual character is generated in the virtual space where the virtual character is located;

[0080] The learner is guided in learning by the teacher virtual character.

[0081] In specific implementation, this teaching form means that the teacher generates a teacher virtual character in the virtual space where the learner is located through the system on the teacher side, and then guides the learner through voice through the teacher virtual character. In this process, the teacher virtual character gives step-by-step guidance, from simple to complex, and guides the learner to solve problems step by step.

[0082] In specific implementation, in a virtual reality environment, a teacher virtual character or a student virtual character is provided for interactive learning. The teacher virtual character can provide guidance and feedback based on the learner's personalized learning route, and the student virtual character can cooperate to solve problems.

[0083] In the specific implementation, in the method of intervening and guiding learners' learning through the teacher side, the technology used is the unity+server method to achieve a multi-person mode: learner side + teacher side interconnection. First, the corresponding virtual role models are generated on the learner side and the teacher side, and then the server forwards the position information, rotation information, voice information, etc. to achieve the synchronization of the pictures seen by the learner side and the teacher side and voice communication.

[0084] In one embodiment, the teaching activity interaction includes one or more of virtual character question and answer, hands-on assembly of experimental equipment and puzzle games. The form of teaching activity interaction can be specifically designed according to the content of the knowledge point, and is not limited to the examples in this embodiment.

[0085] In specific implementation, interactive teaching activities mean cleverly inserting course-related knowledge points into the learning situation without exposing them directly to learners. Learners are required to discover the knowledge points through relevant knowledge or rules and master them through learning, which increases the interest of learning.

[0086] In one embodiment, the method further comprises:

[0087] Blended learning refers to a learning method that combines learning in a virtual reality context with offline group learning. Specifically, it includes: online exploration, which refers to the above-mentioned exploratory learning in a virtual reality context; offline discussion, which refers to applying the knowledge points learned by learners in the virtual reality context to offline, discussing with teachers and classmates, and obtaining points that they may have missed, thereby consolidating the knowledge points that have been learned. At the same time, different perspectives can be obtained from teachers and classmates to enrich the knowledge points.

[0088] In one embodiment, the method further comprises:

[0089] For fields such as science, engineering, and medicine, a virtual laboratory is provided for the learner, and the learner conducts experiments in the virtual laboratory, or a work scene simulating the real world is provided for the learner in the virtual reality scenario;

[0090] For subjects such as geography, history and culture, the learners experience on-the-ground learning through virtual reality.

[0091] In this embodiment, by providing a virtual laboratory as well as an on-site learning experience, this provides a real-world experience without having to face the risks or costs of the real world. For subjects such as geography, history, and culture, on-site learning through virtual reality experience can visit historical sites and explore geographical locations to enhance understanding of these topics.

[0092] In one embodiment, the method further comprises:

[0093] Develop virtual experiments and exercises that are relevant to learners' personalized learning paths. This helps them apply what they have learned, conduct practical operations, and improve their skills.

[0094] Below is a chemical difficulty to write the model creation process:

[0095] Learning Model: Chemical Equilibrium Reactions

[0096] Background: Chemical equilibrium is an important and common concept in chemistry, involving the balance between the relative concentrations of reactants and products and the reaction rates. Learning how to understand and apply chemical equilibrium reactions is a key step in learning chemistry.

[0097] Learning Objectives: Students will learn how to understand and apply chemical equilibrium reactions, including equilibrium constants, LeChatelier's principle, and factors that affect equilibrium reactions.

[0098] Learning model steps:

[0099] (1) Concept understanding: First, students need to understand what chemical equilibrium is and why it is so important in chemistry. Teachers can illustrate this concept through examples and reaction equations.

[0100] (2) Reaction Equations: Students need to learn to identify the reactants and products in chemical reaction equations, as well as their molar ratios. Emphasizing molar ratios is important for understanding equilibrium.

[0101] (3) Equilibrium constant: Teachers can introduce the concept of equilibrium constant (Kc) and how to calculate it. Students need to understand the relationship between the equilibrium constant and the equilibrium state of the reaction.

[0102] (4) Le Chatelier Principle: Students need to learn Le Chatelier Principle, which is how changes in external conditions affect chemical equilibrium. Discuss the effects of temperature, pressure, concentration, etc. on equilibrium.

[0103] (5) Calculation of equilibrium constant: Students will learn how to calculate the equilibrium constant based on a reaction equation and known concentrations, and how to use it to determine the direction of a reaction and the position of equilibrium.

