Virtual Reality-Based Guided Method and Platform for Labor Education Practice

Abstract

The present invention discloses a labor education practice guidance method and platform based on virtual reality, which relates to the field of intelligent education technology. It includes establishing a database storing virtual simulation materials, student data, parent data, and faculty data. If a labor education course task initiated by a faculty user is received, the database is searched to determine the matching course guidance data and student data, and the course guidance data is distributed to the users corresponding to the student data. Based on a preset grouping rule, the users corresponding to the student data are grouped to generate Group One and Group Two. If a mutual assistance inquiry message initiated by a certain student user is received, the user is defined as the initiator, and the mutual assistance inquiry message is sent to other users within the group where the initiator is located and feedback is received. If the inquiry feedback is consent, the student user is marked and Mutual Assistance Process One is executed. This application can improve the time utilization rate of labor practice courses, thereby improving the practice effect.

Description

Technical Field

[0001] This application relates to the field of intelligent education technology, and particularly to a labor education practice guidance method and platform based on virtual reality. Background Art

[0002] Currently, in order to cultivate the labor concepts, labor skills, and labor habits of primary and secondary school students, more and more schools have added labor education practice courses. By guiding teachers to lead students to labor practice education bases to carry out various labor practice activities, such as agricultural labor, manual labor, housework, etc., to improve the comprehensive quality and practical ability of students.

[0003] The following problems exist in the labor practice process:

[0004] Most students are not clear about the practice content and need teachers to conduct basic teaching on-site first. Also, due to the complex on-site environment, it is easy for basic teaching to take a long time, affecting the labor practice effect. Therefore, this application proposes a new technical solution. Summary of the Invention

[0005] In order to improve the time utilization rate of labor practice courses and improve the practice effect, this application provides a labor education practice guidance method and platform based on virtual reality.

[0006] In the first aspect, this application provides a labor education practice guidance method based on virtual reality, adopting the following technical solutions:

[0007] A labor education practice guidance method based on virtual reality includes:

[0008] Establish a database storing virtual simulation materials, student data, parent data, and faculty data;

[0009] If a labor education course task initiated by a faculty user is received, search the database to determine the matching course guidance data and student data, and distribute the course guidance data to the users corresponding to the student data; among them, the course guidance data includes virtual simulation materials matching the course task;

[0010] Based on the student data, determine whether any student meets the predefined experienced condition. If so, output the preset prompt message one; if not, output the preset prompt message two;

[0011] Group the users corresponding to the student data based on the preset grouping rules to generate group one and group two; among them, the grouping rules include: if there are experienced students, establish a pairing relationship between several students meeting the experienced condition and several students without the experienced condition; group one includes combinations of experienced and inexperienced students; group two is a combination of inexperienced students;

[0012] If a mutual - aid inquiry message initiated by a certain student user is received, define this user as the initiator, and send the mutual - aid inquiry message to other users within the group where the initiator is located and receive feedback.

[0013] If the inquiry feedback is consent, mark the student user and execute mutual - aid process one.

[0014] If the inquiry feedback is disagreement, execute mutual - aid process two.

[0015] Among them, the mutual - aid process one includes:

[0016] If it is recognized that the initiator triggers a preset parent on - site guidance condition, create an online chat room or establish an audio communication network between the initiator and this user, and share the virtual simulation screen corresponding to the course guidance data on the initiator's side.

[0017] The mutual - aid process two includes:

[0018] Send the virtual simulation screen corresponding to the course guidance data generated by the mutual - aid process one to the users within the group.

[0019] Optionally, it further includes:

[0020] If all users within a certain group type two have completed the learning of the course guidance data, initiate an assessment process for the users in this group type.

[0021] Define experienced users and inexperienced users according to the assessment results, regroup according to the grouping rules, and send the grouping results to the corresponding users.

[0022] Optionally, it further includes:

[0023] Based on the labor education course tasks, judge whether the tools used in the course meet the preset tool - sharing conditions. If so, calculate the required number of tools according to the number of groups.

