Interactive teaching method and system based on virtual reality technology

Abstract

The invention provides an interactive teaching method and system based on a virtual reality technology, and relates to the technical field of virtual reality education, and the method comprises the steps: obtaining the learning data of a student in a virtual environment; establishing a student immersion layer and a teacher control layer according to the learning data, wherein the teacher control layer and the student immersion layer are mutually independent; obtaining a visual angle switching instruction of a teacher; switching between a global view and a first person view angle of the student is carried out according to the view angle switching instruction; acquiring a mark setting instruction of a teacher; setting a virtual mark in the virtual environment according to the mark setting instruction; generating a learning progress report according to the learning data; and guiding behaviors of the student in the virtual environment according to the learning progress report. The interactive teaching method and system based on the virtual reality technology provided by the invention have the advantages of improving the monitoring and guiding efficiency of teachers and the learning efficiency of students.

Description

Technical Field

[0001] The present application relates to the field of virtual reality education technology, and in particular to an interactive teaching method and system based on virtual reality technology. Background Art

[0002] With the development of virtual display technology, its application in teaching has become increasingly widespread, providing students with a more realistic and immersive learning experience, which is conducive to stimulating students' interest in learning and deepening their learning experience. For example, the commercial and cultural exchanges of the ancient Silk Road can be simulated. Students enter a simulated historical environment through VR equipment and travel westward along the Silk Road. In this process, students need to cope with different geographical, climatic and cultural challenges while making trade decisions and cultural exchanges. Teachers need to monitor students' learning progress and decisions in real time and provide guidance without interrupting the immersive experience. In order to enhance the learning effect, students are divided into several groups, each of which plays a different role (such as merchants, diplomats, scholars, etc.), and needs to collaborate and interact in a virtual environment.

[0003] This teaching method based on virtual reality technology can not only provide an immersive learning experience, but also cultivate students' collaboration, decision-making and cross-cultural communication skills. By simulating real scenes, students can more intuitively understand historical events and cultural differences, thereby deepening their understanding and memory of knowledge. In addition, this teaching method can also be applied to other subjects, such as scientific experiments, geographical exploration, artistic creation, etc., bringing new possibilities to teaching in various fields.

[0004] However, the existing virtual reality teaching system still has some limitations. It is difficult for teachers to effectively monitor and guide without interfering with students' immersive experience. This results in teachers being unable to discover and correct students' mistakes in a timely manner, and unable to provide personalized guidance for different students' learning progress. The system lacks the function of supporting multiple students to collaborate and role-play in real time in different virtual locations and historical periods. This limits the interaction and collaboration between students and cannot give full play to the advantages of virtual reality technology in team learning. The existing system is difficult to achieve seamless connection between ancient scenes and modern topics, which limits cross-time and space data analysis and project implementation. This makes it difficult for students to connect historical knowledge with contemporary issues, affecting the practicality and depth of learning. In a highly interactive environment with multiple people, the stability of the system and the guarantee of learning effects are also challenged. When multiple students are performing complex interactions in a virtual environment at the same time, the system may freeze or crash, affecting the learning experience and effect.

[0005] In addition, existing VR teaching systems are also deficient in evaluating student learning outcomes. Traditional evaluation methods have difficulty accurately measuring student performance and progress in a virtual environment. The system lacks the ability to comprehensively analyze students’ behaviors, decisions, and interactions in a virtual environment, and is unable to provide teachers with detailed learning progress reports and personalized teaching suggestions.

[0006] In view of the above problems, the existing technology needs to be improved urgently. Summary of the invention

[0007] The purpose of this application is to provide an interactive teaching method and system based on virtual reality technology, aiming to solve at least one problem existing in the prior art, and having the advantages of improving teacher monitoring and guidance efficiency, supporting real-time collaboration and role-playing of multiple students, realizing cross-time and space scene switching and data analysis, ensuring system stability and learning effect, and comprehensively evaluating students' learning performance.

[0008] This application provides an interactive teaching method based on virtual reality technology, and the technical solution is as follows:

[0009] The method includes: obtaining learning data of students in a virtual environment; establishing a student immersion layer and a teacher control layer according to the learning data, wherein the teacher control layer is independent of the student immersion layer; obtaining a teacher's perspective switching instruction; switching between a global view and a student's first-person perspective according to the perspective switching instruction; obtaining a teacher's mark setting instruction; setting a virtual mark in the virtual environment according to the mark setting instruction; generating a learning progress report according to the learning data; and guiding the student's behavior in the virtual environment according to the learning progress report.

[0010] Furthermore, the present application also proposes that the step of establishing a student immersion layer and a teacher control layer based on the learning data, wherein the teacher control layer and the student immersion layer are independent of each other, includes: constructing a student immersion layer model based on the learning data; generating a teacher control layer model based on preset teaching control parameters; performing data isolation processing on the student immersion layer model and the teacher control layer model; and generating a student immersion layer and a teacher control layer respectively based on the student immersion layer model and the teacher control layer model after the data isolation processing, so that the teacher control layer and the student immersion layer are independent of each other.

[0011] Furthermore, the present application also proposes that the step of setting a virtual mark in the virtual environment according to the mark setting instruction includes: obtaining the mark type information and mark position information in the mark setting instruction; determining the trigger condition and trigger effect of the virtual mark according to the mark type information; generating the spatial coordinates of the virtual mark in the virtual environment according to the mark position information; associating the trigger condition, the trigger effect and the spatial coordinates to generate the virtual mark; and also includes: monitoring whether the students meet the trigger condition in the virtual environment; and when the trigger condition is met, displaying the corresponding teaching content to the students according to the trigger effect.

[0012] Furthermore, the present application also proposes that the step of determining the trigger condition and trigger effect of the virtual tag according to the tag type information includes: obtaining the tag priority information in the tag type information; classifying the tag type information according to the tag priority information; generating corresponding trigger condition parameters according to the classified tag type information; generating corresponding trigger effect parameters according to the trigger condition parameters; matching the trigger condition parameters with the trigger effect parameters to obtain the trigger condition and the trigger effect.

[0013] Furthermore, the present application also proposes that when the trigger condition is met, the step of displaying the corresponding teaching content to the students according to the trigger effect includes: obtaining the current position information and interaction status information of the students in the virtual environment; calculating the interaction distance and interaction mode between the students and the virtual mark according to the current position information and interaction status information; judging whether the interaction distance and interaction mode meet the trigger condition based on a preset interaction threshold; when the trigger condition is met, displaying the corresponding teaching content to the students according to the trigger effect.

[0014] Furthermore, the present application also proposes that the step of guiding the student's behavior in the virtual environment according to the learning progress report includes: obtaining the progress parameters and behavior parameters in the learning progress report; generating the student's comprehensive learning score according to the progress parameters and behavior parameters; obtaining a preset score threshold; comparing the comprehensive learning score with the score threshold; when the comprehensive learning score is lower than the score threshold, generating a corresponding guidance strategy; adjusting the teaching parameters in the virtual environment according to the guidance strategy; and guiding the student's behavior in the virtual environment based on the adjusted teaching parameters.

[0015] Furthermore, the present application also proposes that the method also includes: obtaining current space-time scene information of the students in the virtual environment; obtaining target space-time scene information; establishing a space-time conversion mapping relationship based on the current space-time scene information and the target space-time scene information; switching the scene of the virtual environment according to the space-time conversion mapping relationship; and maintaining the continuity of the learning data during the scene switching process.

[0016] Furthermore, the present application also proposes that the step of switching the scene of the virtual environment according to the space-time conversion mapping relationship includes: obtaining a set of key elements in the current space-time scene information and a set of key elements in the target space-time scene information; establishing a correspondence between the set of key elements in the current space-time scene information and the set of key elements in the target space-time scene information; and according to the correspondence, gradually replacing the scene elements in the virtual environment to achieve switching from the current space-time scene to the target space-time scene.

