Primary and secondary school indoor environment health benefit assessment and health environment index determination method in combination with VR scene

Abstract

The invention provides a primary and secondary school indoor environment health benefit assessment and health environment index determination method in combination with a VR scene. According to the method, a highly-restored school indoor environment model is constructed by using a VR technology, so that accurate control on environment parameters is realized; meanwhile, physiological response data of the children are collected in real time through the physiological monitoring device, the influence of improvement of different environment scenes on different indexes related to children health can be effectively and quantitatively evaluated in combination with subjective questionnaire survey of the children, and refined guidance can be provided for improvement of environment quality of different types of indoor scenes in primary and secondary schools.

Description

Technical Field

[0001] The present invention relates to the cross-technical field of virtual reality (VR) technology and environmental health assessment, and in particular to a method for evaluating the health benefits of indoor environments of primary and secondary schools and determining healthy environment indicators in combination with VR scenes. Background Art

[0002] The quality of the indoor environment of primary and secondary schools directly affects children's physical and mental health and learning efficiency. Establishing the relationship between the school's indoor environment and children's health outcomes is an important prerequisite for clarifying the establishment of healthy environment indicators in schools. Traditional environmental health assessment methods for children's related environments often use cross-sectional questionnaire surveys and physical environment measurements. They are limited by field scene conditions and cannot effectively determine the causal relationship between the environment and the impact results. There are many shortcomings. In addition, the acquisition of children's related health outcomes is mainly based on questionnaire surveys, and scientific and objective health results cannot be obtained. At the same time, the previous experimental methods for exploring the health of the environment and users for adults did not take into account the particularity of children in the selection of psychological scales and the measurement of health outcomes. Therefore, the existing method process cannot meet the applicability for children. Summary of the invention

[0003] The purpose of the present invention is to solve the problems in the prior art and propose a method for evaluating the health benefits of the indoor environment of primary and secondary schools and determining healthy environmental indicators combined with VR scenes. This method constructs a VR-simulated indoor environment of primary and secondary schools, combines physiological indicator monitoring technology with a psychological scale questionnaire survey, clarifies the physiological and psychological effects of environmental parameters on children, and thus scientifically and objectively evaluates the environmental health benefits, determines healthy environmental indicators that are beneficial to children, and helps to promote the optimization of the environmental quality of basic education facilities.

[0004] The present invention is implemented by the following technical scheme. The present invention proposes a method for evaluating the health benefits of the indoor environment of primary and secondary schools and determining the health environment index in combination with VR scenes. The method comprises the following steps:

[0005] Step 1: Identify the school indoor environmental factors that affect children's health, including window-to-wall ratio, indoor greening configuration, window view, interior decoration, desk and chair arrangement, and noise, and then determine the different levels of performance of these factors;

[0006] Step 2: According to the different levels of environmental factors, combined with orthogonal experimental design, different VR scenes covering various environmental factors are constructed;

[0007] Step 3: Based on the constructed VR scene, the children wear VR helmets or VR glasses to observe the 3D scene in real time, and wear wearable physiological monitoring equipment to collect physiological data, and combine with subjective questionnaires to obtain psychological data;

[0008] Step 4: Based on physiological monitoring data and subjective questionnaire feedback, combined with changes in environmental parameters, quantify the changes in children's health indicators under different environmental scenarios, evaluate the health benefits of the environment, and then determine the environmental indicators that are beneficial to children's health.

[0009] Furthermore, the step 1 is specifically as follows:

[0010] Step 1.1. Identify the school indoor environmental factors that affect children's health through literature review, child interviews or expert consultation;

[0011] Step 1.2: Determine the levels of different environmental factors based on their typical characteristics.

[0012] Furthermore, the step 2 is specifically as follows:

[0013] Step 2.1, select an orthogonal table that matches the number and level of environmental factors; specifically: according to the number of environmental factors (m) and their performance levels (k), select L n (k m ) orthogonal array; where "L" represents the orthogonal array, n means n experiments are to be done, m represents the number of factors, and k represents the level type of the factors;

[0014] Step 2.2, based on the orthogonal table results, generate multiple test scenarios containing different environmental elements and their corresponding levels; use SketchUp to build a 3D scene;

[0015] Step 2.3: In the 3D scene formed by modeling, adjust the viewpoint to the height required for the experiment, use rendering software to perform panoramic rendering, and form 3D panoramic images of multiple test scenes.