[0104] (6) Factors affecting equilibrium: Guide students to discuss how different factors affect equilibrium reactions, such as increased temperature, changes in pressure, and the addition of catalysts.

[0105] (7) Exercises and Examples: A large number of exercises and examples are provided to help students master the calculation and understanding of chemical equilibrium reactions.

[0106] (8) Practical application: Guide students to apply the balanced reaction principles they have learned through actual chemical reactions to deepen their understanding.

[0107] (9) Personalized practice: Provide students with personalized practice that adjusts the difficulty based on their difficulty and progress. This can be done through online chemistry learning platforms or workshops.

[0108] (10) Assessment and feedback: Conduct assessments regularly to ensure that students have mastered the concepts and applications of chemical equilibrium reactions. Provide feedback to help students improve.

[0109] (11) Summary and Application: Finally, students will summarize what they have learned and apply it to solve more complex chemistry problems to consolidate their learning.

[0110] This learning model can help students overcome the difficulty of chemical equilibrium reactions and gradually build a deep understanding of this concept and problem-solving ability. It emphasizes personalized learning and practical applications to improve students' chemistry skill level.

[0111] The above example model is the preliminary preparation when creating the virtual courseware of the experiment. What will be presented in the system in the end will be textual knowledge points and the specific experiments of the experiment in the virtual scene. It will be carried out strictly according to the experimental steps of the experiment to ensure that the knowledge points learned by students in the virtual scene are completely consistent with what is taught in the textbook.

[0112] The situational interactive teaching method based on virtual reality described in the embodiment of the present application has the following advantages:

[0113] Personalized learning experience: This method tailors learning paths based on learners’ interests and weaknesses to meet the needs of different learners and achieve truly personalized learning;

[0114] Stimulate learning passion: Use situational interaction and autonomous exploration to stimulate learners' curiosity and interest, thereby increasing their learning enthusiasm and making learning more attractive;

[0115] Cultivate independent learning skills: Learners are encouraged to explore and solve problems independently, thereby cultivating their independent learning and problem-solving abilities, providing key skills for future learning and life;

[0116] Promote deep thinking: Through situational exploration, learners gradually reveal knowledge points, which stimulates the ability of deep thinking and comprehensive understanding, and cultivates their critical thinking ability.

[0117] Therefore, the virtual reality-based situational interactive teaching method of this application has brought an innovative teaching model to the field of education to a certain extent. By creatively integrating knowledge points into the situation and guiding learners to explore independently, this method can effectively improve learners' learning effects and learning experience, and provide new possibilities for future education.

[0118] In this embodiment, a computer device is provided, such as Figure 2As shown, it includes a memory 201, a processor 202, and a computer program stored in the memory and executable on the processor. When the processor executes the computer program, any of the above-mentioned situational interactive teaching methods based on virtual reality is implemented.

[0119] Specifically, the computer device may be a computer terminal, a server or a similar computing device.

[0120] In this embodiment, a computer-readable storage medium is provided, wherein the computer-readable storage medium stores a computer program for executing any of the above-mentioned situational interactive teaching methods based on virtual reality.

[0121] Specifically, computer-readable storage media include permanent and non-permanent, removable and non-removable media that can be used to store information by any method or technology. Information can be computer-readable instructions, data structures, program modules or other data. Examples of computer-readable storage media include, but are not limited to, phase change memory (PRAM), static random access memory (SRAM), dynamic random access memory (DRAM), other types of random access memory (RAM), read-only memory (ROM), electrically erasable programmable read-only memory (EEPROM), flash memory or other memory technology, compact disk read-only memory (CD-ROM), digital versatile disk (DVD) or other optical storage, magnetic cassettes, tape disk storage or other magnetic storage devices or any other non-transmission media that can be used to store information that can be accessed by a computing device. As defined herein, computer-readable storage media does not include temporary computer-readable media (transitory media), such as modulated data signals and carrier waves.

[0122] Based on the same inventive concept, a situational interactive teaching system based on virtual reality is also provided in the embodiments of the present invention, as described in the following embodiments. Since the principle of solving the problem by the situational interactive teaching system based on virtual reality is similar to that of the situational interactive teaching method based on virtual reality, the implementation of the situational interactive teaching system based on virtual reality can refer to the implementation of the situational interactive teaching method based on virtual reality, and the repeated parts will not be repeated. As used below, the term "unit" or "module" can be a combination of software and / or hardware that implements a predetermined function. Although the system described in the following embodiments is preferably implemented in software, the implementation of hardware, or a combination of software and hardware, is also possible and conceived.