[0017] Furthermore, the present application also proposes: calculating the student's comprehensive learning score S(t) according to the following formula: S(t) = α*Σ(i=1to n)[E(i,t)*W(i)]+β*C(t)+γ*I(t)-δ*D(t)+ε*L(t)*(1+M(t)), wherein t represents time; α, β, γ, δ, ε are weight coefficients; n is the total number of students; E(i,t) is the participation of the i-th student at time t; W(i) is the role weight of the i-th student; C(t) is the collaboration score at time t; I(t) is the interaction score at time t; D(t) is the degree of distraction at time t; L(t) is the learning progress score at time t; M(t) is the space-time conversion multiple at time t, ranging from 0 to 1.

[0018] Furthermore, the present application also proposes an interactive teaching system based on virtual reality technology, which includes: a data acquisition module, used to acquire students' learning data in a virtual environment; a hierarchy establishment module, used to establish a student immersion layer and a teacher control layer according to the learning data, wherein the teacher control layer and the student immersion layer are independent of each other; an instruction acquisition module, used to acquire the teacher's perspective switching instruction; a perspective switching module, used to switch between a global view and a student's first-person perspective according to the perspective switching instruction; a mark instruction acquisition module, used to acquire the teacher's mark setting instruction; a mark setting module, used to set a virtual mark in the virtual environment according to the mark setting instruction; a report generation module, used to generate a learning progress report according to the learning data; and a guidance control module, used to guide the student's behavior in the virtual environment according to the learning progress report.

[0019] As can be seen from the above, the interactive teaching method and system based on virtual reality technology provided by this application, by establishing an independent student immersion layer and teacher control layer, enables teachers to effectively monitor and guide students' learning process without interfering with students' immersive experience. The system supports teachers to switch between the global view and the student's first-person perspective, and can set virtual markers, which improves teaching efficiency and pertinence. By generating learning progress reports and real-time guidance, the system can comprehensively evaluate students' learning performance and provide personalized guidance. In addition, the system also supports multi-student real-time collaboration and role-playing, realizes cross-time and space scene switching and data analysis, and ensures system stability and learning effects. These features make this application have the advantages of improving teacher monitoring and guidance efficiency, supporting multi-student real-time collaboration and role-playing, realizing cross-time and space scene switching and data analysis, ensuring system stability and learning effects, and comprehensively evaluating students' learning performance. BRIEF DESCRIPTION OF THE DRAWINGS

[0020] Figure 1 A flowchart of an interactive teaching method based on virtual reality technology provided in this application.

[0021] Figure 2 A schematic diagram of the structure of an interactive teaching device based on virtual reality technology provided in this application.

[0022] In the figure: 210, data acquisition module; 220, hierarchy establishment module; 230, instruction acquisition module; 240, perspective switching module; 250, marking instruction acquisition module; 260, marking setting module; 270, report generation module; 280, guidance control module. DETAILED DESCRIPTION

[0023] The technical solutions in the present application will be clearly and completely described below in conjunction with the drawings in the present application. Obviously, the described embodiments are only a part of the embodiments of the present application, rather than all the embodiments. The components of the present application generally described and shown in the drawings here can be arranged and designed in various different configurations. Therefore, the following detailed description of the embodiments of the present application provided in the drawings is not intended to limit the scope of the present application for protection, but merely represents the selected embodiments of the present application. Based on the embodiments of the present application, all other embodiments obtained by those skilled in the art without making creative work belong to the scope of protection of the present application.

[0024] It should be noted that similar reference numerals and letters represent similar items in the following drawings, so once an item is defined in one drawing, it does not need to be further defined and explained in subsequent drawings. At the same time, in the description of this application, the terms "first", "second", etc. are only used to distinguish the description and cannot be understood as indicating or implying relative importance.

[0025] When virtual reality technology is applied to teaching, a key challenge is how to enable teachers to effectively monitor and guide multiple students in a virtual environment while maintaining the students' immersive experience, and to support students' real-time collaboration in different virtual locations and historical periods. This problem involves multiple technical aspects, including data collection, real-time processing, multi-level virtual environment construction, and cross-time and space interaction.

[0026] Specifically, existing systems have performance bottlenecks when dealing with large-scale, highly interactive virtual teaching environments. For example, when multiple students are role-playing and interacting in a virtual Silk Road scene at the same time, the system needs to process a large amount of location data, interaction information, and learning progress data in real time. The collection, transmission, and analysis of these data place extremely high demands on the system's computing power and network bandwidth. At the same time, teachers need to monitor and guide students' learning behaviors in real time without interrupting their immersive experience, which requires the system to establish an effective information channel between the student immersion layer and the teacher control layer while maintaining the relative independence of the two levels.

[0027] At the same time, teachers need to switch freely between the global view and the student's first-person perspective in order to fully grasp the teaching situation. This requires the system to respond quickly to perspective switching instructions and seamlessly switch between different perspectives. In addition, teachers may need to set various teaching markers in the virtual environment, such as historical event prompts or learning task guidance. These markers should be able to be dynamically triggered according to the student's location and behavior to provide a personalized learning experience.

[0028] If these technical challenges cannot be effectively addressed, the performance and teaching effectiveness of the virtual reality teaching system will be seriously affected. First, the system may freeze or lag, destroying students' immersive experience and reducing their interest and effectiveness in learning. Second, teachers may not be able to obtain students' learning status information in a timely manner, resulting in inaccurate and in-time teaching guidance. Furthermore, collaboration and interaction between students may be limited, affecting the authenticity of role-playing and scenario simulation. Finally, the system may not be able to support complex cross-time and space teaching scenarios, limiting the application potential of virtual reality technology in the teaching of history, geography and other subjects.

[0029] When exploring solutions to the technical challenges in virtual reality teaching, this application first considered how to enable teachers to effectively monitor and guide multiple students in a virtual environment while maintaining the students' immersive experience. To this end, a method for obtaining students' learning data in a virtual environment is proposed. This method can capture students' behavior, location, and learning progress in real time, providing a basis for subsequent analysis and guidance.

[0030] Next, this application considers how to process and utilize these learning data. Considering the need to simultaneously meet the immersive experience of students and the monitoring needs of teachers, the concept of establishing a student immersion layer and a teacher control layer is proposed. These two layers are independent of each other, ensuring that the teacher's operation will not directly affect the student experience, while allowing the teacher to obtain the necessary control authority.

[0031] In order to achieve effective control of the virtual environment by teachers, this application has designed a perspective switching function. Teachers can switch between the global view and the student's first-person perspective through perspective switching instructions. This design enables teachers to fully grasp the teaching situation and deeply understand the specific experience of each student.

[0032] In order to enhance the pertinence and interactivity of teaching, this application introduces the concept of virtual markers. Teachers can set virtual markers in a virtual environment through marker setting instructions. These markers can be used to provide learning tips, set task goals, or identify important information, thereby guiding students' learning process.

[0033] Considering the need to evaluate and guide students' learning, this application has designed a function to generate a learning progress report based on learning data. This report can fully reflect the students' learning situation in the virtual environment and provide a basis for teachers to make decisions.

[0034] Finally, in order to effectively guide students' learning behavior, this application proposes a method for guiding students' behavior in a virtual environment based on learning progress reports. This method can provide personalized guidance and feedback based on students' actual learning situation, thereby improving learning outcomes.

[0035] Therefore, refer to Figure 1 , this application proposes an interactive teaching method based on virtual reality technology, the method comprising:

[0036] S110, obtaining students’ learning data in the virtual environment;

[0037] S120, establishing a student immersion layer and a teacher control layer according to the learning data, wherein the teacher control layer and the student immersion layer are independent of each other;

[0038] S130, obtaining the teacher's perspective switching instruction;

[0039] S140, switching between the global view and the student's first-person perspective according to the perspective switching instruction;

[0040] S150, obtaining the teacher's mark setting instruction;

[0041] S160, setting a virtual tag in the virtual environment according to the tag setting instruction;

[0042] S170, generating a learning progress report according to the learning data;

[0043] S180. Guide students' behavior in the virtual environment based on the learning progress report.

[0044] Among them, learning data refers to information such as students' behavior, location and learning progress in the virtual environment. Specifically, sensors, interactive devices and software algorithms can be used to achieve real-time collection and processing.

