Equipment virtual teaching assessment system based on unity

Abstract

According to the unity-based equipment virtual teaching assessment system, a model teaching scheme based on a Unity engine is provided, traditional two-dimensional textbook illustration is replaced through three-dimensional interaction and visual visualization, interactive roaming and equipment display functions are provided in combination with use videos of equipment and parts, the defects of a traditional method can be effectively overcome, and the system has the advantages of being high in practicability and easy to popularize and use. According to the technical scheme, more vivid and intuitive learning experience is provided, students can deeply understand the structure and functions of complex equipment through the virtual environment, and the assessment level is designed in the virtual environment to complete the assessment of theoretical knowledge of the equipment, so that the understanding of the students on the equipment and components and the understanding of the functions of the equipment and the components are improved.

Description

Technical Field

[0001] The present invention relates to the technical field of virtual reality and augmented reality, and in particular to a device virtual teaching and assessment system based on Unity. Background Art

[0002] Unity is a powerful cross-platform development tool that is widely used in game development, simulation, and virtual reality. Its rich graphics rendering capabilities and flexible component-based architecture enable developers to efficiently create complex three-dimensional interactive environments. In recent years, with the development of educational technology, virtual reality and augmented reality have been increasingly used in the teaching of equipment and components, especially in fields that require intuitive understanding and operation, such as engineering and medicine.

[0003] Traditional teaching methods rely mainly on two-dimensional textbook illustrations and static models. This model conveys basic concepts to students through pictures and texts to help students understand the knowledge. However, the effect may be limited in terms of in-depth understanding and practical application. Traditional assessment and evaluation methods are generally based on test questions, focusing on students' mastery of theoretical knowledge and evaluating students' memory and comprehension abilities. Its lack of intuitiveness limits students' understanding of complex equipment and leads to insufficient practical application capabilities.

[0004] To this end, many educational institutions have tried to adopt the form of physical teaching, allowing students to gain a more direct learning experience through actual operation of equipment and components, and enhance the sense of participation and interactivity of learning. Physical teaching provides students with an intuitive learning experience through actual operation of equipment and components, but the implementation process requires the acquisition of necessary equipment and materials, the implementation cost is high, and the availability of required equipment is often limited. At the same time, the evaluation method of physical teaching tends to be observation and subjective judgment, so there is a certain difficulty in quantifying students' understanding of equipment functions and their ability to operate. Summary of the invention

[0005] The purpose of the technical solution of the present invention is to propose an innovative teaching and evaluation method, aiming to improve the intuitiveness and interactivity of device teaching, enhance the vividness of the assessment process, mobilize learners' learning interest, and better adapt to the challenges of modern education.

[0006] The technical solution of the present invention provides a device virtual teaching and assessment system based on Unity, including:

[0007] Import the equipment model for teaching assessment into the Unity environment.

[0008] Get the user's corresponding personal information stored in the background to log in to the user's account.

[0009] According to the needs of indicating the destination and selecting the operation method, a scene is established to guide the user to move to the destination according to the preset operation method, and the operation method indication UI, path guidance prompts, destination display and perspective movement prompts are designed in the scene.

[0010] Create a crosshair cursor that is always located in the center of the screen for users to select parts in the device model in learning mode and to select answers in assessment mode.

[0011] Set levels according to the importance of learning and using the equipment model, divide the components in the equipment model according to the levels, and split multiple sub-components according to the characteristics of the components themselves. Establish a component level library based on the mapping between levels and components and between components and multiple sub-components.

[0012] Create a sidebar that displays the levels and the names of the components corresponding to the levels.

[0013] When locking a level, the parts of the corresponding level in the part spec library are locked simultaneously.

[0014] When a level is unlocked, the components corresponding to the level in the component level library are unlocked simultaneously. Users can view the components corresponding to the level and the components corresponding to the level below this time. The UI text in the corresponding description of the component uses the xml file format and can be customized.

[0015] In learning mode and non-roaming mode, the perspective is controlled by the UI menu. The components of the unlocked level in the component level library are read through the sidebar, and the display components are called out in the order of the unlocked levels. When the user selects the component name, the user goes to the component corresponding to the name along the predetermined path. The user can choose to open or close the split page corresponding to the component. In the split page, if the component includes multiple sub-components, you can choose to view the component split diagram to view the sub-components separately.