[0024] Obtain the corresponding tool inventory from the pre - connected labor practice education base system.

[0025] Compare the tool inventory with the required number of tools, and make grouping adjustments or output deployment and replenishment prompts according to the comparison results.

[0026] Optionally, it further includes:

[0027] Obtain the number of teaching staff matching the labor education course tasks.

[0028] If it is determined that the current number of faculty and staff users meets the preset teacher shortage condition, then based on the preset group-leading rules, assign a guiding teacher to each group. Among them, the group-leading rules include: assign at least two groups of category one to the same guiding teacher, and assign one group of category two to one guiding teacher.

[0029] Optionally, it further includes:

[0030] If it is determined that the current number of faculty and staff users meets the preset teacher shortage condition, then send a request for supplementary guiding personnel to the initiator of the labor education curriculum task and receive feedback;

[0031] If the feedback meets the preset campus and parent linkage condition, then search the database, retrieve parent data, and send a participation request inquiry message to the corresponding parents;

[0032] Judge whether the number of collaborative parents meets the number of supplementary teachers according to the inquiry feedback. If so, execute the next step; if not, send the number of collaborative parents and the calculated gap number to the initiator of the labor education curriculum task;

[0033] If the parent feedback is consent to participate, then assign the group where the student corresponding to the parent is located to the parent, re-assign the other groups according to the group-leading rules, and send the assignment result to the corresponding users.

[0034] Optionally, it further includes:

[0035] Judge whether the practical content corresponding to the labor education curriculum task meets the long-term observation condition. If so, execute the deferred result verification process; if not, execute the current result verification process;

[0036] The deferred result verification process includes:

[0037] Identify the practical content and obtain the corresponding growth rate reference data;

[0038] Obtain the practical results and images during the practice process, and identify and determine the current growth stage of the practical activity object;

[0039] Based on the practice execution time, the current growth stage of the practical activity object, and the growth rate reference data, estimate the practical result verification time;

[0040] Send a preset labor result record form template to the corresponding management personnel of the labor practice education base at the practical result verification time and receive feedback;

[0041] Conduct practical result analysis on the practical results of each student based on the feedback data of the labor result record form;

[0042] If the practical result meets the preset bad conditions, retrieve the virtual simulation screen corresponding to the course guidance data executed by the corresponding student, conduct a failure cause analysis, generate corrective guidance data based on the analysis result, and send it to the corresponding user;

[0043] The current result verification process includes:

[0044] Send the preset labor result record form template to the corresponding management personnel of the labor practice education base at the end time of the practice corresponding to the current labor education course task and receive feedback;

[0045] Conduct practical result analysis on the practical results of each student based on the feedback data of the labor result record form;

[0046] If the practical result meets the preset bad conditions, retrieve the virtual simulation screen corresponding to the course guidance data executed by the corresponding student, conduct a failure cause analysis, generate corrective guidance data based on the analysis result, and send it to the corresponding user.

[0047] Optionally, it further includes:

[0048] Summarize the bad items in the record form corresponding to any labor education course task;

[0049] Perform data cleaning on the bad items;

[0050] Identify and analyze the cleaned bad data, and add key prompt information at the corresponding position of the course guidance data based on the identification result.

[0051] Optionally, the course guidance data includes:

[0052] Uniformly process the labor education course task into text information, extract the preset feature fields, and call the corresponding basic model and virtual simulation materials in the database based on the feature fields for splicing and combination to generate the corresponding virtual simulation scenario.

[0053] Optionally, the assessment process includes:

[0054] Resend the course guidance data to the users within the group, record the virtual simulation behaviors of the users and conduct correctness analysis, bind each analysis result to the corresponding student user, generate an assessment form, and send the assessment form to the teacher user.

[0055] In a second aspect, the present application provides a labor education practice guidance platform based on virtual reality, adopting the following technical solutions:

[0056] A labor education practice guidance platform based on virtual reality includes a memory and a processor. A computer program capable of being loaded and executed by the processor, such as any one of the above-mentioned labor education practice guidance methods based on virtual reality, is stored on the memory.