[0045] Among them, the student immersion layer refers to the virtual environment that students directly experience, which can be achieved by using virtual reality headsets and interactive controllers.

[0046] Among them, the teacher control layer refers to the interface used by teachers to monitor and manage the virtual teaching environment, which can be implemented using an independent management terminal or tablet computer.

[0047] Among them, the perspective switching instruction refers to the command issued by the teacher to change the observation perspective, which can be implemented by button clicking or voice command.

[0048] Among them, virtual markers refer to signs or prompts set in a virtual environment with specific teaching purposes, which can be implemented in the form of 3D graphics, text or audio.

[0049] Among them, the learning progress report refers to the analysis results generated based on learning data that reflect the students' learning situation, which can be implemented by using data visualization and intelligent analysis algorithms.

[0050] The core innovation of this application is to propose a virtual reality teaching method that separates the student immersion layer and the teacher control layer but is interrelated. This method establishes an independent teacher control layer, allowing teachers to monitor and guide students' learning process in real time without interfering with students' immersion experience. At the same time, through functions such as perspective switching and virtual marking, the teacher's control over the virtual environment and the pertinence of teaching are enhanced.

[0051] The working principle of this application can be described in detail as follows:

[0052] First, the system collects students’ behavior data, location information, and learning progress in real time in the virtual environment through various sensors and interactive devices. These data are transmitted to the central processing unit through the network and form structured learning data after preliminary processing.

[0053] Next, the system builds two independent but interrelated layers based on these learning data: the student immersion layer and the teacher control layer. The student immersion layer is the virtual environment that students directly experience, presented through a virtual reality headset and interactive controller. The teacher control layer is an independent management interface, usually running on a separate terminal or tablet.

[0054] In the teacher control layer, the teacher can issue a perspective switching command. When the system receives this command, it will immediately switch the rendering perspective, switching between the global top view and the student's first-person perspective. This allows teachers to flexibly observe learning at both the macro and micro levels.

[0055] Teachers can also issue mark setting instructions through the control layer. After receiving this instruction, the system will generate corresponding virtual marks at the specified virtual location. These marks may be 3D graphics, text prompts or audio information to guide students' learning direction or provide additional teaching information.

[0056] The system continuously processes and analyzes learning data and regularly generates learning progress reports. This report is presented to the teacher control layer in the form of data visualization, helping teachers to quickly understand the learning status of each student.

[0057] Finally, based on the learning progress report, the teacher can issue guidance instructions through the control layer. The system will convert these instructions into specific feedback or task adjustments in the virtual environment, thereby achieving targeted guidance on students' learning behavior.

[0058] The key to this design is to achieve a balance between student immersion and teacher effective control. By separating the teacher control function from the student experience environment, it avoids directly interfering with the student's immersion while ensuring the teacher's control over the teaching process. The introduction of functions such as perspective switching and virtual marking further enhances the flexibility and pertinence of teaching.

[0059] As a preferred implementation, the present application can be implemented in a virtual teaching scene of the ancient Silk Road. Specifically, the system first constructs a virtual environment containing historical sites. Students enter this environment by wearing VR headsets, and each student is assigned a different role, such as a businessman, diplomat, or scholar.

[0060] The system collects data such as students' positions, sight directions, and hand movements in real time through the built-in sensors and interactive controllers of VR devices. At the same time, students' interactive behaviors, such as talking with virtual characters and conducting trade activities, are also recorded as learning data. These data are transmitted to the central server in real time through the network for processing.

[0061] On the teacher's side, a separate control interface is presented on a large screen. The teacher can see a bird's-eye view of the entire virtual Silk Road, where the students' locations are marked as dots of different colors. The teacher can click on these dots to switch to the first-person perspective of a specific student and observe the scene the student is currently seeing and the activities he or she is carrying out.

[0062] Teachers can place various markers in the virtual environment. For example, a flashing question mark icon can be placed in a market area, which triggers a quiz about the silk trade when students approach it. Or a scroll icon can be placed at a historical site, which students can touch to get relevant historical background information.

[0063] The system generates a learning progress report every 15 minutes, showing each student's activity track, number of interactions, task completion, etc. Based on this data, teachers can find that some students may have difficulties with specific tasks, and then send additional prompts to these students or adjust the difficulty of the task through the control interface.

[0064] In this way, teachers can effectively monitor and guide the entire virtual teaching process without interrupting students' immersive experience, realizing the innovative application of virtual reality technology in history teaching.

[0065] In some of the above-mentioned embodiments, during the implementation of the present application, there is still the problem of how to effectively establish a student immersion layer and a teacher control layer and ensure that the two are independent of each other.

[0066] In this regard, the present application further proposes a technical solution for establishing a student immersion layer and a teacher control layer based on learning data, wherein the teacher control layer and the student immersion layer are independent of each other.

[0067] The technical solution of this application constructs a student immersion layer model and a teacher control layer model, and performs data isolation processing on the two models, thereby generating independent student immersion layer and teacher control layer. This method can effectively solve the contradiction between teacher monitoring and guidance and student immersion experience in a virtual reality teaching environment.

[0068] Specifically, the technical solution of the present application includes the following steps: First, a student immersion layer model is constructed based on the acquired learning data. This model may include information such as the student's position, behavior, interaction history, etc. in the virtual environment. Secondly, a teacher control layer model is generated based on preset teaching control parameters. This model may include information such as teaching objectives, evaluation criteria, intervention strategies, etc. Then, the student immersion layer model and the teacher control layer model are subjected to data isolation processing. This step can use technical means such as data encryption and access permission control to ensure that the information between the two models does not interfere with each other. Finally, the student immersion layer and the teacher control layer are generated separately according to the models that have undergone data isolation processing, so that the two are independent of each other.

[0069] A key advantage of this approach is that it allows teachers to effectively monitor and guide students without interrupting their immersive experience. For example, teachers can view students’ learning progress, behavior patterns and other information in the control layer and adjust teaching strategies or provide guidance as needed, while these operations are imperceptible to students immersed in the virtual environment.

[0070] Another important technical effect is that, through data isolation processing, the method of the present application can effectively protect the privacy of students and prevent them from obtaining teaching control information that they should not see. This isolation not only improves the security of the system, but also helps maintain the realism and immersion of the virtual teaching environment.

[0071] As a preferred implementation, the student immersion layer model can adopt a three-dimensional spatial model structure, including information such as the student's position coordinates, viewing direction, and interactive objects in the virtual environment. The teacher control layer model can adopt a multi-dimensional data structure, including information such as each student's learning progress, behavior analysis, and evaluation results. Data isolation processing can be achieved by establishing an independent database and access interface to ensure that data exchange between the two levels can only be carried out through a predefined secure channel.

[0072] In a specific embodiment, a virtual ancient Silk Road scene can be set. The student immersion layer model contains information such as each student's virtual character, current location, and virtual items carried. The teacher control layer model contains preset learning goals (such as understanding the main cities and trade goods on the Silk Road), evaluation criteria (such as the efficiency and accuracy of completing trade tasks), intervention strategies (such as providing historical background information when students encounter difficulties), etc. Through data isolation processing, it is ensured that students cannot see the teacher's evaluation and intervention information, while teachers can monitor students' learning status in real time and adjust teaching strategies in a timely manner.

[0073] Compared with the existing technology, the method of this application enables teachers to effectively monitor and guide multiple students in a virtual environment while maintaining the students' immersive experience. Traditional virtual reality teaching systems often find it difficult to balance immersion and teaching control, either excessively interfering with students' experience or limiting teachers' monitoring capabilities. This application cleverly resolves this contradiction by establishing two independent but interrelated levels, providing more flexible and effective technical support for virtual reality teaching.

[0074] In some of the above-mentioned embodiments, during the implementation of the present application, there are still problems such as how to accurately set and trigger virtual markers in a virtual environment, and how to display corresponding teaching content to students based on these markers.