[0016] In learning mode and roaming mode, the user controls the viewing angle to combine the cross cursor in the center of the screen with the aperture corresponding to the component and / or sub-component, and obtains the time the cross cursor stays in the aperture. When the time the cross cursor stays in the aperture exceeds the preset stay time, the HightlightPlus plug-in is enabled to obtain the user's operation instructions when the cross cursor stays in the aperture. If the user's operation instruction is to read the component and / or sub-component selected by the cross cursor and the aperture, the corresponding introduction of the component and / or sub-component will be displayed.

[0017] In the assessment mode, component problem sets and sub-component problem sets corresponding to components and sub-components are established. The types of component problems and sub-component problems include roaming around in a three-dimensional scene to find the components specified in the question and pop-up windows to examine the user's component functions. The component problem sets and sub-component problem sets are merged and organized into a single list based on the relationship between components and sub-components.

[0018] During the assessment, component questions are published according to the list, and the cross cursor stays on the aperture to display the component under assessment and the corresponding component question. If it is a component question of the component type specified in the roaming search question in the three-dimensional scene, the user selects the component corresponding to the component question. If it is a component question in the form of a pop-up window to test the user's component function, the correct component function is selected in the pop-up window. If the user answers the component question correctly, the list is searched to see if there are any sub-component questions. If there are sub-component questions, the sub-component questions are published. If the type of the sub-component question is the sub-component specified in the roaming search question in the three-dimensional scene, the user selects the corresponding component of the component question. If the type of the sub-component question is a pop-up window to test the user's sub-component function, the correct sub-component function is selected in the pop-up window. The user's answer to the sub-component question is determined to be correct, and a score is given based on the component and sub-component answer results. If the score exceeds the preset scoring threshold, the user level is increased based on the existing level.

[0019] After the assessment, personal information will be updated according to the score and grade, and the updated personal information will be synchronized to the background.

[0020] Preferably, the destination uses a DOTWeen animation plug-in to control an arrow to sink to prompt the user the location of the destination.

[0021] Preferably, a shader is written for the path identifier corresponding to the path guidance prompt to implement vertex animation. The shader texture uses a guide arrow and sets the speed. The user-controlled perspective is used as the starting point and the destination is used as the end point. The guide arrow flows from the starting point toward the end point over time to achieve path guidance.

[0022] Preferably, the sidebar generates a sidebar prefab and reads component information according to a preset sidebar unit style and component script mounting, so as to realize a sidebar for component display.

[0023] The technical solution of the present invention proposes a device virtual teaching and assessment system based on Unity. The model teaching solution based on the Unity engine replaces the traditional two-dimensional textbook illustrations through three-dimensional interaction and intuitive visualization, and provides interactive roaming and device display functions in combination with the use video of the equipment and components. It can effectively overcome the defects of the traditional method and provide a more vivid and intuitive learning experience, so that students can deeply understand the structure and function of complex equipment through the virtual environment, and design assessment levels in the virtual environment to complete the assessment of the theoretical knowledge of the equipment, thereby enhancing students' understanding of the equipment and components and their functions. BRIEF DESCRIPTION OF THE DRAWINGS

[0024] Figure 1 This is the schematic diagram of the virtual teaching system based on Unity;

[0025] Figure 2 Generate logic for new users;

[0026] Figure 3 It is the logic diagram of teaching mode;

[0027] Figure 4 It is a flow chart for teaching mode assessment;

[0028] Figure 5 This is a schematic diagram of the system background interaction. DETAILED DESCRIPTION

[0029] The present invention will be further described below in conjunction with specific embodiments. It should be understood that these embodiments are only used to illustrate the present invention and are not intended to limit the scope of the present invention. In addition, it should be understood that after reading the content taught by the present invention, those skilled in the art can make various changes or modifications to the present invention, and these equivalent forms fall within the scope limited by the appended claims of the application equally.

[0030] In view of the limitations of traditional teaching methods in terms of device understanding, an embodiment of the present invention provides a device virtual teaching and assessment system based on Unity. The system aims to improve students' understanding of the appearance and functions of devices through the rendering and interactive functions of three-dimensional models, and ultimately enhance their learning effects. The system includes the following steps:

[0031] like Figure 1 As shown, first import the device model to be taught and tested into the Unity environment, build a virtual scene in Unity, and use a one-to-one simulation model combined with text and video explanations to replace the traditional textbook and physical teaching methods, and use virtual scene roaming and answering questions to replace paper test papers to improve the fun of the course, so that users can master the relevant knowledge of the equipment more firmly and thoroughly, and at the same time reduce costs compared to physical teaching. Specifically:

[0032] S1. Build a novice guidance scene.