[0016] Furthermore, the step three is specifically as follows:

[0017] Step 3.1: Children were asked to measure baseline physiological indicators while wearing head-mounted VR devices and physiological monitoring equipment, and to ask about their subjective perception using the visual analogue scale (VAS);

[0018] Step 3.2: After completing the baseline measurement, enter the stress induction phase; participants are exposed to an untidy virtual scene with background noise including traffic noise and students' noise. At the same time, participants complete two stress induction tasks: the Stroop test and the mental arithmetic test.

[0019] Step 3.3: After the stress is induced, the child randomly experiences the panoramic image of a certain indoor scene generated in the above step 2.2. During the experience, the child turns his head to fully observe the corresponding spatial scene;

[0020] Step 3.4: After completing each scene experience, the children removed the VR equipment and filled out a subjective questionnaire. The visual analog scale (VAS) was used to measure subjective perceived stress and attention; the composite simplified scale that integrated two scales (State-Trait Anxiety Inventory-Children (STAI-ch) and STAI-Y6 scale) was used to measure emotions; the Perceived Recovery Scale-Children (PRS-ch) was used to measure psychological recovery; the bell test was used to objectively measure the children's sustained and selective attention levels, and its difficulty level was suitable for primary and secondary school students.

[0021] Step 3.5: After the child has completed answering the above information, he / she should take a rest for no less than 5 minutes. After the rest, he / she should put on the VR device again and repeat steps 3.1 to 3.5.

[0022] Step 3.6: After completing all scene experiences, the children remove the VR equipment and physiological monitoring equipment.

[0023] Furthermore, in step 3.3, the experience time is 5 to 7 minutes.

[0024] Furthermore, the step 4 is specifically as follows:

[0025] Step 4.1, pre-processing the physiological index data reflecting the objective pressure, and calculating the physiological change rate before and after the virtual scene experience;

[0026] Step 4.2: Preprocess the subjective questionnaire data, calculate the changes in subjective perceived stress and attention before and after the virtual scene experience, and the VAS difference before and after the scene experience can reflect the corresponding information; calculate the emotion and perception recovery information after the scene experience, and the average score of the corresponding subjective questionnaire test results can reflect this information;

[0027] Step 4.3: Perform KS test on the normality of the data. For data that conform to normal distribution, use variance analysis to determine whether the effects of different design features on each indicator are significant. For data that do not conform to normal distribution, use KW-H for significance analysis. In the process of variance analysis and KW-H analysis, consider the baseline stress and baseline attention of children and control these indicators. For design features with significant effects, further use main effect analysis to determine the influence trend of each factor level of the design features on each indicator.

[0028] Step 4.4: Determine the benefits of different environmental factors on health outcomes based on the degree of impact of each environmental factor on different health outcome indicators; identify classroom environmental factors and their specific indicators that are beneficial to students' health based on the performance levels of environmental factors that have significant impact on health outcomes and their better impact on outcomes, thereby determining classroom health environment indicators.

[0029] Furthermore, the step 4.1 is specifically as follows:

[0030] The average SCL within 10 seconds before the end of the participant's baseline physiological index measurement was used as the initial index SCL. t1 The average SCL value within 10 seconds before the end of the stress-inducing task was taken as the end indicator SCL. t2 , calculate the physiological change rate of the stress-induced task; at the same time, the average SCL value within 10 seconds before the end of the stress-induced task of the participants was used as the initial indicator SCL t2 The average SCL of the participants within 10 seconds before the end of the VR scene experience is used as the end indicator SCL t3 , calculate the physiological change rate of scene recovery experience;

[0031] After dimensionality reduction processing of physiological indicators, the formula for the skin electrical change rate of the stress-induced task is as follows:

[0032]

[0033] The formula for the skin electrical change rate of scene recovery experience is as follows:

[0034]

[0035] In the formula, represents the rate of physiological change in the stress-inducing task, represents the physiological change rate of the scene recovery experience, represents the mean SCL of the participants at baseline. represents the average SCL value of the participants in the 10 seconds before the end of stress induction. It represents the average SCL value of the participants in the first 10 seconds before the end of the scene recovery experience;

[0036] Similarly, the physiological indicator HR also uses the same calculation formula to obtain the heart rate change rate of the stress-induced task and the heart rate change rate of the scene recovery experience.

