Group-type multi-role-playing virtual simulation training system and method and medium

Abstract

The invention provides a group-type multi-role-playing virtual simulation training system and method and a medium. The method comprises the steps that a teacher user selects a virtual simulation training scene and determines the number and types of roles participating in the training scene according to the virtual simulation training scene; n of the trainee users apply for or are instructed to participate in the virtual simulation training scene, the N trainee users are distributed into groups according to the number of roles to participate in group training, and the mapping relation between the roles and the trainee users is determined; recording training process data of group training; based on evaluation data of roles played by the student users in the training scene based on a preset scoring model, determining evaluation scores of the student users participating in the virtual simulation training scene according to the evaluation data; and for any user student participating in the virtual simulation training scene training, determining a training score according to the evaluation score of the training completed by the user student within the preset time. According to the invention, multiple groups of training simulation and evaluation can be carried out at the same time, and the training efficiency and effect are improved.

Description

Technical Field

[0001] The present invention relates to the field of virtual simulation technology, and in particular to a group-type multi-role playing virtual simulation training system, method and medium. Background Art

[0002] The Virtual Simulation Training Teaching System is a system that uses virtual reality (VR), augmented reality (AR) and computer simulation technology to create a realistic training environment to help students and professionals learn and practice in a safe and controllable virtual environment. For example, it has a wide range of applications in teaching such as pharmacy / pharmacology, GMP certification, medical training, anatomy learning, case simulation learning, virtual surgery, virtual imaging diagnosis, and first aid training. It helps students and trainees to conduct practical operations, quickly and deeply understand subject knowledge and skills, and conduct efficient learning and training through intuitive and immersive participation.

[0003] Generally speaking, a virtual simulation training teaching system is deployed on an internal network. Taking a training system consisting of a trainer computer and multiple trainee computers as an example, each trainee computer is equipped with virtual reality simulation software and a resource package (i.e., training scene package) developed in 3D, such as Unity, Unreal Engine, etc., which are used to create, run and manage a virtual environment. By creating 3D models, animations, audio, video and other educational resources, users (trainees / trainees) can interact with operating objects and characters in a virtual scene environment to achieve immersive learning and simulation experience. The trainer computer can manage users, schedule courses, analyze data and manage evaluation results, and arrange simulation training learning plans and evaluations.

[0004] At present, for a specific simulation training course, the course teacher follows the learning plan on the instructor side, and students log into the system in the course and enter the simulation training of the corresponding course. They usually participate in it in the way of watching and doing. The teacher, as the course manager, manages all students to participate in the course learning together. Students are participants and assessment objects. The system records the students' operation process data, and compares and judges them against the standard procedures of the operation in the scene, and gives the course score as the final evaluation standard. However, the effect of a simulation training is very limited. Each student participates in the process of watching and doing, and the evaluation results are often completed by one person on the teacher side. In addition, a course arrangement is often that all students concentrate on the training process and learning in the course. It is necessary to observe and check the process data of each student. There are limitations in training efficiency, evaluation results, and learning rounds. Summary of the invention

[0005] In view of the defects and shortcomings of the prior art, according to a first aspect of the present invention, a group-type multi-role-playing virtual simulation training method is provided, comprising the following steps:

[0006] In response to at least one virtual simulation training scenario selected by an instructor user, performing simulation training, and determining the number and type of roles participating in the virtual simulation training scenario based on the selected virtual simulation training scenario;

[0007] In response to N of the M student users applying or being instructed to participate in the virtual simulation training scenario, the N student users are assigned into groups according to the number of roles as roles participating in group training in the virtual simulation training scenario, and a mapping relationship between roles and student users is determined, wherein M≥N≥2, and each student user assigned into a group is mapped and bound to one role;

[0008] Recording the training process data of the trainee users participating in the group training in the virtual simulation training scene;

[0009] Evaluation data of the role played by the student user in the virtual simulation training scenario based on a preset scoring model;

[0010] According to the mapping relationship between the roles and the student users, an evaluation score of each student user participating in the virtual simulation training scenario is obtained;

[0011] For any user trainee who participates in the virtual simulation training scenario training, the training score is determined according to the evaluation score obtained from the virtual simulation training scenario training completed within the preset time.