[0057] In summary, the present application includes the following beneficial technical effects: Before students go to the labor practice education base, they preview the content of the labor education practice course in advance through a combination of virtual reality, enabling students to understand and learn in advance, reducing the on-site teaching pressure on teachers, enabling the on-site teaching to proceed smoothly, improving the time utilization rate of the labor practice course, and improving the practice effect. BRIEF DESCRIPTION OF THE DRAWINGS

[0058] Figure 1 is a flowchart of the method of the present application Figure 1 。

[0059] Figure 2 is a flowchart of the method of the present application Figure 2 。 DETAILED DESCRIPTION OF THE EMBODIMENTS

[0060] The following further describes the present application in detail Figure 1-2 in conjunction with the accompanying drawings.

[0061] The embodiment of the present application discloses a labor education practice guidance method based on virtual reality. Before students go to the labor practice education base, they preview the content of the labor education practice course in advance through a combination of virtual reality, enabling students to understand and learn in advance, reducing the on-site teaching pressure on teachers, enabling the on-site teaching to proceed smoothly, improving the time utilization rate of the labor practice course, and improving the practice effect. The following will be specifically described.

[0062] Referring to Figure 1 , the labor education practice guidance method based on virtual reality includes:

[0063] S101. Establish a database storing virtual simulation materials, student data, parent data, and faculty data;

[0064] It can be understood that the virtual simulation materials can be land, planting pots, basic models of plant seedlings, and three-dimensional models of shovels, buckets, and spades, etc.; student data includes student files (including past learning experiences), student names, student IDs, class numbers, ages, corresponding parent names, and user IDs; parent data includes parent names and mobile phone numbers; faculty data includes teacher names, class numbers taught by teachers, and user IDs; the database here is a comprehensive database, and the above items respectively correspond to sub-data spaces.

[0065] S102. If a labor education course task initiated by a faculty and staff user is received, search the database to determine the matching course guidance data and student data, and distribute the course guidance data to the users corresponding to the student data; wherein, the course guidance data includes virtual simulation materials matching the course task.

[0066] It can be understood that the labor education course task can be the teaching plan of the labor education course that the students need to study (including the names of the tools required for the course). At the same time, when the faculty and staff user initiates a labor education course task, the user should select which class of students will take the course and the number of teachers required. It should be noted that the account with the permission to publish the course task is defined as the faculty and staff user.

[0067] Regarding the course guidance data, it includes: processing the labor education course task into text information uniformly, extracting the preset feature fields, and calling the corresponding basic models and virtual simulation materials in the database based on the feature fields for splicing and combination to generate the corresponding virtual simulation scene. Example: If the course task is tree planting, then call the models of land, plant seedlings, shovels, gloves, and watering cans. The land model is placed flat, and the other models are arranged beside the land and the users entering the scene are assigned permissions such as moving and rotating; Simulation visualization example: Equipment wearing and food planting in a sandbox game. For example, when the simulation human model corresponding to the user touches the glove, move and fix the glove model to the hand of the human model.

[0068] It can be understood that after the teacher publishes the course, the text of the course task is extracted, recognized, and interpreted, and the virtual simulation materials in the database are called according to the text for automatic splicing. For example, if the course task is tree planting, a basic field model is generated, and materials such as shovels and spades are called for combination, and the corresponding tool name prompts are output during the simulation process, so that the students can know what these materials are and improve the students' life awareness.

[0069] S103. Based on the student data, determine whether any student meets the predefined experienced condition. If so, output the preset prompt message one; if not, output the preset prompt message two.

[0070] It can be understood that it is judged from the student files whether there are students with relevant experience. Among them, the experienced condition can be that the student has participated in relevant labor practice courses before; the prompt message one can be to output the prompt message: "It is recommended to study", and the prompt message two can be to output the prompt message: "Must study".