[0037] Furthermore, in step 4.3, the impact of level 1 of the Ath environmental factor is calculated. According to the uniform distribution characteristics of the orthogonal table, the main effect on the dependent variable SCL is obtained by mean calculation; the calculation formula is as follows:

[0038]

[0039] In the formula, Indicates the participants in each scene The average of the scores, other scenarios SCL that participants experienced A(2) , SCL A(3) , also calculated using the same formula;

[0040] Similarly, the same calculation method is used for each factor level of other environmental factors to determine the degree of influence of each factor level on the dependent variable.

[0041] The present invention also proposes an electronic device, including a memory and a processor, wherein the memory stores a computer program, and when the processor executes the computer program, the steps of a method for evaluating the health benefits of the indoor environment of primary and secondary schools and determining health environment indicators combined with a VR scene are implemented.

[0042] The present invention also proposes a computer-readable storage medium for storing computer instructions. When the computer instructions are executed by a processor, the steps of the method for evaluating the health benefits of the indoor environment of primary and secondary schools and determining healthy environment indicators combined with VR scenes are implemented.

[0043] Compared with the prior art, the present invention has the following beneficial effects:

[0044] The present invention proposes a method for evaluating the health benefits of indoor environment and determining healthy environment indicators of primary and secondary schools combined with VR scenes. The method uses VR technology to construct a highly restored school indoor environment model to achieve precise control of environmental parameters; at the same time, the physiological response data of children are collected in real time through physiological monitoring equipment, and combined with children's subjective questionnaire surveys, it can effectively quantify and evaluate the impact of improvements in different environmental scenes on different indicators related to children's health, and can provide refined guidance for improving the environmental quality of different types of indoor scenes in primary and secondary schools. The present invention proposes an impact assessment method for children-related environments that combines VR technology, physiological monitoring and subjective feedback, which can achieve accurate quantitative assessment of the environmental health impact of different functional spaces and different scenes in primary and secondary schools for children, and improve the scientificity and accuracy of the assessment. The method proposed in the present invention can cover multiple environmental parameters and ensure the comprehensiveness and comprehensiveness of environmental impact assessment. Compared with traditional methods, the method proposed in the present invention has a wide range of applications, which is applicable to both existing scenes and non-realistic and concept stage scenes, and can provide scientific support for the evidence-based design and optimization of indoor healthy environments in different types of spaces with children as the main users. BRIEF DESCRIPTION OF THE DRAWINGS

[0045] In order to more clearly illustrate the embodiments of the present invention or the technical solutions in the prior art, the drawings required for use in the embodiments or the description of the prior art will be briefly introduced below. Obviously, the drawings described below are only embodiments of the present invention. For ordinary technicians in this field, other drawings can be obtained based on the provided drawings without paying creative work.

[0046] Figure 1 This is a flow chart of a method for evaluating the health benefits of the indoor environment of primary and secondary schools and determining healthy environment indicators in combination with a VR scene described in the present invention. DETAILED DESCRIPTION

[0047] The technical solutions in the embodiments of the present invention will be described clearly and completely below in conjunction with the drawings in the embodiments of the present invention. Obviously, the described embodiments are only part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without creative work are within the scope of protection of the present invention.

[0048] The present invention aims to provide an innovative method for evaluating the benefits of the indoor environment of primary and secondary schools and determining health indicators by combining VR scenes. By combining a highly simulated VR environment model, real-time physiological monitoring and subjective questionnaire survey, an accurate quantitative evaluation of the health impact of the school's indoor environment can be achieved, and indoor environmental parameters with better performance can be identified, providing a scientific basis for environmental improvement measures. The method is applicable to both existing real-world scene evaluation and non-realistic scenes in the design stage.