[0012] As an optional embodiment, the method further includes:

[0013] Pre-setting a plurality of virtual simulation training scenarios, each of which is configured with a certain number of roles and role types; and

[0014] The scoring criteria for each role involved in the virtual simulation training scenario during the training process are configured in the preset scoring model.

[0015] As an optional embodiment, the virtual simulation training scene is composed of multiple virtual simulation training modules, and the number and type of roles participating in the simulation training in each module are the same;

[0016] The multiple virtual simulation training modules are located in a training material library and are selected and combined by the instructor user to form a virtual simulation training scenario.

[0017] As an optional embodiment, the virtual simulation training scenario formed by the combination selected by the instructor user is configured with the instructor user as the creator and the created virtual simulation training scenario is named.

[0018] As an optional embodiment, the virtual simulation training scenario is configured such that the creator sets its public / private attributes.

[0019] As an optional embodiment, the group training is answer-based simulation training, and a corresponding scoring standard is configured for each role in each round of question-answering.

[0020] As an optional embodiment, the training score determined within a preset time includes:

[0021] The training score is determined based on the evaluation scores obtained by the student users during the virtual simulation training scenario training that they participated in and completed within the preset time, by taking the highest value or the average value.

[0022] As an optional embodiment, the method further comprises the following steps:

[0023] For each training score obtained by the same student user for participating in the same virtual simulation training scenario, it will be compared with the historical highest score record, and the higher of the two will be used to update the highest score record. The highest score record will indicate the college user's historical highest level and record in simulation training.

[0024] According to a second aspect of the present invention, a computer system is also provided, comprising:

[0025] one or more processors;

[0026] A memory stores operable instructions, which, when executed by the one or more processors, cause the one or more processors to perform operations, wherein the operations include the process of executing the aforementioned group multi-role-playing virtual simulation training method.

[0027] According to the third aspect of the purpose of the present invention, a computer-readable medium storing software is also proposed, wherein the software includes instructions that can be executed by one or more computers, and when the instructions are executed by the one or more computers, the process of the aforementioned group multi-role-playing virtual simulation training method is performed.

[0028] According to the above exemplary embodiment of the group multi-role-playing virtual simulation training method of the present invention, during the training simulation process, the instructor can determine the simulation training scene, i.e., the course, and then multiple student users participating in the course can apply to be added to a specific simulation training scene, and each user is assigned a corresponding role in the scene, which constitutes a group of training simulation personnel to conduct actual simulation training, and multiple groups and multiple people can participate in the training at the same time, and obtain training data synchronously. On the basis of obtaining each group of training data, the pre-configured AI evaluation module can evaluate and score the training records of the students participating in the simulation training course, avoiding the efficiency problems and observation defects caused by the observation and evaluation of each group of training by the instructor, and improving the efficiency of training, while multiple groups conduct training simulation and evaluation. After completing one round of training, multiple rounds of training can be carried out. The instructor will re-initiate the training simulation scenario, and the student users will be instructed again or apply to participate in it on their own initiative. The roles will be randomly classified, and the students will be randomly assigned to groups to conduct multi-dimensional, role-changing simulation training, thereby improving the training effect. Through teaching, learning and multi-dimensional role-playing, each student can quickly learn, train and practice the content and process of the training scenario in multiple dimensions, thereby improving the training effect.

[0029] At the same time, by utilizing the group-based multi-role-playing virtual simulation training method proposed in the present invention, after each group of training simulation scenes is completed, each group of roles participating in the training simulation (i.e., the corresponding trainees) can obtain relatively definite, accurate, and objective training evaluation data. Under the training of the same group of scenes, in different rounds of training, the same person can be assigned or apply to participate in the training of multiple roles, and under the training of the same group of scenes, in different rounds of training, the same person can apply to participate in the training groups of different trainees, thereby improving the actual experience effect of the training simulation and the sense of simulation participation, and avoiding the problems of traditional simulation training with a single simulation participation role and poor training effect.