[0071] S104. Group the users corresponding to the student data based on a preset grouping rule, generating Group Type 1 and Group Type 2. Among them, the grouping rule includes: if there are experienced students, establish a pairing relationship between several students meeting the experienced condition and several students without experience. Group Type 1 includes combinations of experienced and inexperienced students. Group Type 2 is a combination of inexperienced students.

[0072] It can be understood that in this embodiment, if there are multiple experienced students in the class, Group Type 1 can be grouped according to the principle of forming a group with one experienced student and multiple inexperienced students. For example, if there are 5 experienced students, they are divided into 5 groups of Group Type 1, and each group should have 1 experienced student. The remaining number of students in the group is evenly distributed according to the total number of students in the class and the number of groups. If all the students in the class have no experience, Group Type 2 can be grouped by the number of people. For example, any four people form a group, and there are multiple groups of Group Type 2. It should be noted that if there are only a few experienced students (such as one) in the class, and the grouping is based on the principle that the number of students in each group does not exceed 10, the remaining students (without experience) are defined as Group Type 2 and grouped in the way of Group Type 2.

[0073] S105. If a mutual assistance inquiry message (asking other users if they need mutual assistance) initiated by a certain student user is received, define this user as the initiator, and send the mutual assistance inquiry message to other users in the group where the initiator is located and receive feedback.

[0074] S106. If the inquiry feedback is consent, mark this student user and execute Mutual Assistance Process 1.

[0075] If the inquiry feedback is disagreement, execute Mutual Assistance Process 2.

[0076] Among them, the specific methods for Mutual Assistance Process 1 and Mutual Assistance Process 2 are as follows:

[0077] 1). Mutual Assistance Process 1 includes:

[0078] If it is recognized that the initiator triggers a preset parent on-site guidance condition, create an online chat room or establish an audio communication network between the initiator and this user, and share the virtual simulation screen corresponding to the course guidance data on the initiator's side.

[0079] It is understandable that students need to wear pre-connected virtual interaction VR devices to learn the course guidance data. The condition for on-site parental guidance can be by pressing a preset button in the virtual interaction VR device. When the parent presses this button, the condition for on-site parental guidance is triggered, indicating that there is a parent beside the initiator for guidance. Then, an online chat room will be created for other student users who agree to mutual assistance or they will communicate via voice together, enabling other students without parental accompaniment and guidance to also study under the guidance of the initiator's parent, thus solving the problem that some parents do not have time to accompany their children in learning.

[0080] It should be noted that the virtual simulation screen of the virtual interaction VR device can be projected onto the mobile phone screen of the initiator's parent, enabling the initiator's parent to see the virtual simulation behavior of their child, so that they can guide and inform the child of the next step to take. At the same time, the virtual simulation screens of other students should also be projected onto the mobile phone screen of the initiator's parent, enabling the initiator's parent to remotely guide other students. For example, the mobile phone screen of the parent shows the real-time virtual simulation screens of other children in the group who agree to mutual assistance, and each virtual simulation screen correspondingly displays the name of the student, facilitating the parent to know which student's virtual simulation behavior is incorrect during remote guidance.

[0081] 2) The second mutual assistance process includes:

[0082] Send the virtual simulation screen corresponding to the course guidance data generated in the first mutual assistance process to the users within the group.

[0083] It is understandable that for student users who do not agree to participate in mutual assistance, the virtual simulation screen corresponding to the course guidance data generated in the first mutual assistance process will be directly sent for these students to refer to and study on their own.

[0084] Through the above settings, by allowing students to preview the labor practice course in a virtual reality way in advance and enabling parents who have time to guide other students whose parents do not have time to participate together, the learning effect is improved.

[0085] Refer to Figure 2 , in another embodiment of the present application, the method further includes:

[0086] If all users within a certain group category two have completed the learning of the course guidance data, initiate an assessment process for the users in this group;

[0087] Define experienced users and inexperienced users according to the assessment results, re-group according to the grouping rules, and send the grouping results to the corresponding users.