[0075] In this regard, the present application further proposes that the method includes obtaining the mark type information and mark position information in the mark setting instruction, determining the trigger condition and trigger effect of the virtual mark according to the mark type information, generating the spatial coordinates of the virtual mark in the virtual environment according to the mark position information, and associating the trigger condition, trigger effect and spatial coordinates to generate the virtual mark. The method also includes monitoring whether the student meets the trigger condition in the virtual environment, and when the trigger condition is met, displaying the corresponding teaching content to the student according to the trigger effect.

[0076] The technical solution of this application achieves precise control and guidance of teachers over students' learning process by setting virtual markers in the virtual environment and triggering corresponding teaching content according to students' behavior. This method not only maintains students' immersive experience, but also provides targeted teaching content at the right time, thereby improving teaching effectiveness.

[0077] Specifically, the technical solution of the present application first obtains the mark type information and mark position information in the mark setting instruction. The mark type information may include different types such as text mark, image mark, audio mark or video mark, and each type may correspond to different trigger conditions and trigger effects. The mark position information specifies the specific position of the virtual mark in the virtual environment.

[0078] Based on the acquired mark type information, the system determines the trigger conditions and trigger effects of the virtual mark. For example, for a text mark, the trigger condition may be that the distance of the student to the mark position is less than a certain threshold, and the trigger effect may be to display a text description. For an audio mark, the trigger condition may be that the student stays at the mark position for more than a certain time, and the trigger effect may be to play a related audio commentary.

[0079] Next, the system generates the spatial coordinates of the virtual marker in the virtual environment based on the marker position information. This step converts the two-dimensional or three-dimensional position information into specific coordinates in the virtual environment, ensuring that the virtual marker can be accurately placed at the intended location.

[0080] Then, the system associates the trigger condition, trigger effect and spatial coordinates to generate a virtual tag. This step integrates all relevant information to form a complete virtual tag object, ready for subsequent monitoring and triggering.

[0081] During the operation of the virtual environment, the system continuously monitors whether the students meet the trigger conditions of the virtual markers, and can calculate the distance between the students and the markers in real time, judge the students' behavior status, etc. When the system detects that the students meet the trigger conditions, it will show the students the corresponding teaching content according to the pre-set trigger effects.

[0082] As a preferred implementation, the present application can be applied in a virtual teaching environment simulating the ancient Silk Road. For example, a teacher can set an image mark at a virtual location, and the trigger condition is set to be within 5 meters of the location when the student is close to the location. The trigger effect is to display a high-definition image of a mural and related text descriptions. When the student explores the vicinity of the location in the virtual environment, the system will automatically trigger the mark and show the mural image and description to the student, thereby deepening the student's understanding of the relevant knowledge.

[0083] In addition, the method of the present application can also set multi-level virtual tags. For example, different priority tags can be set at the same location. Low-priority tags may provide basic information, while high-priority tags may provide more in-depth knowledge or challenging questions. The system can decide which level of tag to trigger based on the student's learning progress or performance, thereby achieving a personalized learning experience.

[0084] Compared with traditional virtual reality teaching methods, the technical solution of this application has the following advantages: First, it can accurately provide teaching content at a specific location and time without interrupting the students' immersive experience, thereby improving the pertinence and effectiveness of teaching. Secondly, by setting virtual markers of different types and priorities, this method can achieve a more flexible and diverse display of teaching content to meet the learning needs of different students. Furthermore, this method enables teachers to design and arrange teaching content in advance, and at the same time dynamically display these contents according to the students' actual exploration process, which not only reduces the real-time operation burden of teachers, but also ensures the quality and consistency of teaching. Finally, this method facilitates the collection and analysis of students' learning behavior data, which is helpful for subsequent teaching evaluation and improvement.

[0085] In some of the above-mentioned embodiments, during the implementation of the present application, there is still a problem of how to efficiently determine the triggering condition and triggering effect of the virtual tag according to the tag type information.

[0086] In this regard, the present application further proposes to obtain tag priority information in the tag type information; classify the tag type information according to the tag priority information; generate corresponding trigger condition parameters according to the classified tag type information; generate corresponding trigger effect parameters according to the trigger condition parameters; match the trigger condition parameters and the trigger effect parameters to obtain the trigger condition and the trigger effect.

[0087] The technical solution of the present application introduces tag priority information and classifies tag type information to generate trigger condition parameters and trigger effect parameters, and finally obtains trigger conditions and trigger effects through matching. This method can more accurately and efficiently determine the trigger conditions and trigger effects of virtual tags, thereby improving the accuracy and effectiveness of virtual tags in the teaching process.

[0088] In a specific implementation, first obtain the tag priority information in the tag type information. The tag priority information can be a preset value, for example, an integer of 1-5, where a larger value indicates a higher priority. According to this priority information, the tag type information is classified. For example, a tag type with a priority of 5 can be classified as Class A, a tag type with a priority of 3-4 can be classified as Class B, and a tag type with a priority of 1-2 can be classified as Class C.

[0089] Next, the corresponding trigger condition parameters are generated according to the marker type information after classification. For Class A markers, the trigger condition parameters can be set as "students enter the 5-meter range around the marker"; for Class B markers, the trigger condition parameters can be set as "students stare at the marker for more than 3 seconds"; for Class C markers, the trigger condition parameters can be set as "students actively click on the marker".

[0090] Then, the corresponding trigger effect parameters are generated according to the trigger condition parameters. For example, for the trigger condition parameters of the A-type mark, the trigger effect parameters can be generated as "pop up important prompt information"; for the trigger condition parameters of the B-type mark, the trigger effect parameters can be generated as "play related audio instructions"; for the trigger condition parameters of the C-type mark, the trigger effect parameters can be generated as "display detailed text description".

[0092] Finally, the trigger condition parameters and the trigger effect parameters are matched to obtain the final trigger condition and trigger effect. This matching process can be implemented through preset rules or algorithms to ensure that the logical relationship between the trigger condition and the trigger effect is reasonable and effective.

[0093] Through this method, the application can flexibly set different trigger conditions and trigger effects according to the importance of the mark and teaching needs, thereby improving the pertinence and effectiveness of virtual marking in the teaching process. For example, for important historical event marks, a higher priority can be set so that students can more easily trigger and obtain important information; while for some auxiliary background information marks, a lower priority can be set so that students can actively obtain it when needed.

[0094] In addition, this method can also dynamically adjust the priority of marking according to the students' learning progress and personal characteristics. For example, for students with faster learning progress, the priority of some advanced knowledge marking can be increased; for students with slower learning progress, the priority of some basic knowledge marking can be increased. This dynamic adjustment mechanism can make the virtual marking system more intelligent and personalized, thereby improving teaching effectiveness.

[0095] In the specific implementation process, a tag management module can be designed to implement the above functions. This module can include the following sub-modules:

[0096] Priority acquisition submodule: responsible for extracting tag priority information from tag type information.

[0097] Classification processing submodule: classifies the tag type according to the priority information.

[0098] Trigger condition parameter generation submodule: Generate corresponding trigger condition parameters according to the classification results.

[0099] Trigger effect parameter generation submodule: Generates corresponding trigger effect parameters according to the trigger condition parameters.

[0100] Matching processing submodule: matches the trigger condition parameters and the trigger effect parameters to generate the final trigger condition and trigger effect.

[0101] These sub-modules can be implemented through software algorithms and integrated into the background server of the virtual reality teaching system. When the teacher sets a mark in the virtual environment, the system will automatically call these modules and generate corresponding trigger conditions and trigger effects.

[0102] In this way, the present application not only solves the problem of how to efficiently determine the trigger conditions and trigger effects of virtual markers, but also improves the flexibility and intelligence of the virtual marker system. This improvement enables the virtual reality teaching system to better adapt to the learning needs of different students and provide a more personalized and effective learning experience. At the same time, this method also provides teachers with more teaching control options, enabling them to more accurately design and manage interactive elements in the virtual learning environment.

[0103] Compared with the prior art, the technical solution of the present application realizes the refined classification of the marking type by introducing the marking priority information, making the setting of the virtual marking more flexible and targeted. Secondly, by generating and matching the trigger condition parameters and the trigger effect parameters separately, the scalability and customizability of the system are improved. Finally, this method provides a technical basis for realizing dynamic adjustment and personalized learning, so that the virtual reality teaching system can better adapt to the learning needs and progress of different students.