[0033] Considering that not all users are familiar with the operation of ordinary games, we have built a novice guidance scene to help users quickly get started with this course. Its content includes an introduction to the system UI to help users quickly understand the meaning of the information displayed by the system UI. The content also includes the use of the perspective control buttons to help users quickly master the control methods under course teaching and assessment.

[0034] The method of building a novice guidance scene in S1.

[0035] Some models can be placed in the scene. When the user uses this system for the first time, the UI will prompt the user to enter the novice tutorial. After entering, there will be a prompt arrow to prompt the user to the destination they need to reach, and the relevant operation methods for moving the perspective will also appear on the right. The entire prompt is divided into two parts, namely path indication and destination display. The DOTWeen animation plug-in is used to control an arrow to sink at the destination display, indicating that the indicated place is the destination. The path identification requires writing a shader to implement a vertex animation. The texture uses an arrow and sets a speed to make the arrow flow in one direction over time. The value of the scaling factor under the shader can be set to make the connection of the arrow smoother. This shader is used as the material of the guide arrow. A path indication is realized with the user's manipulated perspective as the starting point and the set destination as the end point. In this process, the user is guided to use all the controls once, and the user can enter the novice tutorial multiple times in subsequent use to consolidate the control methods. Taking one guidance as a group of novice guidance, the logic of the novice guidance is as follows Figure 2 shown.

[0036] S2. Build a teaching scene.

[0037] The concept of "level" is set in the system to arrange the knowledge of the equipment according to the degree of importance. When the assessment of one knowledge point is completed, the teaching assessment of the next knowledge point will be started. In the construction of teaching scenes, the UI and scene models are closely combined. A switchable roaming mode is set up, and users can choose to learn related components according to the UI navigation method, or they can roam the scene by themselves according to the operation method learned in the novice guide.

[0038] The method of building teaching scenes in S2.

[0039] The embodiment of the present invention is mainly used for teaching assessment related to the recognition of the appearance and function of equipment and components. Therefore, in the teaching scene, the core idea of ​​our teaching scene is to comprehensively display the components through video explanations and models with auxiliary plug-ins and scripts.

[0040] In the learning scenario, the perspective control method has been explained in the S1 novice guide. The perspective control is implemented by writing a character controller script. In the character controller, a cross cursor that often appears in gunfight games is drawn in real time in the center of the screen through the OnGUI method, which is used by users to select parts when learning and taking exams. Usually, the parts that users need to learn and master will contain important sub-parts, and users are also required to master the relevant knowledge of the sub-parts. In order to clearly distinguish whether the currently selected part is a parent part or a child part, in the learning mode, we set an aperture next to each part that users need to learn, and introduce the HighlightPlus and HighlightingSystem highlight plug-ins. When the cross cursor of the character controller is aimed at the aperture, the highlight plug-in on the part corresponding to the aperture will be turned on. When the cursor leaves the aperture, the highlight plug-in is turned off, which represents the selection and exit of the model.

[0041] In the learning mode, there are two modes: roaming mode and non-roaming mode. In the non-roaming mode, the control of the perspective is completely controlled by the UI menu, and the cross cursor of the character controller and the aperture corresponding to the model component are closed. Each major component of the model is displayed in a sidebar in the form of UI text. The components in the sidebar are read from the script set in the model. The component names in the sidebar can be clicked, and there are two results after clicking.

[0042] 1) The character will walk to the designated component along the previously predetermined path, the view will be focused on the component, and the introduction text of the component will appear at the bottom. At the same time, you can click the View Function button to play a video that can show the function of the component. If this component has important sub-components, you can click the View Component Split Diagram button to pop up a component decomposition window, which displays the component just selected in the sidebar. The window displays a component in three levels. The first level is the overall display of the component. The second level is in this window. Click the Split / Combine button to make the model display different sub-components according to the preset split animation. The third level is that you can also click on each component after splitting to view each component separately. At this time, you can also use the mouse wheel and left button to view the component from different perspectives.