[0088] It can be understood that for the assessment of inexperienced learning groups, the learning situation of students is checked. And based on the assessment results, students with better learning situations can be selected and defined as experienced users, while students with poor learning situations are defined as inexperienced users. Specifically, how to judge good and bad learning situations will be described in detail later. After that, grouping is carried out again according to the above grouping rules. It should be noted that at this time, only the grouping results need to be sent to the corresponding student users so that they know who is in the same assistance group with them, and let the students communicate and discuss offline by themselves.

[0089] Regarding the assessment process, it includes:

[0090] Resend the course guidance data to the users within the group, record the virtual simulation behaviors of the users and conduct correctness analysis. Each analysis result is respectively bound to the student users, and an assessment form is generated and sent to the teacher users.

[0091] It can be understood that let the inexperienced students learn the course guidance data again, record their corresponding virtual simulation behaviors when learning the course guidance data, judge the correctness of their virtual simulation behaviors, score them, and finally send the assessment form to the teacher so that the teacher can know the self-study situations of these students and give key guidance during subsequent on-site guidance; judge good and bad learning situations by setting a passing score line. For example, 60 points is the passing score line. Students who reach 60 points or above are defined as experienced users, and students below 60 points are defined as inexperienced users.

[0092] In another embodiment of the present application, the method further includes:

[0093] 1). Based on the labor education course tasks, judge whether the tools used in the course meet the preset tool sharing conditions. If so, calculate the required number of tools according to the number of groups.

[0094] It can be understood that text extraction and recognition are carried out from the labor education course tasks to obtain the names of the tools used in the course. The tool sharing conditions can be set according to the content of the labor education course tasks. For example, if the labor education course task is tree planting, the tools used are buckets, shovels, etc. Then such tools need to share the tools in the labor practice education base because the possibility of students bringing their own tools is low and it is not convenient to carry. Moreover, for a group to plant one or two trees together, it is not necessary for each student to use a separate set of tools.

[0095] 2). Obtain the corresponding tool inventory from the pre-connected labor practice education base system.

[0096] 3). Compare the tool inventory with the required number of tools, and make grouping adjustments or output deployment and replenishment prompts according to the comparison results.

[0097] Through the above settings, by obtaining the tool inventory in the labor practice education base, it can be known whether the tools are sufficient for each group. If they are not sufficient, on the one hand, the number of people in the group can be adjusted to reduce the number of groups. On the other hand, the management staff can allocate from other labor practice education bases or replenish the stock.

[0098] In another embodiment of the present application, the method further includes:

[0099] Obtaining the number of teaching staff matching the labor education course tasks;

[0100] If it is determined that the current number of teaching staff users meets the preset teacher shortage condition, then based on the preset group-leading rules, assign a guiding teacher to each group. Among them, the group-leading rules include: assigning the same guiding teacher to at least two groups of category one, and assigning one guiding teacher to one group of category two.

[0101] It can be understood that by obtaining the required number of teaching staff filled in by the teaching staff users when publishing the labor education course tasks, and querying the database, the current number of teaching staff to be assigned can be known and compared with the required number of teaching staff for this labor education course task. If the current number of teaching staff to be assigned is less than the required number of teaching staff, it is determined to meet the teacher shortage condition. Then, one teacher should lead at least two groups of category one, and one teacher is needed to lead the group of category two.

[0102] In another embodiment of the present application, the method further includes:

[0103] Obtaining the number of teaching staff matching the labor education course tasks;

[0104] If it is determined that the current number of teaching staff users meets the preset teacher shortage condition, then call the parent data in the database and determine whether the student parents corresponding to the labor education course tasks meet the preset school-parents linkage condition. If so, send a participation request inquiry message (which can be in the form of a text message) to the corresponding parents;

[0105] It can be understood that when there is a shortage of teachers, by calling the database, it is determined whether the student parents corresponding to the labor education course tasks meet the school-parents linkage condition. Among them, the school-parents linkage condition refers to parents who can participate in labor education practice. Therefore, the physical conditions of each student parent should also be entered into the database and updated at a fixed period.