[0104] In some of the above-mentioned embodiments, during the implementation of the present application, there is still the problem of how to accurately trigger corresponding teaching content according to the real-time behavior of students in the virtual environment.

[0105] In this regard, the present application further proposes that the method includes obtaining the student's current position information and interaction status information in the virtual environment; calculating the interaction distance and interaction mode between the student and the virtual marker based on the current position information and interaction status information; judging whether the interaction distance and interaction mode meet the trigger conditions based on a preset interaction threshold; and when the trigger conditions are met, displaying the corresponding teaching content to the student according to the trigger effect.

[0106] The technical solution of this application achieves the purpose of accurately triggering the corresponding teaching content by monitoring the position and interaction status of students in the virtual environment in real time and comparing it with the preset virtual markers. This method can not only improve the accuracy and timeliness of the teaching content display, but also provide students with a more personalized and immersive learning experience.

[0107] Specifically, the technical solution of the present application first obtains the current position information and interaction status information of the student in the virtual environment. The current position information can be obtained through the spatial positioning system of the virtual reality device, including the three-dimensional coordinates and orientation of the student in the virtual environment. The interaction status information may include the student's gestures, sight direction, voice commands and other interactive behaviors.

[0108] Next, the system calculates the interaction distance and interaction mode between the student and the virtual marker based on the current location information and interaction status information obtained. The interaction distance can be the Euclidean distance or Manhattan distance between the student and the virtual marker, and the interaction mode can include approach, gaze, touch or voice interaction.

[0109] Then, the system will determine whether the calculated interaction distance and interaction mode meet the trigger conditions based on the preset interaction thresholds. These interaction thresholds can be flexibly set according to different teaching scenarios and goals. For example, for virtual objects that require students to observe carefully, a smaller distance threshold and a longer gaze time threshold can be set.

[0110] Finally, when the system determines that the student's behavior meets the trigger conditions, it will show the student the corresponding teaching content according to the pre-set trigger effect. These teaching contents may be in the form of text descriptions, audio explanations, video demonstrations or interactive tasks.

[0111] The technical solution of this application realizes the precise triggering of teaching content by real-time monitoring and analysis of students' behavior in the virtual environment. Compared with the traditional fixed triggering method, this method improves the accuracy of teaching content display. By combining location information and interaction status information, the system can more accurately judge students' learning intentions and needs, thereby displaying the most relevant teaching content.

[0112] Secondly, the personalization of the learning experience is enhanced. Different students may have different learning speeds and interests. The method of this application can trigger teaching content according to the actual behavior of each student, thereby providing a more personalized learning experience.

[0113] Thirdly, it improves students’ learning enthusiasm. Since the triggering of teaching content is related to students’ active behavior, this method can encourage students to explore the virtual environment more actively and enhance the interactivity and fun of learning.

[0114] Finally, the utilization efficiency of teaching resources is optimized. Through precise triggering, the system can avoid unnecessary information interference and ensure that students receive the most valuable teaching content at the right time.

[0115] As a specific embodiment, the method of the present application can be applied to a virtual teaching scenario of the ancient Silk Road. In this scenario, the student plays the role of a businessman who needs to conduct trade and cultural exchanges along the Silk Road. The system sets up multiple virtual markers in the virtual environment, representing different historical sites, cultural attractions or trade sites.

[0116] When students move in the virtual environment, the system obtains their location information in real time, such as longitude, latitude, and altitude data. At the same time, the system also monitors the students' interactive status, such as head rotation angle, hand movements, etc. Suppose a student approaches a virtual marker, and the system calculates that the distance between the student and the marker is 2 meters, and the student's line of sight is aimed at the marker for 3 seconds.

[0117] The system presets the trigger conditions as follows: the distance is less than 3 meters and the gaze time is more than 2 seconds. In this case, the system determines that the trigger conditions have been met. Subsequently, the system shows students detailed information about the marked location, including its historical background, artistic value, and relationship with the Silk Road, based on the preset trigger effect. This information may appear in front of students in the form of 3D holographic projection, accompanied by voice explanation.

[0118] In this way, students can naturally trigger relevant teaching content based on their interests and behaviors while exploring the virtual environment, achieving a more immersive and personalized learning experience.

[0119] Compared with the existing technology, the method of the present application can adapt to students' exploration behavior more flexibly than the traditional method of fixed trigger points or preset paths. It does not require students to study strictly according to the predetermined route, but triggers content according to students' actual behavior, thereby providing a more free and personalized learning experience.

[0120] Secondly, the method of the present application improves the accuracy of triggering by comprehensively considering the location and interaction status. Compared with the method that only relies on location information, the present application can better identify the student's learning intention and avoid the problem of false triggering or missing important content.

[0121] Finally, the method of this application provides teachers with a more flexible teaching content design space. Teachers can flexibly set trigger conditions and trigger effects according to different teaching objectives and student characteristics, thereby achieving more refined and differentiated teaching strategies.

[0122] In some of the above embodiments, during the implementation of the present application, there is still a problem of how to effectively guide the behavior of students in the virtual environment according to the learning progress report.

[0123] In this regard, the present application further proposes that the method includes obtaining progress parameters and behavior parameters in the learning progress report, generating a comprehensive learning score for the student based on these parameters, and then comparing the score with a preset score threshold. When the score is lower than the threshold, a corresponding guidance strategy is generated, and the teaching parameters in the virtual environment are adjusted according to the strategy. Finally, the student's behavior in the virtual environment is guided based on the adjusted teaching parameters.

[0124] The technical solution of this application achieves accurate guidance of student behavior in a virtual environment through quantitative evaluation and dynamic adjustment of student learning progress. This method can not only identify students with poor learning results in a timely manner, but also provide personalized guidance based on specific circumstances, thereby improving teaching effectiveness.

[0125] Specifically, the technical solution of this application includes the following key steps:

[0126] First, obtain the progress parameters and behavior parameters in the learning progress report. Progress parameters may include the number of tasks completed by students, learning time, etc., while behavior parameters may include the frequency of students' interactions in the virtual environment, problem-solving speed, etc. These parameters fully reflect the students' learning status.

[0127] Secondly, the comprehensive learning score of the students is generated based on these parameters. This step can adopt the weighted average method to assign different weights to different parameters to obtain a comprehensive score that can fully reflect the students' learning situation.

[0128] The composite learning score is then compared to a preset score threshold, which can be set based on instructional objectives and difficulty level, to determine if the student needs additional instruction.

[0129] When the comprehensive learning score is lower than the score threshold, the system will generate corresponding guidance strategies. These strategies may include adding auxiliary prompts, adjusting task difficulty, providing additional learning resources, etc. The generation of strategies can be based on preset rules or dynamically generated based on historical data through machine learning algorithms.

[0130] Based on the generated guidance strategy, the system will adjust the teaching parameters in the virtual environment. This may involve changing the layout of elements in the virtual environment, adjusting the behavior mode of interactive objects, updating the presentation of learning tasks, etc.

[0131] Finally, the student's behavior in the virtual environment is guided based on the adjusted teaching parameters. This guidance may take the form of new guiding elements appearing in the virtual environment or real-time suggestions provided by a virtual assistant.

[0132] As a preferred implementation, the present application can be implemented in a virtual reality teaching system as follows:

[0133] The system first extracts the student's progress parameters and behavior parameters from the learning database. For example, the progress parameters may include the distance the student has traveled on the virtual Silk Road (such as 80% of the journey has been completed), the number of transactions completed (such as 15 successful transactions have been completed), etc. The behavior parameters may include the number of interactions between the student and the virtual character (such as having had conversations with 20 different virtual characters), the average time to solve a problem (such as an average of 5 minutes per problem), etc.

[0134] Next, the system uses a predefined algorithm to calculate the comprehensive learning score. Assume the following formula:

[0135] Comprehensive score = 0.4*progress completion + 0.3*transaction success rate + 0.2*interaction frequency + 0.1*problem solving speed

[0136] The calculation methods of various indicators are as follows:

[0137] Progress completion = distance traveled / total distance;

[0138] Transaction success rate = number of successful transactions / total number of transactions;

[0139] Interaction frequency = actual number of interactions / expected number of interactions;

[0140] Problem solving speed = expected solution time / actual solution time.