[0049] Specifically, combined Figure 1 The present invention proposes a method for evaluating the health benefits of the indoor environment of primary and secondary schools and determining health environment indicators in combination with VR scenes, and the method comprises the following steps:

[0050] Step 1: Identify the school indoor environmental factors that affect children's health, including window-to-wall ratio, indoor greening configuration, window view, interior decoration, desk and chair arrangement, and noise, and then determine the different levels of performance of these factors;

[0051] The step 1 is specifically as follows:

[0052] Step 1.1. Identify the school indoor environmental factors that affect children's health through literature review, child interviews or expert consultation;

[0053] Step 1.2: Determine the horizontal levels of different environmental factors based on their typical characteristics (e.g., the window-to-wall ratio can be divided into different levels such as 25%, 40%, and 55%).

[0054] Step 2: According to the different levels of environmental factors, combined with orthogonal experimental design, different VR scenes covering various environmental factors are constructed;

[0055] The step 2 is specifically as follows:

[0056] Step 2.1, select an orthogonal table that matches the number and level of environmental factors; specifically: according to the number of environmental factors (m) and their performance levels (k), select L n (k m) orthogonal array; where "L" represents the orthogonal array, n means n experiments are to be done, m represents the number of factors, and k represents the level type of the factors;

[0057] Step 2.2, based on the orthogonal table results, generate multiple test scenarios containing different environmental elements and their corresponding levels; use SketchUp to build a 3D scene;

[0058] Step 2.3: In the 3D scene formed by modeling, adjust the viewpoint to the height required for the experiment, and use Enscape or Lumion rendering software to perform panoramic rendering to form 3D panoramic images of multiple test scenes.

[0059] Step 3: Based on the constructed VR scene, the children wear VR helmets or VR glasses to observe the 3D scene in real time, and wear wearable physiological monitoring devices to collect physiological data (such as heart rate and skin electricity), and obtain psychological data in combination with subjective questionnaires;

[0060] The step three is specifically as follows:

[0061] Step 3.1: Children were wearing head-mounted VR devices and physiological monitoring equipment to first measure baseline physiological indicators (such as heart rate, skin charge, etc.), and to use the visual analog scale (VAS) to ask about their subjective perception (such as perceived stress, perceived attention, etc.);

[0062] Step 3.2: After completing the baseline measurement, enter the stress induction phase; participants are exposed to an untidy virtual scene with background noise including traffic noise and students' noise. At the same time, participants complete two stress induction tasks: the Stroop test and the mental arithmetic test.

[0063] Step 3.3: After stress induction, the children randomly experience the panoramic image of a certain indoor scene generated in the above step 2.2. During the experience, they turn their heads to fully observe the corresponding spatial scene; the experience time is 5 to 7 minutes.

[0064] Step 3.4: After completing each scene experience, the children removed the VR equipment and filled out a subjective questionnaire. The visual analog scale (VAS) was used to measure subjective perceived stress and attention; the composite simplified scale that integrated two scales (State-Trait Anxiety Inventory-Children (STAI-ch) and STAI-Y6 scale) was used to measure emotions; the Perceived Recovery Scale-Children (PRS-ch) was used to measure psychological recovery; the Bells test was used to objectively measure the children's sustained and selective attention levels, and its difficulty level was suitable for primary and secondary school students.

[0065] Step 3.5: After the child has completed answering the above information, he / she should take a rest for no less than 5 minutes. After the rest, he / she should put on the VR device again and repeat steps 3.1 to 3.5.

[0066] Step 3.6: After completing all scene experiences, the children remove the VR equipment and physiological monitoring equipment.

[0067] Step 4: Based on physiological monitoring data and subjective questionnaire feedback, combined with changes in environmental parameters, quantify the changes in children's health indicators under different environmental scenarios, evaluate the health benefits of the environment, and then determine the environmental indicators that are beneficial to children's health.