[0106] Judge whether the number of collaborative parents meets the condition of making up the number of teachers according to the inquiry feedback. If so, execute the next step; if not, send the number of collaborative parents and the calculated shortage number to the initiator of the labor education course task.

[0107] It is understandable that it is judged whether the number of teachers lacking can be supplemented according to the number of parents who agree according to the feedback results. If it is not supplemented, the number of parents who can participate and the number still lacking will be sent to the course task initiator, so that the initiator knows the current number situation, and the initiator will find other solutions.

[0108] If a parent's feedback to the participation request inquiry is an agreement, the group to which the student corresponding to the parent belongs will be assigned to the parent, and the other groups will be re-assigned according to the group-leading rules, and the assignment results will be sent to the corresponding users.

[0109] Through the above settings, when there are not enough teachers, inquiry information can be sent to the corresponding eligible parents to ask whether the parents agree to participate in this practical activity. If they are willing to participate, the parent will be responsible for leading the group where their child is located, and then the teachers of other groups will be re-assigned.

[0110] In another embodiment of the present application, in order to enable students to know the situation of their labor achievements after the labor practice class, the method further includes:

[0111] Judge whether the practical content corresponding to the labor education course task meets the preset long-term observation conditions. If so, execute the deferred result verification process; if not, execute the current result verification process;

[0112] It is understandable that if the practical content is a practical course such as tree planting, flower planting, vegetable planting, etc. that requires long-term observation to obtain the practical results, it meets the long-term observation conditions. If the practical content is a practical course such as a handicraft class or a paper-cutting class where the practical results can be known immediately after completion, it does not meet the long-term observation conditions.

[0113] The deferred result verification process includes:

[0114] Identify the practical content and obtain the corresponding growth rate reference data. Example: If it is identified that the practical content is planting and the planted is pepper seedlings, then search the Internet for the growth rate of pepper seedlings as the reference data, or it can also be determined by searching the pre-established planting experience database;

[0115] Obtain the practical results and the images during the practical process, and identify and determine the current growth stage of the practical activity object;

[0116] It is understandable that the practical result pictures corresponding to different practical contents and the pictures at each stage can be pre-stored in the database. By obtaining the growth pictures of the current practical activity object collected by the cameras preset in the corresponding teaching practice area of the base and making comparisons, the current growth stage can be identified.

[0117] Estimate the time for verifying the practical results (when the practical results can be known) based on the actual execution time, the current growth stage of the objects of the practical activities, and the reference data of the growth rate;

[0118] Send the preset labor result record form template to the corresponding management personnel of the labor practice education base at the time of verifying the practical results and receive feedback;

[0119] It can be understood that the style of the labor result record form template is, for example: student name - type of planting - start time of planting - end time of planting - completion degree - result description. The management personnel of the base inspect the labor results of the students.

[0120] Conduct practical result analysis on the practical results of each student based on the feedback data of the labor result record form;

[0121] If the practical results meet the preset bad conditions, retrieve the virtual simulation screen corresponding to the course guidance data executed by the corresponding student, conduct an analysis of the reasons for failure, generate corrective guidance data based on the analysis results, and send it to the corresponding user;

[0122] It can be understood that the bad conditions can be set by presetting some keywords, such as: "bad", "withered", "dry", "not good", "poor", and other words with similar meanings. By performing text recognition on the record form, if the above keywords are recognized, it is considered to meet the bad conditions. Then, by retrieving the virtual simulation screen of the corresponding student, analyze which behaviors in the student's virtual simulation behavior are incorrect and cause the bad situation, generate a corrective guidance prompt for the analyzed bad reasons (such as: the amount of watering needs to be controlled), and send it to the corresponding student user, so that the student can know the success or failure of their labor results and the areas that need improvement, improving the effect of labor practice education. The form of the corrective guidance prompt can be in the form of text or a new animation.