[0030] The group multi-role playing virtual simulation training method proposed by the present invention provides a highly interactive, personalized training simulation training environment with real-time evaluation function, which is suitable for the training of complex skills and the deepening of professional knowledge. Through the simulation training operation, it not only enhances the effectiveness of teaching, but also improves the practicality and participation of the training simulation, improves the initiative, participation and multi-role participation of the whole learning, and improves the actual effect of the simulation training. Compared with the prior art, the method of the present invention can improve the interactivity and participation of the training simulation. On the one hand, by allowing multiple student users to play different roles in the same simulation training scene, and participate in the training group composed of different students in the same simulation training scene, the system enhances the interactivity and participation. The role playing method simulates the real situation, makes the training closer to the actual working environment, helps the students to better understand and absorb the teaching content, and makes the students participate in the training more actively, thereby improving the learning effect; on the other hand, the system allocates different roles and tasks according to the application requirements of the students who apply to participate in each group training simulation or according to the system rules, so as to realize the personalized learning experience, ensure that each student can exert his or her maximum potential in the training, and improve the learning motivation and efficiency at the same time.

[0031] It should be understood that all combinations of the aforementioned concepts and the additional concepts described in more detail below can be considered as part of the inventive subject matter of the present disclosure as long as such concepts are not mutually inconsistent. In addition, all combinations of the claimed subject matter are considered as part of the inventive subject matter of the present disclosure.

[0032] The foregoing and other aspects, embodiments and features of the present invention can be more fully understood from the following description in conjunction with the accompanying drawings. Other additional aspects of the present invention, such as the features and / or beneficial effects of the exemplary embodiments, will be apparent from the following description or learned from the practice of the specific embodiments according to the present invention. BRIEF DESCRIPTION OF THE DRAWINGS

[0033] The accompanying drawings are not intended to be drawn to scale. In the accompanying drawings, each identical or nearly identical component shown in each figure may be represented by the same reference numeral. For clarity, not every component is labeled in each figure. Embodiments of various aspects of the present invention will now be described by way of example and with reference to the accompanying drawings.

[0034] Figure 1 It is a flowchart of a group multi-role playing virtual simulation training method according to an embodiment of the present invention.

[0035] Figure 2It is a schematic diagram of an example of a group-type multi-role-playing virtual simulation training system according to an embodiment of the present invention, which shows a schematic diagram of the training process in the same virtual simulation training scenario. Students A and B are trained in the scenario x1 as a group, and students C and D are trained in the scenario x2 as a group, and each plays a role in the scenario.

[0036] Figure 3 It is a schematic diagram of an example of a group multi-role-playing virtual simulation training system according to an embodiment of the present invention, which shows a schematic diagram of the training process in the same virtual simulation training scenario. Students A and C are trained in the scenario x1 as a group, and students B and D are trained in the scenario x2 as a group, and each plays a role in the scenario. DETAILED DESCRIPTION

[0037] In order to better understand the technical content of the present invention, specific embodiments are given and described as follows in conjunction with the accompanying drawings.

[0038] Various aspects of the present invention are described in this disclosure with reference to the accompanying drawings, in which many illustrative embodiments are shown. The embodiments of the present disclosure are not necessarily intended to include all aspects of the present invention. It should be understood that the various concepts and embodiments introduced above, as well as those described in more detail below, can be implemented in any of many ways, because the concepts and embodiments disclosed by the present invention are not limited to any implementation. In addition, some aspects disclosed by the present invention can be used alone or in any appropriate combination with other aspects disclosed by the present invention.

[0039] Group multi-role-playing virtual simulation training method

[0040] Combination Figure 1 The implementation process of the group multi-role playing virtual simulation training method of the embodiment shown includes the following steps:

[0041] In response to at least one virtual simulation training scenario selected by an instructor user, performing simulation training, and determining the number and type of roles participating in the virtual simulation training scenario based on the selected virtual simulation training scenario;

[0042] In response to N of the M student users applying or being instructed to participate in the virtual simulation training scenario, the N student users are assigned into groups according to the number of roles as roles participating in group training in the virtual simulation training scenario, and a mapping relationship between roles and student users is determined, wherein M≥N≥2, and each student user assigned into a group is mapped and bound to one role;

[0043] Recording the training process data of the trainee users participating in the group training in the virtual simulation training scene;

[0044] Evaluation data of the role played by the student user in the virtual simulation training scenario based on a preset scoring model;

[0045] According to the mapping relationship between the roles and the student users, an evaluation score of each student user participating in the virtual simulation training scenario is obtained;

[0046] For any user trainee who participates in the virtual simulation training scenario training, the training score is determined according to the evaluation score obtained from the virtual simulation training scenario training completed within the preset time.