[0141] Assume that the preset score threshold of the system is 0.7. If a student's comprehensive score is 0.65, which is lower than the threshold, the system will generate a guidance strategy.

[0142] The generated guidance strategies may include: adding prompt marks along the way, reducing transaction difficulty, increasing the frequency of active interaction of virtual characters, providing more auxiliary information for problem solving, etc.

[0143] Based on these strategies, the system adjusts the teaching parameters in the virtual environment. For example, it adds flashing road signs within the students' field of vision to guide them in the right direction; adjusts the virtual merchant's pricing strategy to make transactions more successful; increases the frequency of virtual characters actively talking to students to provide more cultural and historical background information; and adds relevant historical material links to the problem-solving interface to help students find solutions to problems more quickly.

[0144] Finally, the system guides student behavior through these adjusted parameters. Students will continue to learn in a more friendly and targeted virtual environment, which helps improve learning outcomes and experience.

[0145] The technical solution of this application has significant advantages over the existing technology. Traditional virtual reality teaching systems often adopt fixed teaching modes, which are difficult to adjust in time according to students' actual learning situation. However, this application realizes personalized and adaptive teaching guidance by analyzing students' learning data in real time, dynamically generating guidance strategies, and adjusting teaching parameters in real time in a virtual environment. This method can not only identify learning difficulties in a timely manner, but also provide targeted help, effectively improving learning efficiency and teaching quality. At the same time, since the adjustment is carried out naturally in the virtual environment, it will not interrupt the students' immersive experience, ensuring that the advantages of virtual reality teaching are fully utilized.

[0146] In some of the above-mentioned embodiments, during the implementation of the present application, there is still the problem of how to achieve seamless switching between different spatiotemporal scenes while maintaining the continuity of learning data.

[0147] In this regard, the present application further proposes to obtain the current space-time scene information and target space-time scene information of the students in the virtual environment, establish a space-time conversion mapping relationship based on this information, and switch the scene of the virtual environment based on this relationship, while maintaining the continuity of the learning data during the switching process.

[0148] The technical solution of this application solves the technical problem of realizing cross-time and space learning in a virtual reality teaching environment by introducing a time and space scene switching mechanism. The solution first obtains the virtual time and space scene information of the student's current location and the preset target time and space scene information. Based on these two sets of information, a mapping relationship of time and space conversion is established, which provides a basis for subsequent scene switching.

[0149] In actual operation, the system dynamically switches the virtual environment according to the established time-space conversion mapping relationship. This process may involve changes in many aspects, such as geographical environment, historical background, cultural atmosphere, etc. It is important that the system maintains the continuity of learning data during this switching process. This means that key data such as students' learning progress and interaction records between different time-space scenes will not be interrupted or lost due to scene switching.

[0150] Specifically, the establishment of the time-space conversion mapping relationship can be based on a variety of factors. For example, the correspondence of geographical locations can be considered to establish a connection between a city on the ancient Silk Road and the corresponding modern location. It is also possible to associate important nodes in different periods based on the timeline of historical events. In addition, factors such as cultural elements and economic development levels can also be taken into consideration to ensure the rationality and coherence of scene switching.

[0151] The scene switching process can be done in a gradual or instantaneous manner. Gradual switching can be achieved by gradually adjusting the visual, auditory and other elements in the environment, giving students a process of adaptation. Instantaneous switching can immediately complete the scene transition at a specific trigger point (such as through a virtual portal) to enhance the dramatic effect.

[0152] In order to maintain the continuity of learning data, the system needs to design a cross-time and space data model. This model can uniformly manage and associate information such as students' learning behaviors and interaction records in different time and space scenarios. For example, a unique identifier can be assigned to each student, and this identifier can be used to track and record learning data regardless of the time and space scenario.

[0153] In addition, the system can also design a concept of time-space conversion multiples to quantify the correlation between different time-space scenarios. This multiple can affect the conversion and calculation of learning data between different scenarios, thereby better reflecting students' performance in cross-time-space learning.

[0154] As a preferred implementation, the present application can be implemented as follows:

[0155] First, the system obtains the virtual space-time scene information that the student is currently in, such as "200 BC, Chang'an City". At the same time, it obtains the preset target space-time scene information, such as "2024 AD, Xi'an City".

[0157] Next, the system establishes a time-space conversion mapping relationship between the two scenes. This can be achieved through a mapping matrix, which contains the correspondence between multiple dimensions such as geographical location, historical events, and cultural elements. For example:

[0158] Geographical location: Chang'an city center -> Xi'an Bell Tower;

[0159] Historical events: opening of the Silk Road -> "One Belt, One Road" initiative;

[0160] Cultural elements: Han Dynasty clothing -> modern Hanfu revival.

[0161] Based on this mapping relationship, the system starts to switch scenes. This process can be designed as a student walking through a virtual door. When the student approaches the door, the system begins to gradually adjust the elements in the environment. The first is the change of architectural style, gradually transitioning from Han Dynasty architecture to modern architecture; then the update of character costumes, from ancient costumes to modern clothing; and finally the transformation of the surrounding environment, such as the introduction of modern transportation and electronic equipment.

[0162] During this switching process, the system continuously tracks and records students’ learning data. For example, the silk trade knowledge that students learned in ancient scenarios can be transformed into an understanding of international trade concepts in modern scenarios. The system uses a unified data model to store and associate these cross-time and space learning data to ensure the continuity of the learning experience.

[0163] In addition, a spatiotemporal conversion factor M(t) can be introduced, ranging from 0 to 1. When M(t) is 0, it means that it is completely in the starting spatiotemporal scene; when M(t) is 1, it means that it is completely in the target spatiotemporal scene. During the switching process, the value of M(t) gradually increases from 0 to 1, and the system can dynamically adjust the calculation method of learning data based on this value.

[0164] In this way, not only the switching of time and space scenes in the virtual environment is achieved, but also the continuity of learning data is guaranteed, providing students with an immersive learning experience across time and space.

[0165] Compared with the existing technology, the technical solution of this application realizes cross-time and space learning in a virtual teaching environment, greatly expanding the application scope of virtual reality teaching. Students can switch freely between different historical periods and geographical locations, and deeply understand the process of historical development and cultural evolution. Secondly, by maintaining the continuity of learning data, this solution ensures that the learning outcomes of students in different time and space scenes can be effectively accumulated and associated, improving the coherence and effectiveness of learning. Finally, the introduced concept of time and space conversion multiples provides a new quantitative indicator for evaluating the effect of cross-time and space learning, which helps to more accurately measure and analyze students' learning performance.

[0166] In some of the above-mentioned embodiments, during the implementation of the present application, there are still problems such as how to achieve smooth switching from the current space-time scene to the target space-time scene, and how to maintain the continuity of learning data.

[0167] In this regard, the present application further proposes that the method includes obtaining a set of key elements in the current space-time scene information and a set of key elements in the target space-time scene information; establishing a corresponding relationship between the set of key elements in the current space-time scene information and the set of key elements in the target space-time scene information; and according to the corresponding relationship, gradually replacing the scene elements in the virtual environment to achieve switching from the current space-time scene to the target space-time scene.

[0168] The technical solution of this application achieves a smooth transition between scenes by establishing a correspondence between key elements of the current spatiotemporal scene and the target spatiotemporal scene. This method can not only maintain the continuity of the learning experience, but also enhance students' understanding of the relationship between different spatiotemporal scenes.

[0169] Specifically, the technical solution of the present application first obtains a set of key elements in the current spatiotemporal scene and the target spatiotemporal scene. These key elements may include geographical features, buildings, people, objects, etc. For example, when switching from the ancient Silk Road scene to the modern scene, the key elements may include trade routes, important cities, transportation, etc.

[0170] Next, establish the correspondence between these two sets of key elements. This step can be achieved through preset mapping rules or machine learning algorithms. For example, ancient camel caravans may correspond to modern freight trains, and ancient markets may correspond to modern international trade exhibitions.