[0123] Figure 3 is a structural block diagram of a situational interactive teaching system based on virtual reality according to an embodiment of the present invention. Figure 3As shown, it includes: a virtual reality scenario generation module 301, a learning route generation module 302 and a knowledge point display module 303. The structure is described below.

[0124] A virtual reality scenario generation module 301 is used to generate a virtual reality scenario according to the teaching scene and knowledge points, wherein the virtual reality scenario includes a virtual character of the learner;

[0125] The learning route generation module 302 is used to obtain the knowledge-related information input by the learner, and generate an appropriate learning route in the virtual reality scenario according to the knowledge-related information, including: displaying a learning method for the learner to choose, the learning method including learning based on interest and learning based on knowledge weaknesses; displaying a plurality of keywords related to the learning method for the learner to choose according to the learning method selected by the learner; and generating an appropriate learning route according to the keyword selected by the learner based on the association between the knowledge point and the keyword;

[0126] The knowledge point display module 303 is used to display the knowledge points related to the teaching activity interaction according to the teaching activity interaction performed by the virtual character on the learning route.

[0127] In one embodiment, the virtual reality scenario generation module 301 is further used to:

[0128] Generate a learning plan based on the knowledge point, the learning plan including a context for presenting the knowledge point, a knowledge point presentation method, and the content of the knowledge point;

[0129] constructing a three-dimensional model according to the learning scheme;

[0130] The virtual reality scenario is generated according to the teaching scene and the three-dimensional model.

[0131] In one embodiment, the learning route generation module 302 is further used to:

[0132] Performing semantic analysis on the keywords selected by the learner, and performing relevant semantic expansion to obtain similar keywords;

[0133] Obtaining the knowledge points associated with the keyword and the similar keywords;

[0134] The knowledge points are used to generate corresponding learning routes according to a preset learning route generation mode, wherein the preset learning route generation mode includes a knowledge point series mode, a knowledge point ladder mode and a knowledge point adventure mode.

[0135] In one embodiment, the situational interactive teaching system based on virtual reality further includes:

[0136] A test question display module, used to display test questions according to the knowledge points learned by the learner at preset intervals;

[0137] a first evaluation module, configured to obtain the answers to the test questions input by the learner, and evaluate the learner's learning situation according to the answers to obtain an evaluation result; or

[0138] The second evaluation module is used to receive the test content presented by the teacher according to the evaluation result, and evaluate the learning situation of the learner according to the test content.

[0139] In one embodiment, the situational interactive teaching system based on virtual reality further includes:

[0140] The knowledge point labeling display knowledge point module is used to display the knowledge points through the knowledge point labeling display method according to the learning route, wherein the knowledge point labeling includes keyword labeling, topic labeling and knowledge graph labeling.

[0141] In one embodiment, the situational interactive teaching system based on virtual reality further includes:

[0142] A supervision module, used to supervise the learning progress and status of the learner;

[0143] A teacher virtual character generation module, used for generating a teacher virtual character in the virtual space where the virtual character is located when the learner encounters a problem and sends a help signal to the teacher;

[0144] The learning guidance module is used to provide learning guidance to the learners through the teacher virtual role.

[0145] In one embodiment, the knowledge point display module 303 is further used to:

[0146] The teaching activity interaction includes one or more of virtual role question and answer, hands-on assembly of experimental equipment and puzzle games.

[0147] The embodiments of the present invention achieve the following technical effects: generating a virtual reality scenario according to teaching scenes and knowledge points, the virtual reality scenario including a learner's virtual character; obtaining knowledge-related information input by the learner, and generating an appropriate learning route in the virtual reality scenario according to the knowledge-related information, including: displaying a learning method for the learner to choose, the learning method including learning based on interest and learning based on knowledge weaknesses; displaying multiple keywords related to the learning method for the learner to choose according to the learning method selected by the learner; generating an appropriate learning route according to the keyword selected by the learner based on the association between the knowledge point and the keyword; and displaying the knowledge point related to the teaching activity interaction according to the teaching activity interaction performed by the virtual character on the learning route. The program generates virtual reality scenarios and interacts with learners. According to different scenarios and courses, it cleverly intersperses relevant knowledge points in the virtual reality scenarios to guide learners to explore and discover freely, avoiding the problem of learners learning boringly. It can stimulate learners' interest, cultivate their independent learning ability, and promote the development of in-depth thinking and problem-solving skills. By obtaining learners' knowledge-related information, personalized learning routes are generated, targeted teaching can be carried out, the needs of different learners can be met, and truly personalized learning can be achieved. It improves learners' learning efficiency and learning experience, and provides new possibilities for the field of education.