[0047] Therefore, after the teacher user logs in to the system and selects a virtual simulation training scenario (such as simulation training of a certain course) for simulation training, the student users participating in the course (such as students) can apply to participate or the teacher user can instruct the college users to participate in the training process of the virtual simulation training scenario. The virtual simulation training scenario itself correspondingly determines the types of participating roles and the number of roles in the training scenario. The student users participating in the training are assigned according to the number of roles in the training scenario (for example, specified by the teacher side, or randomly assigned by the system) and associated and matched with the roles to form a set of training combinations. For example, if a scene contains 2 roles, every 2 student users are assigned into a group to participate in the training scene. Multiple groups can conduct training simulation at the same time, and interact and practice according to the training simulation process developed in the scene and record the training process data, including interaction data and operation data between roles.

[0048] After multiple groups of trainees participate in the training, the training process data can be obtained. Based on the training data of each group, the pre-configured AI evaluation module can evaluate and score the training records of the trainees participating in the simulation training course, avoiding the efficiency problems and observation defects caused by the observation and evaluation of each group of training by the instructor, and improving the efficiency of training, while multiple groups conduct training simulation and evaluation. After completing a round of training, multiple rounds of training can be carried out. The instructor will re-initiate the training simulation scene, and the trainee users will be instructed or apply to participate again. The roles are randomly classified, and the trainees are randomly assigned to groups for multi-dimensional, role-changing simulation training, thereby improving the training effect. From teaching, learning and multi-dimensional role-playing, each student can quickly learn, train, and practice the connotation and process of the training scene in multiple dimensions to improve the training effect.

[0049] On the premise that students have participated in the same training scenario multiple times, the AI ​​evaluation module can evaluate and output the corresponding scoring data respectively. Based on a student's multiple trainings, the scoring data is processed based on a certain strategy. For example, for multiple scoring data of a certain student, one of the mean, median, trend analysis value, and statistical feature extraction is taken. In this example, the highest value is taken as the output of its scoring data. In this way, in the same training simulation scenario, more objective, scientific, and efficient real-time feedback and comprehensive evaluation of training effects can be provided to each student, helping students to understand their performance and room for improvement in a timely manner, and solving the one-sidedness and inefficiency caused by the single reliance on instructor-side evaluation in traditional training simulation evaluation.

[0050] As an optional implementation, the aforementioned virtual simulation training scene, as an object that can be selected by teachers for practical training simulation training, is set to have the characteristics of open courses and self-assembly, that is, the teacher can select one or more virtual simulation training scenes in the cloud server (resource library) according to the teaching content and learning objectives of the course and load them into a certain practical training course. One or more virtual simulation training scenes are pre-stored in the form of sub-modules (for example, based on Unity, Unreal Engine and other engine development), and can be combined and assembled by teachers to generate a complete virtual simulation training scene for calling and execution.

[0051] It should be understood that each virtual simulation training scenario can be run in a corresponding development environment, such as Unity, Unreal Engine.

[0052] In some embodiments, the cloud server serves as a resource library, storing a plurality of pre-assembled courses, pre-assembled virtual simulation training scenarios, or a plurality of pre-developed sub-modules, which can be configured to be associated with some courses. In particular, after logging in, the instructor user can select pre-assembled courses and virtual simulation training scenarios that already exist in the database, or assemble virtual simulation training scenarios and courses; and can also assemble sub-modules according to actual conditions such as teaching objectives, and generate virtual simulation training scenarios by itself for subsequent virtual simulation training.

[0053] In an embodiment of the present invention, the aforementioned group-type multi-role playing virtual simulation training method further includes:

[0054] A plurality of virtual simulation training scenarios are pre-set, each of which is configured with a certain number of roles and role types, and a scoring standard for each role involved in the training process of the virtual simulation training scenario is configured.

[0055] The virtual simulation training scenario is composed of multiple virtual simulation training modules (i.e., submodules), and the number and type of roles participating in the simulation training in each module are the same;

[0056] A plurality of virtual simulation training modules are located in a training material library and are selected and combined by the instructor user to form a virtual simulation training scenario.