[0068] The step 4 is specifically as follows:

[0069] Step 4.1, pre-processing the physiological index data reflecting the objective pressure, and calculating the physiological change rate before and after the virtual scene experience;

[0070] The step 4.1 is specifically as follows:

[0071] The average SCL within 10 seconds before the end of the participant's baseline physiological index measurement was used as the initial index SCL. t1 The average SCL value within 10 seconds before the end of the stress-inducing task was taken as the end indicator SCL. t2 , calculate the physiological change rate of the stress-induced task; at the same time, the average SCL value within 10 seconds before the end of the stress-induced task of the participants was used as the initial indicator SCL t2 The average SCL of the participants within 10 seconds before the end of the VR scene experience is used as the end indicator SCL t3 , calculate the physiological change rate of scene recovery experience;

[0072] After dimensionality reduction processing of physiological indicators, the formula for the skin electrical change rate of the stress-induced task is as follows:

[0073]

[0074] The formula for the skin electrical change rate of scene recovery experience is as follows:

[0075]

[0076] In the formula, represents the rate of physiological change in the stress-inducing task, represents the physiological change rate of the scene recovery experience, represents the mean SCL of the participants at baseline. represents the average SCL value of the participants in the 10 seconds before the end of stress induction. It represents the average SCL value of the participants in the first 10 seconds before the end of the scene recovery experience;

[0077] Similarly, the physiological indicator HR also uses the same calculation formula to obtain the heart rate change rate of the stress-induced task and the heart rate change rate of the scene recovery experience.

[0078] Step 4.2: Preprocess the subjective questionnaire data, calculate the changes in subjective perceived stress and attention before and after the virtual scene experience, and the VAS difference before and after the scene experience can reflect the corresponding information; calculate the emotion and perception recovery information after the scene experience, and the average score of the corresponding subjective questionnaire test results can reflect this information;

[0079] Step 4.3: Perform KS test on the normality of the data. For data that conform to normal distribution, use variance analysis to determine whether the effects of different design features on each indicator are significant. For data that do not conform to normal distribution, use KW-H for significance analysis. In the process of variance analysis and KW-H analysis, consider the baseline stress and baseline attention of children and control these indicators. For design features with significant effects, further use main effect analysis to determine the influence trend of each factor level of the design features on each indicator.

[0080] In step 4.3, the impact of level 1 of the Ath environmental factor is calculated. According to the uniform distribution characteristics of the orthogonal table, the main effect on the dependent variable SCL is obtained by mean calculation; the calculation formula is as follows:

[0081]

[0082] In the formula, Indicates the participants in each scene The average of the scores, other scenarios SCL that participants experienced A(2) , SCL A(3) , also calculated using the same formula;

[0083] Similarly, the same calculation method is used for each factor level of other environmental factors to determine the degree of influence of each factor level on the dependent variable.

[0084] Step 4.4: Determine the benefits of different environmental factors on health outcomes based on the degree of impact of each environmental factor on different health outcome indicators; identify classroom environmental factors and their specific indicators that are beneficial to students' health based on the performance levels of environmental factors that have significant impact on health outcomes and their better impact on outcomes, thereby determining classroom health environment indicators.

[0085] The present invention proposes a method for evaluating the health benefits of the school's indoor environment and determining healthy environment indicators based on VR technology, which can provide basic parameters for configuring school indoor environmental elements that are beneficial to children's physical and mental recovery. Through technological innovation, it realizes the precision and integration of environmental health assessment, and provides strong support for building a healthier and more comfortable teaching environment.

[0086] This invention creatively applies VR technology to the field of indoor environmental health assessment in primary and secondary schools. By constructing a highly restored virtual environment scene, it achieves precise control and simulation of environmental indicators, providing a new perspective and tools for health assessment of child-related environments.

[0087] Based on physiological monitoring data and subjective questionnaire feedback, this paper establishes a basic process for evaluating the impact of the environment on children's health. It can quantitatively evaluate the changes in health outcome indicators under different environmental scenarios and determine the preferred environmental indicators that are beneficial to children's physical and mental recovery. This precise quantitative evaluation method provides a scientific basis for the effectiveness evaluation of environmental improvement measures and helps to achieve precise policy implementation for environmental optimization.