[0123] Regarding the current result verification process, it includes:

[0124] Send the preset labor result record form template to the corresponding management personnel of the labor practice education base at the end time of the practice corresponding to the current labor education course task and receive feedback;

[0125] Conduct practical result analysis on the practical results of each student based on the feedback data of the labor result record form;

[0126] If the practical results meet the preset bad conditions, retrieve the virtual simulation screen corresponding to the course guidance data executed by the corresponding student, conduct an analysis of the reasons for failure, generate corrective guidance data based on the analysis results, and send it to the corresponding user.

[0127] It can be understood that when the initiator issues a labor education course task, the corresponding start time and end time of the practice in the labor practice education base need to be filled in. Since this labor education course task does not meet the conditions for long-term observation and the practice results can be obtained immediately after completion, a labor achievement record form template is automatically sent to the management staff of the education base at the end of the practice, allowing the management staff to record and submit feedback. The analysis of the feedback data of the labor achievement record form is the same as the above implementation method, so it will not be repeated here.

[0128] In another embodiment of the present application, the method further includes:

[0129] Summarize the defective items in the record form corresponding to any labor education course task;

[0130] Perform data cleaning on the defective items. Example: Exclude approximate and duplicate data; assume that in the same task, 13 yellow leaves and leaf drop occur, then only one data is retained to avoid repeating the same behavior 13 times;

[0131] Identify and analyze the cleaned defective data, and add key prompt information at the corresponding position of the course guidance data based on the identification result.

[0132] It can be understood that the defective items in the record form corresponding to any labor education course task are summarized, data cleaning is performed based on all the summarized defective items, and key prompts are added at the corresponding positions in the course guidance data. For example, if the defective item is yellow leaves and the identification analysis shows excessive fertilization, then a red text mark prompt is added at the position where fertilization appears in the course guidance data, and the prompt content is to pay attention to controlling the fertilization amount, so as to prompt the students who need to learn this course task later to pay attention, thereby increasing the memory points of the students and improving the learning effect.

[0133] The embodiment of the present application also discloses a labor education practice guidance platform based on virtual reality.

[0134] The labor education practice guidance platform based on virtual reality includes a memory and a processor, and a computer program capable of being loaded and executed by the processor, such as any one of the above-mentioned labor education practice guidance methods based on virtual reality, is stored on the memory.

[0135] The above are all the preferred embodiments of the present application. The protection scope of the present application is not limited by this. Therefore, all equivalent changes made according to the structure, shape, and principle of the present application should be covered within the protection scope of the present application.

Claims

1. A labor education practice guidance method based on virtual reality, characterized in that, Including: Establish a database storing virtual simulation materials, student data, parent data, and faculty data; If a labor education course task initiated by a faculty user is received, search the database to determine the matching course guidance data and student data, and distribute the course guidance data to the users corresponding to the student data. The course guidance data includes virtual simulation materials matching the course task; Group the users corresponding to the student data based on a preset grouping rule. If a mutual assistance inquiry message initiated by a certain student user is received, define this user as the initiator, and send the mutual assistance inquiry message to other users within the group where the initiator is located and receive feedback; If the inquiry feedback is consent, mark the student user and execute mutual assistance process one; If the inquiry feedback is disagreement, execute mutual assistance process two; Among them, the mutual assistance process one includes: If it is recognized that the initiator triggers a preset parent on-site guidance condition, create an online chat room or establish an audio communication network between the initiator and this user, and share the virtual simulation screen corresponding to the execution of the course guidance data on the initiator's side; The mutual assistance process two includes: Send the virtual simulation screen corresponding to the course guidance data generated by the mutual assistance process one to the users within the group; Also including: Judge whether the practical content corresponding to the labor education course task meets the preset long-term observation condition. If so, execute the deferred result verification process; if not, execute the current result verification process; The deferred result verification process includes: Identify the practical content and obtain the corresponding growth rate reference data; Obtain the growth pictures of the current practical activity object, and identify and determine the growth stage where the practical activity object is currently located; Estimate the practical result verification time based on the practical execution time, the growth stage where the practical activity object is currently located, and the growth rate reference data; Send a preset labor result record form template to the corresponding management personnel of the labor practice education base at the practical result verification time and receive feedback; The current result verification process includes: Send a preset labor result record form template to the corresponding management personnel of the labor practice education base at the end time of the practice corresponding to the current labor education course task and receive feedback; Conduct practical result analysis on the practical results of each student based on the feedback data of the labor result record form; If the practical result meets the preset bad conditions, retrieve the virtual simulation screen corresponding to the execution of the course guidance data by the corresponding student, and conduct a failure cause analysis. Generate corrective guidance data according to the analysis result and send it to the corresponding user; Summarize the bad items in the record form corresponding to any labor education course task; Conduct data cleaning on the bad items; Identify and analyze the cleaned bad data, and add key prompt information at the corresponding position of the course guidance data based on the identification result.