[0043] 2) Click a roaming mode switch button to enter the roaming mode. In roaming mode, the cross cursor of the character controller and the aperture corresponding to the model component are turned on. At this time, click the text in the sidebar, and the character will directly reach the vicinity of the selected component, with the viewing angle focused on the component. Click the aperture corresponding to the model component, and the component introduction text will appear at the bottom. The introduction text in non-roaming mode is exactly the same as that in roaming mode. The introduction text provides the function of self-modification of xml files. In roaming mode, the control of the character is entirely determined by the user, and the user can roam in the teaching scene according to the operation method in the S1 novice guide. The logic of the system in teaching mode is roughly as follows Figure 3 shown.

[0044] S3. Build an assessment scenario.

[0045] The concept of "level" has been introduced in S2. Before unlocking the next knowledge point, the previous knowledge point must be assessed. In the assessment scene, the user controls the assessment by locking the roaming perspective. The assessment takes the form of searching for the relevant parts specified in the question during scene roaming and setting up extended questions for some important parts.

[0046] The method of building the assessment mode in S3 is:

[0047] The operation method in the assessment mode is similar to the roaming mode operation in the S2 teaching mode method. The difference is that in the assessment mode, the aperture of the parent component will be directly displayed, while the aperture of the child component of the parent component will not be directly displayed. We have currently designed two types of test questions and set up an enumeration QuetionType. The enumeration QuetionType contains Normal and Dialog, which correspond to two types of test questions respectively. Normal represents the type of question that roams around in a three-dimensional scene to find the component specified in the question; Dialog means testing the user's questions in the form of a pop-up window, usually in the direction of the function of the component. For the assessment mode, we have designed a class of questions, which can be expanded on this class according to needs in the future. The specific composition is as follows:

[0048]

[0049]

[0050] The way to publish questions in the assessment mode is: set up a list, the elements in the list are the above question classes, each element in the list represents a question with the assessment question type of Normal. After answering the Normal question of the parent component, if the sub-question list of the parent component is not 0, it means that it contains sub-questions. There are two possible types of sub-questions. One is that the question type is Dialog, which means that the question is a pop-up window question that examines the role of the parent component; the other is that the question type is Normal, which means that the question is a sub-component question under the parent component. The sub-component uses the same class as the parent component and is logically similar. The process in the assessment mode is as follows: Figure 4 shown.

[0051] S4. Upload character information.

[0052] The system is bound to the backend data. When logging in, the user's login information is obtained and transmitted to the backend database. The backend returns the user's username, learning progress, grades and other data. Every time a knowledge point is completed, the data will be uploaded once, and the backend can evaluate the user's grades in all subjects based on the transmitted data.

[0053] S4 information interaction method:

[0054] It mainly involves the interaction with the background information. If the user logs in to his account from the website, he can pull up the system on the website. Then, some of the user's own information on the website can be queried from the system by parsing the token. S2 mentioned that this system contains multiple knowledge points of a device. After each knowledge point is assessed, if the assessment is passed, the assessment score will be uploaded to the background to ensure that the background data is updated in real time. The user can also view the current user's information on the system's information query page. System background interaction is as follows Figure 5 shown.

[0055] The embodiment of the present invention provides a device virtual teaching and assessment system based on Unity, which has the following beneficial effects:

[0056] By applying the Unity engine to the equipment teaching system, the teaching process can be significantly optimized and the effects in many aspects can be improved. Based on the virtual environment of the 3D model, the system provides a more intuitive equipment display, which greatly enhances the interactivity and fun of learning. Compared with traditional teaching methods, users can roam freely in the virtual scene, deeply understand the structure and function of the equipment, and provide a multi-level split of the important parts of the equipment, which further improves the learning effect and memory depth.

[0057] The system's assessment mode ensures the comprehensiveness and accuracy of the assessment by accurately evaluating students' knowledge of the equipment. The assessment content not only covers the main components, but also goes deep into the functions of sub-components, making the assessment more detailed. The flexible teaching mode allows knowledge points to be graded according to importance. Users can unlock the next knowledge point only after mastering one knowledge point. This structured learning method helps students gradually master the operation of complex equipment.

[0058] In addition, the system introduces dynamic visual feedback and interactive experience, such as the use of highlight aperture and cross cursor, which further enhances the interaction between users and device components. The novice guidance scene helps beginners get started quickly through path instructions and operation prompts, lowering the learning threshold.

[0059] The virtual teaching environment significantly reduces the reliance on physical equipment and reduces teaching costs, especially for equipment that is expensive or difficult to obtain. At the same time, the real-time data interaction function enables teachers to easily obtain students' learning progress and grades, which facilitates teaching management and feedback. Overall, the system provides an efficient, flexible and interactive teaching solution by integrating advanced technical features, ensuring an efficient and stable learning experience, and greatly improving the effectiveness of device teaching.