[0171] After establishing the correspondence, the system begins to gradually replace the scene elements in the virtual environment. This process can be achieved through gradients, dissolutions, or other visual effects to ensure the smoothness of scene switching. For example, an ancient silk caravan can gradually transform into a modern freight train while maintaining its position and movement trajectory in the scene.

[0172] In order to further improve the effect of scene switching and the learning experience, this application can also dynamically adjust the replacement speed of scene elements according to the students' learning progress and reaction speed. For students with strong comprehension ability, the switching speed can be accelerated; for students who need more time to understand, the switching speed can be slowed down. During the scene switching process, keep the display of certain key information, such as important geographic location markers or historical event prompts, to help students establish connections between different time and space scenes. Allow teachers or students to control the process of scene switching through specific interactive operations, such as pausing, rewinding or skipping certain stages to adapt to different teaching needs. Not only can the scene be switched visually, but other sensory experiences such as audio and tactile feedback can also be adjusted synchronously to create a more comprehensive and immersive time and space conversion experience. During the scene switching process, ensure that students' learning data, interaction history and other information can be smoothly transitioned to the new scene to maintain the continuity of the learning experience.

[0173] As a specific embodiment, the present application can implement the following scene switching process in a virtual reality teaching system:

[0174] Assume that the current scene is the Dunhuang section of the Silk Road in the 2nd century AD, and the target scene is Dunhuang in the 21st century. The system first identifies key elements in the current scene, such as the Mogao Grottoes, desert, camel caravan, caravan, etc. Then, the system identifies corresponding elements in the target scene, such as the modern Mogao Grottoes scenic area, desert highway, tourist bus, tourists, etc.

[0175] The system establishes corresponding relationships between these elements, for example:

[0176] Ancient Mogao Grottoes → Modern Mogao Grottoes Scenic Area;

[0177] Camel road in the desert → modern desert highway;

[0178] Ancient caravan → modern tour group;

[0179] Ancient bazaar → modern tourist souvenir shop.

[0180] When switching scenes, the system can take the following steps:

[0181] 1. First, keep the geographical environment basically unchanged and start to gradually adjust the lighting conditions to simulate the passage of time.

[0182] 2. Then, the appearance of the buildings began to be gradually replaced, such as the appearance of Mogao Grottoes gradually changed from ancient style to modern restored appearance.

[0183] 3. Then, the camel trails in the desert began to widen and gradually became modern desert roads.

[0184] 4. Ancient caravans and camel caravans began to transform, gradually turning into modern tourist buses and tourist groups.

[0185] 5. Finally, add modern elements such as parking lots, visitor centers and other facilities.

[0186] The entire switching process may last 30-60 seconds, during which students can freely move their perspectives and observe changes in the surrounding environment. The system can also guide students to pay attention to key changes through text or voice prompts, such as "observe the changes in the appearance of Mogao Grottoes" and "pay attention to the evolution of transportation."

[0187] Through this smooth scene switching, students can intuitively feel the changes of the same place in different historical periods and deepen their understanding of historical development and cultural heritage. At the same time, this switching method also helps students connect ancient knowledge with modern applications, improving the fun and practicality of learning.

[0188] Compared with the prior art, this application achieves smoother and more natural scene switching, reduces the cognitive faults that may occur when students switch between different time and space scenes, and improves the consistency of the learning experience. By establishing a corresponding relationship between key elements, it helps students better understand the connections and changes between different eras, and enhances the depth and breadth of historical learning. The continuity of learning data is maintained, so that students' learning progress and achievements in different time and space scenes can be effectively accumulated and continued, which is conducive to the improvement of long-term learning effects. A more flexible teaching control method is provided, and teachers can adjust the speed and method of scene switching according to teaching needs and student reactions to achieve more personalized and adaptive teaching. The interactivity and immersion of the virtual reality teaching system are enhanced, so that students can more actively participate in the exploration and experience of historical scenes, stimulating learning interest and creativity.

[0189] In some of the above embodiments, during the implementation of the present application, there is still the problem of how to accurately evaluate the learning performance of students in a virtual environment.

[0190] In this regard, the present application further proposes a method for calculating a student's comprehensive learning score. The method calculates the student's comprehensive learning score S(t) through a complex formula, taking into account multiple influencing factors.

[0191] The formula is: S(t)=α*Σ(i=1to n)[E(i,t)*W(i)]+β*C(t)+γ*I(t)-δ*D(t)+ε*L(t)*(1+M(t))

[0192] In this formula, t represents time; α, β, γ, δ, and ε are weight coefficients; n is the total number of students; E(i,t) is the participation of the i-th student at time t; W(i) is the role weight of the i-th student; C(t) is the collaboration score at time t; I(t) is the interaction score at time t; D(t) is the degree of distraction at time t; L(t) is the learning progress score at time t; M(t) is the space-time conversion multiplier at time t, ranging from 0 to 1.

[0193] This formula takes into account multiple factors to evaluate students' learning performance. Among them, the participation E(i,t) and role weight W(i) reflect the individual performance of each student. The collaboration score C(t) and the interaction score I(t) reflect the cooperation and communication between students. The distraction level D(t) is subtracted as a negative factor to encourage students to stay focused. The learning progress score L(t) reflects the overall learning situation of the students, while the time-space conversion multiplier M(t) takes into account the impact of time-space changes in the virtual environment on learning.

[0194] Specifically, the engagement E(i,t) can be measured by the frequency of students’ activities in the virtual environment, the speed of completing tasks, etc. The role weight W(i) can be set according to the importance of the role played by the student in the virtual environment. For example, students who play important roles may have higher weights. The collaboration score C(t) can be evaluated by the frequency of information exchange between students, the efficiency of completing tasks together, etc. The interaction score I(t) can be calculated based on the quality and quantity of students’ interactions with objects or other students in the virtual environment.

[0195] The degree of distraction D(t) can be determined by monitoring the students' visual focus, operation continuity, etc. The learning progress score L(t) can be assessed based on the degree to which students have completed the preset learning goals. The time-space conversion multiple M(t) can be set based on the frequency and amplitude of time-space changes in the virtual environment, reflecting the students' ability to adapt to different time-space scenarios.

[0196] The advantage of this calculation method is that it can comprehensively and dynamically evaluate students' learning performance in a virtual environment. By adjusting the weight coefficients α, β, γ, δ, and ε, the importance of each factor can be flexibly adjusted according to different teaching objectives and scenarios. For example, in teaching activities that emphasize teamwork, the weight β of the collaboration score C(t) can be increased; and in scenarios that focus on individual performance, the weight α of the participation E(i,t) can be increased.

[0197] As a preferred implementation, α = 0.3, β = 0.2, γ = 0.2, δ = 0.1, and ε = 0.2 can be set. This weight distribution takes into account both individual performance and teamwork and interaction, while moderately punishing distraction and giving certain importance to learning progress and spatiotemporal adaptability.

[0198] Furthermore, the time t can be divided into multiple time periods, for example, the score is calculated every 5 minutes, and then the average is taken as the final comprehensive learning score. This can better reflect the changes in students' performance throughout the learning process.

[0199] Therefore, teachers can evaluate students’ learning effects based on the calculated comprehensive learning score S(t) and adjust teaching strategies accordingly. For example, for students with lower scores, more guidance and support can be provided; for students with higher scores, the learning difficulty can be increased or more responsibilities can be given.

[0200] Compared with the traditional single-indicator evaluation method, this scoring method can more comprehensively reflect students' learning performance in a virtual environment. It not only takes into account individual learning progress, but also focuses on collaboration and interaction between students, as well as students' ability to adapt to changes in the virtual environment. This multi-dimensional evaluation helps teachers grasp students' learning status more accurately, thereby providing more targeted guidance.

[0201] In practical applications, this scoring method can be seamlessly integrated with the virtual reality teaching system. The system can collect various data of students in the virtual environment in real time, such as operation records, interactive behaviors, task completion, etc., and then calculate the comprehensive learning score according to the above formula. These scores can be presented to teachers in the form of charts or other visual forms to help teachers quickly understand the learning status of each student.