[0088] In terms of the selection of health outcome measurement methods, psychological scales and psychological test tasks were selected based on the children's understanding and appropriate level, which can scientifically and reasonably measure the subjective and objective health outcomes of children. At the same time, combined with the acquisition of physiological indicators, it is possible to fully and objectively understand the impact of environmental characteristics on health.

[0089] The present invention also proposes an electronic device, including a memory and a processor, wherein the memory stores a computer program, and when the processor executes the computer program, the steps of a method for evaluating the health benefits of the indoor environment of primary and secondary schools and determining health environment indicators combined with a VR scene are implemented.

[0090] The present invention also proposes a computer-readable storage medium for storing computer instructions. When the computer instructions are executed by a processor, the steps of the method for evaluating the health benefits of the indoor environment of primary and secondary schools and determining healthy environment indicators combined with VR scenes are implemented.

[0091] The memory in the embodiments of the present application may be a volatile memory or a non-volatile memory, or may include both volatile and non-volatile memories. Among them, the non-volatile memory may be a read-only memory (ROM), a programmable read-only memory (PROM), an erasable programmable read-only memory (EPROM), an electrically erasable programmable read-only memory (EEPROM), or a flash memory. The volatile memory may be a random access memory (RAM), which is used as an external cache. By way of example and not limitation, many forms of RAM are available, such as static RAM (SRAM), dynamic RAM (DRAM), synchronous DRAM (SDRAM), double data rate SDRAM (DDRSDRAM), enhanced SDRAM (ESDRAM), synchronous link DRAM (SLDRAM), and direct RAM bus RAM (DRRAM). It should be noted that the memory of the method described in the present invention is intended to include, but is not limited to, these and any other suitable types of memory.

[0092] In the above embodiments, it can be implemented in whole or in part by software, hardware, firmware or any combination thereof. When implemented using software, it can be implemented in whole or in part in the form of a computer program product. The computer program product includes one or more computer instructions. When the computer instructions are loaded and executed on a computer, the process or function described in the embodiment of the present application is generated in whole or in part. The computer may be a general-purpose computer, a special-purpose computer, a computer network, or other programmable device. The computer instructions may be stored in a computer-readable storage medium, or transmitted from one computer-readable storage medium to another computer-readable storage medium, for example, the computer instructions may be transmitted from a website site, computer, server or data center by wired (e.g., coaxial cable, optical fiber, digital subscriber line (digital subscriber line, DSL)) or wireless (e.g., infrared, wireless, microwave, etc.) mode to another website site, computer, server or data center. The computer-readable storage medium may be any available medium that a computer can access or a data storage device such as a server or data center that includes one or more available media integrated. The available medium may be a magnetic medium (eg, a floppy disk, a hard disk, a magnetic tape), an optical medium (eg, a high-density digital video disc (DVD)), or a semiconductor medium (eg, a solid state disc (SSD)).

[0093] In the implementation process, each step of the above method can be completed by an integrated logic circuit of hardware in a processor or an instruction in the form of software. The steps of the method disclosed in conjunction with the embodiment of the present application can be directly embodied as a hardware processor for execution, or a combination of hardware and software modules in a processor for execution. The software module can be located in a storage medium mature in the art such as a random access memory, a flash memory, a read-only memory, a programmable read-only memory or an electrically erasable programmable memory, a register, etc. The storage medium is located in a memory, and the processor reads the information in the memory and completes the steps of the above method in conjunction with its hardware. To avoid repetition, it is not described in detail here.