Claims

1. A device virtual teaching and assessment system based on Unity, characterized in that: include: Import the equipment model for teaching assessment into the Unity environment; Obtain the user's corresponding personal information stored in the background to log in to the user's account; According to the requirements of indicating the destination and selecting the operation method, a scene is established to guide the user to move to the destination according to the preset operation method, and the operation method indication UI, path guidance prompts, destination display and perspective movement prompts are designed in the scene; Create a crosshair cursor that is always located in the center of the screen, which is used by users to select parts in the device model in learning mode and to select answers in assessment mode; Set levels according to the importance of learning and using the equipment model, divide the components in the equipment model according to the levels, and split multiple sub-components according to the characteristics of the components themselves. Establish a component level library based on the mapping between levels and components and between components and multiple sub-components; Create a sidebar that displays the levels and the names of the components corresponding to the levels; When locking a level, the parts corresponding to the level in the parts library are locked synchronously; When a level is unlocked, the components corresponding to the level in the component level library are unlocked simultaneously. Users can view the components corresponding to the level and the components corresponding to the level below this time. The UI text in the corresponding description of the components is in XML file format and can be customized and modified; In learning mode and non-roaming mode, the UI menu controls the viewing angle, reads the unlocked parts in the parts library through the sidebar, and retrieves the displayed parts in the order of the unlocked levels. When the user selects the name of a part, it goes to the part corresponding to the name according to the predetermined path. The user can choose to open or close the split page corresponding to the part. In the split page, if the part includes multiple sub-parts, the user can choose to view the part split diagram to view the sub-parts separately. In the learning mode and the roaming mode, the user controls the viewing angle, combines the cross cursor in the center of the screen with the aperture corresponding to the component and / or sub-component, obtains the time the cross cursor stays in the aperture, and when the time the cross cursor stays in the aperture exceeds the preset stay time, the HightlightPlus plug-in is enabled to obtain the user operation instruction when the cross cursor stays in the aperture. If the user operation instruction is to read the component and / or sub-component selected by the cross cursor and the aperture, the corresponding introduction of the component and / or sub-component is displayed; In the assessment mode, component problem sets and sub-component problem sets corresponding to components and sub-components are established. The types of component problems and sub-component problem sets include roaming to find the specified components in the question in a three-dimensional scene and pop-up windows to examine the user's component functions. According to the relationship between components and sub-components, the component problem sets and sub-component problem sets are merged and sorted into a single list; During the assessment, component questions are published according to the list, and the cross cursor stays on the aperture to display the component to be assessed and the corresponding component questions. If it is a component question of the type specified in the roaming search question in the three-dimensional scene, the user selects the component corresponding to the component question. If it is a component question in the form of a pop-up window to examine the user's component function, the correct component function is selected in the pop-up window. If the user answers the component question correctly, the list is searched to see if there are sub-component questions. If there are sub-component questions, the sub-component questions are published. If the type of the sub-component question is the sub-component specified in the roaming search question in the three-dimensional scene, the user selects the corresponding component of the component question. If the type of the sub-component question is a pop-up window to examine the user's sub-component function, the correct sub-component function is selected in the pop-up window. The user's answer to the sub-component question is obtained to determine whether it is correct, and a score is given based on the component and sub-component answer results. If the score exceeds the preset score threshold, the user level is increased based on the existing level; After the assessment, personal information will be updated according to the score and grade, and the updated personal information will be synchronized to the background.

2. A device virtual teaching and assessment system based on Unity as claimed in claim 1, characterized in that: The destination uses the DOTWeen animation plug-in to control an arrow to sink to prompt the user the location of the destination.

3. A device virtual teaching and assessment system based on Unity as claimed in claim 1, characterized in that: A shader is written for the path identifier corresponding to the path guidance prompt to implement vertex animation. The shader texture uses a guide arrow and sets the speed. The user-controlled perspective is used as the starting point and the destination is used as the end point. The guide arrow flows from the starting point toward the end point over time to achieve path guidance.

4. The device virtual teaching and assessment system based on Unity as claimed in claim 1, characterized in that: The sidebar generates a sidebar prefab and reads component information according to a preset sidebar unit style and component script mounting, so as to realize a sidebar for component display.

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