[0148] Obviously, those skilled in the art should understand that the modules or steps of the above-mentioned embodiments of the present invention can be implemented by a general computing device, they can be concentrated on a single computing device, or distributed on a network composed of multiple computing devices, and optionally, they can be implemented by a program code executable by a computing device, so that they can be stored in a storage device and executed by the computing device, and in some cases, the steps shown or described can be executed in a different order from that here, or they can be made into individual integrated circuit modules, or multiple modules or steps therein can be made into a single integrated circuit module for implementation. In this way, the embodiments of the present invention are not limited to any specific combination of hardware and software.

[0149] The above description is only a preferred embodiment of the present invention and is not intended to limit the present invention. For those skilled in the art, the embodiments of the present invention may have various modifications and variations. Any modification, equivalent replacement, improvement, etc. made within the spirit and principle of the present invention shall be included in the protection scope of the present invention.

Claims

1. A situational interactive teaching method based on virtual reality, characterized in that: The method comprises: Generate a virtual reality scenario based on the teaching scenario and knowledge points, wherein the virtual reality scenario includes a virtual character of the learner; Acquiring the knowledge-related information input by the learner, and generating an appropriate learning route in the virtual reality scenario according to the knowledge-related information, including: displaying a learning method for the learner to select, the learning method including learning based on interest and learning based on knowledge weaknesses; displaying a plurality of keywords related to the learning method for the learner to select according to the learning method selected by the learner; generating an appropriate learning route according to the keyword selected by the learner based on the association between the knowledge point and the keyword; According to the teaching activity interaction performed by the virtual character on the learning route, displaying the knowledge points related to the teaching activity interaction; Wherein, generating a corresponding learning route according to the keyword selected by the learner includes: The programming language is C#, and SQL is used to record the learner's data. First, according to the keywords selected by the learner, the corresponding knowledge points are searched in the system, including video materials, text materials, and courseware materials; then the corresponding virtual reality scenario is generated based on these searched materials, and the Dictionary generic collection class in C# is used, with the keyword as the key and the searched materials as the value to store them, so as to load the corresponding data; the searched knowledge points are sorted internally in a preset order and presented to the learner one by one to generate the final learning route; the preset order includes the order of knowledge points from simple to complex, the relationship of progressive layers, or the order of knowledge points by relevance; The method further comprises: For the fields of science, engineering, and medicine, a virtual laboratory is provided for the learner, and the learner conducts experiments in the virtual laboratory, or a work scene simulating the real world is provided for the learner in the virtual reality scenario; For subjects such as geography, history and culture, the learners experience on-the-ground learning through virtual reality.

2. The situational interactive teaching method based on virtual reality as claimed in claim 1, characterized in that: The generating of virtual reality scenarios according to teaching scenarios and knowledge points includes: Generate a learning plan based on the knowledge point, the learning plan including a context for presenting the knowledge point, a knowledge point presentation method, and the content of the knowledge point; constructing a three-dimensional model according to the learning scheme; The virtual reality scenario is generated according to the teaching scene and the three-dimensional model.