[0094] It should be noted that the processor in the embodiment of the present application can be an integrated circuit chip with signal processing capabilities. In the implementation process, each step of the above method embodiment can be completed by an integrated logic circuit of hardware in the processor or an instruction in the form of software. The above processor can be a general-purpose processor, a digital signal processor (DSP), an application-specific integrated circuit (ASIC), a field programmable gate array (FPGA) or other programmable logic devices, discrete gates or transistor logic devices, discrete hardware components. The methods, steps and logic block diagrams disclosed in the embodiments of the present application can be implemented or executed. The general-purpose processor can be a microprocessor or the processor can also be any conventional processor, etc. The steps of the method disclosed in the embodiment of the present application can be directly embodied as a hardware decoding processor to perform, or the hardware and software modules in the decoding processor can be combined and performed. The software module can be located in a mature storage medium in the field such as a random access memory, a flash memory, a read-only memory, a programmable read-only memory or an electrically erasable programmable memory, a register, etc. The storage medium is located in a memory, and the processor reads the information in the memory and completes the steps of the above method in combination with its hardware.

[0095] The above is a detailed introduction to the method for evaluating the health benefits of the indoor environment of primary and secondary schools and determining the health environment indicators combined with VR scenes proposed in the present invention. This article uses specific examples to illustrate the principles and implementation methods of the present invention. The description of the above embodiments is only used to help understand the method of the present invention and its core idea; at the same time, for those skilled in the art, according to the idea of ​​the present invention, there will be changes in the specific implementation method and application scope. In summary, the content of this specification should not be understood as a limitation on the present invention.

Claims

1. A method for evaluating the health benefits of indoor environment and determining health environment indicators in primary and secondary schools combined with VR scenes, characterized in that: The method comprises the following steps: Step 1: Identify the school indoor environmental factors that affect children's health, including window-to-wall ratio, indoor greening configuration, window view, interior decoration, desk and chair arrangement, and noise, and then determine the different levels of performance of these factors; Step 2: According to the different levels of environmental factors, combined with orthogonal experimental design, different VR scenes covering various environmental factors are constructed; Step 3: Based on the constructed VR scene, the children wear VR helmets or VR glasses to observe the 3D scene in real time, and wear wearable physiological monitoring equipment to collect physiological data, and combine with subjective questionnaires to obtain psychological data; Step 4: Based on physiological monitoring data and subjective questionnaire feedback, combined with changes in environmental parameters, quantify the changes in children's health indicators under different environmental scenarios, evaluate the health benefits of the environment, and then determine the environmental indicators that are beneficial to children's health.

2. The method according to claim 1, characterized in that: The step 1 is specifically as follows: Step 1.

1. Identify the school indoor environmental factors that affect children's health through literature review, child interviews or expert consultation; Step 1.2: Determine the levels of different environmental factors based on their typical characteristics.

3. The method according to claim 2, characterized in that The step 2 is specifically as follows: Step 2.1, select an orthogonal table that matches the number and level of environmental factors; specifically: according to the number of environmental factors (m) and their performance levels (k), select L n (k m ) orthogonal array; "L" represents the orthogonal array, n means n experiments are to be done, m represents the number of factors, and k represents the level type of the factors; Step 2.2, based on the orthogonal table results, generate multiple test scenarios containing different environmental elements and their corresponding levels; use SketchUp to build a 3D scene; Step 2.3: In the 3D scene formed by modeling, adjust the viewpoint to the height required for the experiment, use rendering software to perform panoramic rendering, and form 3D panoramic images of multiple test scenes.

4. The method according to claim 3, characterized in that: The step three is specifically as follows: Step 3.1: Children were asked to measure baseline physiological indicators while wearing head-mounted VR devices and physiological monitoring equipment, and to ask about their subjective perception using the visual analogue scale (VAS); Step 3.2: After completing the baseline measurement, enter the stress induction phase; participants are exposed to an untidy virtual scene with background noise including traffic noise and students' noise. At the same time, participants complete two stress induction tasks: the Stroop test and the mental arithmetic test. Step 3.3: After the stress is induced, the child randomly experiences the panoramic image of a certain indoor scene generated in the above step 2.