[0057] In a preferred embodiment, the virtual simulation training scene selected and combined by the instructor user is configured with the instructor user as the creator and the created virtual simulation training scene is named, and the virtual simulation training scene is configured to be set by the creator for its public / private attributes. For public attribute configuration, it is published on the cloud server so that other instructor users can search, view and call the assembled virtual simulation training scene after logging in, and for private attribute setting, it can only be viewed and called by the creator himself.

[0058] Similarly, after logging in, the teacher user selects one or more virtual simulation training scenarios to assemble the training course, names the created course with the teacher user as the creator, and sets its public / private attributes. For public attribute configuration, it is published on the cloud server, so that other teacher users can search, view and call the assembled course after logging in. For private attribute setting, it can only be viewed and called by the creator himself.

[0059] In an embodiment of the present invention, the group training is answer-based simulation training, and a scoring standard corresponding to each role in each round of question-answering is configured.

[0060] In an embodiment of the present invention, the training score determined within a preset time includes:

[0061] The training score is determined based on the evaluation scores obtained by the student users during the virtual simulation training scenario training that they participated in and completed within the preset time, by taking the highest value or the average value.

[0062] In an embodiment of the present invention, the training score obtained by the same student user each time for participating in the same virtual simulation training scene is compared with the historical highest score record, and the higher of the two is used to update the highest score record.

[0063] Therefore, for the same student's practical training in the same training scenario, each participation corresponds to a skill training, and the highest score obtained represents the highest state of his or her technical level, which serves as his or her score in the practical training scenario / course.

[0064] Combined with Figure 2-3 As shown, below we will introduce the implementation process of the above-mentioned group multi-role-playing virtual simulation training method in more detail.

[0065] like Figure 2 FIG. 1 is a schematic diagram of an example of a group-type multi-role-playing virtual simulation training system according to an embodiment of the present invention. Figure 2 , which is a schematic diagram of the training process in the same virtual simulation training scenario. Trainees A and B are trained in scenario x1 as a group, and trainees C and D are trained in scenario x2 as a group, and each plays a role in the scenario.

[0066] Combination Figure 1 , 2 After the instructor user logs in to the instructor terminal, he selects the virtual simulation training scene x1 for practical training simulation. Two roles are determined in the x1 scene, namely role 1 and role 2. For example, in the operation scene of the chromatograph in the laboratory, role 1 is the laboratory technician and role 2 is the laboratory assistant. The two cooperate in the detection experiment of the complete object.

[0067] Multiple students (A, B, C, D, ..., Z) who log in to the system to participate in the course, assuming that student A and student B, student C and student D apply to participate in the simulation training of scene x1, the instructor user specifies or the system randomly assigns students A and B into groups, and C and D into groups under scene x1 and determines the corresponding relationship with the roles under scene x1, for example, role 1-student A, role 2-student B, similarly role 1-student C, role 2-student D, thus two people are grouped for simulation training, and operate the chromatograph to complete the simulation operation of object chromatographic detection.

[0068] The system records the training simulation operation process data of the two persons.

[0069] Of course, in Figure 2 In the example shown, more people from multiple colleges are instructed or apply to participate in the training of scenario x1, and are randomly or designated to be assigned role types in the manner of the above-mentioned embodiment. Two people participate in the training process in groups, and the training process data of each group is recorded.

[0070] A pre-configured scoring model, such as an AI-based scoring model, may be generated through pre-training or rule definition, and the scoring model may be used to score each set of training process data, determine a scoring score, and determine the scoring data of the student user based on the role mapping relationship.

[0071] exist Figure 3 In the example shown, refer to Figure 2 The training process shown is a schematic diagram of the training of trainees A, B, C, and D in a selected virtual simulation training scene x1. The process and principle are similar to Figure 2 The training process is similar to that shown in the figure and will not be described in detail. Figure 2 The difference between the scenario training shown is that in Figure 3The example shows another round of training process diagram, in which trainees are randomly or instructed to form groups. For example, according to the two roles corresponding to the training scenario x1, multiple two-person groups are determined for training, A and C are trained in groups, and B and D are trained in groups. In this way, the participation and training effect of the training simulation are improved through multi-dimensional role-playing.