3. The situational interactive teaching method based on virtual reality as claimed in claim 1, characterized in that: The generating of a corresponding learning route based on the association between the knowledge point and the keyword and the keyword selected by the learner comprises: Performing semantic analysis on the keywords selected by the learner, and performing relevant semantic expansion to obtain similar keywords; Obtaining the correlation between the keyword and each word of the similar keyword; Obtaining the knowledge points associated with the keyword and the similar keywords; Based on the correlation, generating a corresponding learning route for the knowledge point according to a preset learning route generation mode; The step of generating a corresponding learning route from the knowledge point according to a preset learning route generation mode includes: Keyword feature extraction: convert the keyword and the similar keyword into a feature vector v through TF-IDF or word embedding method. ； A learner feature matrix U is constructed based on the feature vector, and the learner feature matrix U includes the learner keyword feature vector: ， in, represents the learner feature matrix; The matching degree between keywords and knowledge points is calculated based on the learner feature matrix U, and the calculation formula is: ， in, Represents the feature vector of the knowledge point, which represents the characteristics of the knowledge point; Represents the student feature vector U i The bias, Represents knowledge point P j The bias, The matching algorithm is: , The matching algorithm is used to calculate the matching degree between keywords and knowledge points; An objective function is constructed based on the matching degree, and the objective function is used to minimize the error of learner retrieval and maximize the matching degree between keywords and knowledge points. The formula of the objective function is: ， Among them, α is a parameter that mediates the importance of keyword matching in the objective function; represents the regularization term, which is used to prevent overfitting; Used to measure the size of the vector and to control the complexity of the model; A comprehensive score of the matching degree between keywords and knowledge points is calculated according to the objective function, and a suitable learning route is generated for the learner based on the comprehensive score.

4. The situational interactive teaching method based on virtual reality as claimed in claim 1, characterized in that: The method further comprises: Displaying test questions based on the knowledge points learned by the learner at preset intervals; Obtaining the answers to the test questions input by the learner, and evaluating the learner's learning situation based on the answers to obtain an evaluation result; or, The test content presented by the teacher according to the evaluation result is received, and the learning situation of the learner is evaluated according to the test content.

5. The situational interactive teaching method based on virtual reality as claimed in claim 1, characterized in that: The method further comprises: The knowledge points are displayed in a labeled manner according to the learning route, wherein the knowledge point labeling includes keyword labeling, topic labeling and knowledge graph labeling.

6. The situational interactive teaching method based on virtual reality according to any one of claims 1 to 5, characterized in that: The method further comprises: Monitor the learning progress and status of the learners; When the learner encounters a problem and sends a help signal to the teacher, a teacher virtual character is generated in the virtual space where the virtual character is located; The learner is guided in learning by the teacher virtual character.

7. The situational interactive teaching method based on virtual reality according to any one of claims 1 to 5, characterized in that: The teaching activity interaction includes one or more of virtual role question and answer, hands-on assembly of experimental equipment and puzzle games.

8. A situational interactive teaching system based on virtual reality, characterized in that: The system comprises: A virtual reality scenario generation module, used to generate a virtual reality scenario according to the teaching scenario and knowledge points, wherein the virtual reality scenario includes a virtual character of the learner; A learning route generation module is used to obtain the knowledge-related information input by the learner, and generate an appropriate learning route in the virtual reality scenario according to the knowledge-related information, including: displaying a learning method for the learner to choose, the learning method including learning based on interest and learning based on knowledge weaknesses; displaying a plurality of keywords related to the learning method for the learner to choose according to the learning method selected by the learner; and generating an appropriate learning route according to the keyword selected by the learner based on the association between the knowledge point and the keyword; A knowledge point display module is used to display the knowledge points related to the teaching activity interaction according to the teaching activity interaction performed by the virtual character on the learning route: Wherein, generating a corresponding learning route according to the keyword selected by the learner includes: The programming language is C#, and SQL is used to record the learner's data. First, according to the keywords selected by the learner, the corresponding knowledge points are searched in the system, including video materials, text materials, and courseware materials; then the corresponding virtual reality scenario is generated based on these searched materials, and the Dictionary generic collection class in C# is used, with the keyword as the key and the searched materials as the value to store them, so as to load the corresponding data; the searched knowledge points are sorted internally in a preset order and presented to the learner one by one to generate the final learning route; the preset order includes the order of knowledge points from simple to complex, the relationship of progressive layers, or the order of knowledge points by relevance; The system further comprises: A virtual laboratory module is used to provide a virtual laboratory for the learners in the fields of science, engineering, and medicine, so that the learners can conduct experiments in the virtual laboratory, or to provide the learners with a work scene that simulates the real world in the virtual reality scenario; The field learning experience module is used for subjects such as geography, history and culture, where learners experience field learning through virtual reality.

9. A computer device comprising a memory, a processor and a computer program stored in the memory and executable on the processor, characterized in that: When the processor executes the computer program, the situational interactive teaching method based on virtual reality described in any one of claims 1 to 7 is implemented.

10. A computer-readable storage medium, characterized in that: The computer-readable storage medium stores a computer program for executing the situational interactive teaching method based on virtual reality according to any one of claims 1 to 7.

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