2. During the experience, the child turns his head to fully observe the corresponding spatial scene; Step 3.4: After completing each scene experience, the children removed the VR equipment and filled out a subjective questionnaire. The visual analog scale (VAS) was used to measure subjective perceived stress and attention; the composite simplified scale that integrated two scales (State-Trait Anxiety Inventory-Children (STAI-ch) and STAI-Y6 scale) was used to measure emotions; the Perceived Recovery Scale-Children (PRS-ch) was used to measure psychological recovery; the bell test was used to objectively measure the children's sustained and selective attention levels, and its difficulty level was suitable for primary and secondary school students. Step 3.5: After the child has completed answering the above information, he / she should take a rest for no less than 5 minutes. After the rest, he / she should put on the VR device again and repeat steps 3.1 to 3.

5. Step 3.6: After completing all scene experiences, the children remove the VR equipment and physiological monitoring equipment.

5. The method according to claim 4, characterized in that In step 3.3, the experience time is 5 to 7 minutes.

6. The method according to claim 5, characterized in that The step 4 is specifically as follows: Step 4.1, pre-processing the physiological index data reflecting the objective pressure, and calculating the physiological change rate before and after the virtual scene experience; Step 4.2: Preprocess the subjective questionnaire data to calculate the changes in subjective perceived stress and attention before and after the virtual scene experience. The VAS difference before and after the scene experience can reflect the corresponding information. Calculate the emotional and perceptual recovery information after the scene experience, and the average score of the corresponding subjective questionnaire test results can reflect this information; Step 4.3: Perform KS test on the normality of the data. For data that conform to normal distribution, use variance analysis to determine whether the effects of different design features on each indicator are significant. For data that do not conform to normal distribution, use KW-H for significance analysis. In the process of variance analysis and KW-H analysis, consider the baseline stress and baseline attention of children and control these indicators. For design features with significant effects, further use main effect analysis to determine the influence trend of each factor level of the design features on each indicator. Step 4.4: Determine the benefits of different environmental factors on health outcomes based on the degree of impact of each environmental factor on different health outcome indicators; identify classroom environmental factors and their specific indicators that are beneficial to students' health based on the performance levels of environmental factors that have significant impact on health outcomes and their better impact on outcomes, thereby determining classroom health environment indicators.

7. The method according to claim 6, characterized in that The step 4.1 is specifically as follows: The average SCL value within 10 seconds before the end of the baseline physiological index measurement of the participants was taken as the initial index SCL. t1 The average SCL value within 10 seconds before the end of the stress-inducing task was used as the end indicator SCL. t2 , calculate the physiological change rate of the stress-induced task; at the same time, the average SCL value within 10 seconds before the end of the stress-induced task of the participants was used as the initial indicator SCL t2 The average SCL of the participants within 10 seconds before the end of the VR scene experience is used as the end indicator SCL t3 , calculate the physiological change rate of scene recovery experience; After dimensionality reduction processing of physiological indicators, the formula for the skin electrical change rate of the stress-induced task is as follows: The formula for the skin electrical change rate of scene recovery experience is as follows: In the formula, represents the rate of physiological change in the stress-inducing task, represents the physiological change rate of the scene recovery experience, represents the mean SCL of the participants at baseline. represents the average SCL value of the participants in the 10 seconds before the end of stress induction. It represents the average SCL value of the participants in the first 10 seconds before the end of the scene recovery experience; Similarly, the physiological indicator HR also uses the same calculation formula to obtain the heart rate change rate of the stress-induced task and the heart rate change rate of the scene recovery experience.

8. The method according to claim 7, characterized in that In step 4.3, the impact of level 1 of the Ath environmental factor is calculated. According to the uniform distribution characteristics of the orthogonal table, the main effect on the dependent variable SCL is obtained by mean calculation; the calculation formula is as follows: In the formula, Indicates the participants in each scene The average of the scores, other scenarios SCL that participants experienced A(2) , SCL A(3) , also calculated using the same formula; Similarly, the same calculation method is used for each factor level of other environmental factors to determine the degree of influence of each factor level on the dependent variable.

9. An electronic device comprising a memory and a processor, wherein the memory stores a computer program, wherein: When the processor executes the computer program, the steps of the method according to any one of claims 1 to 8 are implemented.

10. A computer-readable storage medium for storing computer instructions, characterized in that: When the computer instructions are executed by a processor, the steps of the method according to any one of claims 1 to 8 are implemented.

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