[0072] Computer Systems

[0073] In combination with the group multi-role playing virtual simulation training method of the above embodiment, according to the present invention, a computer system is also proposed, including: one or more processors; and a memory storing operable instructions.

[0074] Among them, the aforementioned instructions, when executed by one or more processors, cause one or more processors to perform operations, and the operations include the process of the aforementioned group multi-role-playing virtual simulation training method.

[0075] Computer readable media

[0076] In combination with the group-based multi-role-playing virtual simulation training method of the above embodiment, a computer-readable medium storing software is also proposed according to the present invention. The aforementioned software includes instructions that can be executed by one or more computers. When these instructions are executed by one or more computers, they perform the process of the group-based multi-role-playing virtual simulation training method of the above embodiment.

[0077] Although the present invention has been disclosed as above with preferred embodiments, it is not intended to limit the present invention. A person with ordinary knowledge in the technical field to which the present invention belongs may make various changes and modifications without departing from the spirit and scope of the present invention. Therefore, the protection scope of the present invention shall be determined by the definition of the claims.

Claims

1. A group multi-role playing virtual simulation training method, characterized in that: The following steps are involved: In response to at least one virtual simulation training scenario selected by an instructor user, performing simulation training, and determining the number and type of roles participating in the virtual simulation training scenario based on the selected virtual simulation training scenario; In response to N of the M student users applying or being instructed to participate in the virtual simulation training scenario, the N student users are assigned into groups according to the number of roles as roles participating in group training in the virtual simulation training scenario, and a mapping relationship between roles and student users is determined, wherein M≥N≥2, and each student user assigned into a group is mapped and bound to one role; Recording the training process data of the trainee users participating in the group training in the virtual simulation training scene; Evaluation data of the role played by the student user in the virtual simulation training scenario based on a preset scoring model; According to the mapping relationship between the roles and the student users, an evaluation score of each student user participating in the virtual simulation training scenario is obtained; For any user trainee who participates in the virtual simulation training scenario training, the training score is determined according to the evaluation score obtained from the virtual simulation training scenario training completed within the preset time.

2. The group multi-role playing virtual simulation training method according to claim 1 is characterized in that: The method further comprises: Pre-setting a plurality of virtual simulation training scenarios, each of which is configured with a certain number of roles and role types; and The scoring criteria for each role involved in the virtual simulation training scenario during the training process are configured in the preset scoring model.

3. The group multi-role playing virtual simulation training method according to claim 1 is characterized in that: The virtual simulation training scenario is composed of multiple virtual simulation training modules, and the number and type of roles participating in the simulation training in each module are the same; The multiple virtual simulation training modules are located in a training material library and are selected and combined by the instructor user to form a virtual simulation training scenario.

4. The group multi-role playing virtual simulation training method according to claim 3 is characterized in that: The virtual simulation training scenario formed by the combination selected by the instructor user is configured with the instructor user as the creator and the created virtual simulation training scenario is named.

5. The group multi-role playing virtual simulation training method according to claim 3 is characterized in that: The virtual simulation training scenario is configured by setting its public / private attributes by the creator.

6. The group multi-role playing virtual simulation training method according to any one of claims 1 to 5, characterized in that: The group training is answer-based simulation training, and a scoring standard corresponding to each role in each round of question-answering is configured.

7. The group multi-role playing virtual simulation training method according to claim 1 is characterized in that: The training score determined within a preset time includes: The training score is determined based on the evaluation scores obtained by the student users during the virtual simulation training scenario training that they participated in and completed within the preset time, by taking the highest value or the average value.

8. The group multi-role playing virtual simulation training method according to claim 1 is characterized in that: The method further comprises the following steps: For each training score obtained by the same student user for participating in the same virtual simulation training scenario, it will be compared with the historical highest score record, and the higher of the two will be used to update the highest score record.

9. A computer system, characterized in that: include: one or more processors; A memory storing operable instructions, wherein when the instructions are executed by the one or more processors, the one or more processors are caused to perform operations, wherein the operations include the process of executing the group multi-role-playing virtual simulation training method described in any one of claims 1-8.

10. A computer-readable medium storing software, characterized in that: The software includes instructions that can be executed by one or more computers, and when the instructions are executed by the one or more computers, the process of the group multi-role playing virtual simulation training method as described in any one of claims 1-8 is performed.

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