[0202] In addition, this scoring method can also be combined with artificial intelligence technology to achieve automated learning assessment and personalized teaching. For example, the system can automatically adjust the difficulty of the virtual environment or provide personalized learning suggestions based on the student's score change trend.

[0203] Second, refer to Figure 2 The present application further proposes an interactive teaching system based on virtual reality technology, which includes: a data acquisition module 210, used to acquire students' learning data in a virtual environment; a hierarchy establishment module 220, used to establish a student immersion layer and a teacher control layer according to the learning data, wherein the teacher control layer is independent of the student immersion layer; an instruction acquisition module 230, used to acquire the teacher's perspective switching instruction; a perspective switching module 240, used to switch between a global view and a student's first-person perspective according to the perspective switching instruction; a mark instruction acquisition module 250, used to acquire the teacher's mark setting instruction; a mark setting module 260, used to set a virtual mark in the virtual environment according to the mark setting instruction; a report generation module 270, used to generate a learning progress report according to the learning data; and a guidance control module 280, used to guide the student's behavior in the virtual environment according to the learning progress report.

[0204] By establishing an independent student immersion layer and teacher control layer, teachers can effectively monitor and guide students' learning process without interfering with students' immersive experience. The system supports teachers to switch between the global view and the student's first-person perspective, and can set virtual markers to improve teaching efficiency and pertinence. By generating learning progress reports and real-time guidance, the system can comprehensively evaluate students' learning performance and provide personalized guidance. In addition, the system also supports real-time collaboration and role-playing by multiple students, realizes cross-time and space scene switching and data analysis, and ensures system stability and learning effects. These features make this application have the advantages of improving teacher monitoring and guidance efficiency, supporting real-time collaboration and role-playing by multiple students, realizing cross-time and space scene switching and data analysis, ensuring system stability and learning effects, and comprehensively evaluating students' learning performance.

[0205] In addition, in some preferred embodiments, an interactive teaching system based on virtual reality technology proposed in the present application can perform any step of the above method.

[0206] The above description is only an embodiment of the present application and is not intended to limit the protection scope of the present application. For those skilled in the art, the present application may have various modifications and variations. Any modification, equivalent replacement, improvement, etc. made within the spirit and principle of the present application shall be included in the protection scope of the present application.

Claims

1. An interactive teaching method based on virtual reality technology, characterized in that: The method includes: Obtain students’ learning data in virtual environments; Establishing a student immersion layer and a teacher control layer according to the learning data, wherein the teacher control layer and the student immersion layer are independent of each other; Get the teacher's perspective switching instructions; Switching between the global view and the student's first-person view according to the perspective switching instruction; Get the teacher's mark setting instructions; Setting a virtual marker in the virtual environment according to the marker setting instruction; generating a learning progress report according to the learning data; The student's behavior in the virtual environment is guided according to the learning progress report.

2. The interactive teaching method based on virtual reality technology according to claim 1, characterized in that: The step of establishing a student immersion layer and a teacher control layer according to the learning data, wherein the teacher control layer and the student immersion layer are independent of each other, comprises: constructing a student immersion layer model based on the learning data; Generate a teacher control layer model based on preset teaching control parameters; Performing data isolation processing on the student immersion layer model and the teacher control layer model; A student immersion layer and a teacher control layer are generated respectively according to the student immersion layer model and the teacher control layer model after the data isolation processing, so that the teacher control layer and the student immersion layer are independent of each other.

3. The interactive teaching method based on virtual reality technology according to claim 1, characterized in that: The step of setting a virtual mark in the virtual environment according to the mark setting instruction comprises: Obtaining the mark type information and the mark position information in the mark setting instruction; Determine a trigger condition and a trigger effect of a virtual mark according to the mark type information; generating spatial coordinates of a virtual marker in the virtual environment according to the marker position information; Associating the trigger condition, the trigger effect and the spatial coordinates to generate the virtual mark; Also includes: monitoring whether the student meets the trigger condition in the virtual environment; When the trigger condition is met, the corresponding teaching content is displayed to the students according to the trigger effect.

4. The interactive teaching method based on virtual reality technology according to claim 3 is characterized in that: The step of determining the triggering condition and triggering effect of the virtual mark according to the mark type information includes: Obtaining tag priority information in the tag type information; Classify and process the tag type information according to the tag priority information; Generate corresponding trigger condition parameters according to the tag type information after classification processing; Generate corresponding trigger effect parameters according to the trigger condition parameters; The trigger condition parameter and the trigger effect parameter are matched to obtain the trigger condition and the trigger effect.

5. The interactive teaching method based on virtual reality technology according to claim 3 is characterized in that: When the trigger condition is met, the step of displaying corresponding teaching content to students according to the trigger effect includes: Obtaining the student's current position information and interaction status information in the virtual environment; Calculate the interaction distance and interaction mode between the student and the virtual marker according to the current position information and the interaction state information; Determining whether the interaction distance and the interaction mode meet the trigger condition based on a preset interaction threshold; When the trigger condition is met, the corresponding teaching content is displayed to the students according to the trigger effect.

6. The interactive teaching method based on virtual reality technology according to claim 1, characterized in that: The step of guiding the student's behavior in the virtual environment according to the learning progress report comprises: Obtaining progress parameters and behavior parameters in the learning progress report; generating a comprehensive learning score for the student according to the progress parameter and the behavior parameter; Get the preset score threshold; comparing the comprehensive learning score with the score threshold; When the comprehensive learning score is lower than the score threshold, generating a corresponding guidance strategy; adjusting the teaching parameters in the virtual environment according to the guidance strategy; The student's behavior in the virtual environment is guided based on the adjusted teaching parameters.

7. The interactive teaching method based on virtual reality technology according to claim 1, characterized in that: The method further comprises: Obtain students' current space-time scene information in the virtual environment; Obtain target spatiotemporal scene information; Establishing a space-time conversion mapping relationship according to the current space-time scene information and the target space-time scene information; Switching the scene of the virtual environment according to the time-space conversion mapping relationship; During the scene switching process, the continuity of the learning data is maintained.

8. The interactive teaching method based on virtual reality technology according to claim 7, characterized in that: The step of switching the scene of the virtual environment according to the time-space conversion mapping relationship comprises: Acquire a set of key elements in the current spatiotemporal scene information and a set of key elements in the target spatiotemporal scene information; Establishing a correspondence between a set of key elements in the current spatiotemporal scene information and a set of key elements in the target spatiotemporal scene information; According to the corresponding relationship, the scene elements in the virtual environment are gradually replaced to achieve switching from the current space-time scene to the target space-time scene.

9. The interactive teaching method based on virtual reality technology according to claim 1, characterized in that: Also includes: The student's comprehensive learning score S(t) is calculated according to the following formula: S(t)=α*Σ(i=1to n)[E(i,t)*W(i)]+β*C(t)+γ*I(t)-δ*D(t)+ε*L(t)*(1+M(t)) in, t represents time; α, β, γ, δ, and ε are weight coefficients; n is the total number of students; E(i,t) is the participation of the i-th student at time t; W(i) is the role weight of the i-th student; C(t) is the collaboration score at time t; I(t) is the interaction score at time t; D(t) is the degree of distraction at time t; L(t) is the learning progress score at time t; M(t) is the spatiotemporal conversion factor at time t, ranging from 0 to 1.

10. An interactive teaching system based on virtual reality technology, characterized in that: The system includes: A data acquisition module is used to acquire students' learning data in a virtual environment; A layer establishment module, used for establishing a student immersion layer and a teacher control layer according to the learning data, wherein the teacher control layer is independent of the student immersion layer; An instruction acquisition module is used to obtain the teacher's perspective switching instruction; A perspective switching module, used to switch between the global view and the student's first-person perspective according to the perspective switching instruction; A marking instruction acquisition module is used to obtain the marking setting instruction of the teacher; A mark setting module, used for setting a virtual mark in the virtual environment according to the mark setting instruction; A report generation module, used to generate a learning progress report based on the learning data; The guidance control module is used to guide the student's behavior in the virtual environment according to the learning progress report.

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