2. The method for guiding labor education practice based on virtual reality according to claim 1, wherein Also including: Based on the student data, determine whether any student meets the predefined experienced condition. If so, output the preset prompt message one; if not, output the preset prompt message two. Group the users corresponding to the student data based on the preset grouping rules to generate group one and group two. Among them, the grouping rules include: if there are experienced students, establish a pairing relationship between several students who meet the experienced condition and several students who do not meet the experienced condition. Group one includes combinations of experienced and inexperienced students. Group two is a combination of inexperienced students.

3. The method for guiding labor education practice based on virtual reality according to claim 2, wherein, It also includes: If all users within a certain group two have completed the learning of the course guidance data, initiate an assessment process for the users within this group. Define experienced users and inexperienced users based on the assessment results, re-group according to the grouping rules, and send the grouping results to the corresponding users.

4. The method for guiding labor education practice based on virtual reality according to claim 3, wherein It also includes: Based on the labor education course tasks, determine whether the tools used in the course meet the preset tool sharing conditions. If so, calculate the required number of tools according to the number of groups. Obtain the corresponding tool inventory from the pre-connected labor practice education base system. Compare the tool inventory with the required number of tools, and make group adjustments or output allocation and replenishment prompts according to the comparison results.

5. The method for guiding labor education practice based on virtual reality according to claim 3, wherein It also includes: Obtain the number of teaching staff matching the labor education course tasks. If it is determined that the current number of teaching staff users meets the preset teacher shortage condition, assign a tutor to each group based on the preset group-leading rules. Among them, the group-leading rules include: assign the same tutor to at least two groups of group one, and assign one tutor to one group of group two.

6. The method for guiding labor education practice based on virtual reality according to claim 3, wherein, It also includes: Obtain the number of teaching staff matching the labor education course tasks. If it is determined that the current number of teaching staff users meets the preset teacher shortage condition, call the parent data in the database and determine whether the student parents corresponding to the labor education course tasks meet the preset campus and parent linkage conditions. If so, send a participation request inquiry message to the corresponding parents. Judge whether the number of collaborative parents meets the number of supplementary teachers according to the inquiry feedback. If so, execute the next step. If not, send the number of collaborative parents and the calculated gap number to the initiator of the labor education course tasks. If a certain parent's feedback to the participation request inquiry is an approver, assign the group where the student corresponding to this parent is located to this parent, re-assign the other groups according to the group-leading rules, and send the assignment results to the corresponding users.

7. The method for guiding labor education practice based on virtual reality according to claim 2, characterized in that, The course guidance data includes: Uniformly process the labor education course tasks into text information, extract the preset feature fields, and call the corresponding basic model and virtual simulation materials in the database based on the feature fields for splicing and combination to generate the corresponding virtual simulation scenarios.

8. The method for guiding labor education practice based on virtual reality according to claim 3, wherein The assessment process includes: Resend the course guidance data to the users within the group, record the virtual simulation behaviors of the users and conduct correctness analysis. Each analysis result is respectively bound to the student users, and an assessment form is generated and sent to the teacher users.

9. A labor education practice guidance platform based on virtual reality, characterized in that, It includes a memory and a processor, and a computer program capable of being loaded and executed by the processor is stored on the memory, which is a method for guiding labor education practice based on virtual reality as described in any one of claims 1-8.

Images