National dance virtual teaching game system based on experiential learning theory and application

Abstract

The invention provides a national dance virtual teaching game system based on an experiential learning theory and application of the national dance virtual teaching game system. The system comprises a virtual immersion module, a virtual space module and a gamification learning module. And the body immersion module helps the user to improve dance skills by capturing user actions and providing real-time feedback. The virtual space module simulates a real ethnic dance scene, combines cultural background knowledge, and enhances understanding and recognition of the user on ethnic culture. The gamification learning module stimulates learning interests and motivations through task design and an instant feedback mechanism, and the learning effect is improved. The three modules cooperate with each other to form a complete interactive experience type learning cycle, so that the teaching effect of ethnic dance is effectively improved, and the system is of great significance to inheritance and popularization of ethnic culture.

Description

Technical Field

[0001] The present invention relates to human-computer interaction applications, and in particular to a folk dance virtual teaching game system and application based on experiential learning theory. Background Art

[0002] As an important part of my country's traditional culture, folk dance is deeply loved by people for its unique artistic form and rich cultural connotation. However, with the continuous development of society, some problems have gradually been exposed in the traditional way of folk dance inheritance. The traditional inheritance model mainly relies on word of mouth and face-to-face teaching. Although this method has its unique cultural charm, it also has limitations such as a single dissemination channel, low participation, and large geographical restrictions. Therefore, how to use modern information technology to make folk dance more widely inherited and innovate has become a problem that needs to be solved today.

[0003] As a theory that emphasizes that learners learn knowledge through practical experience, experiential learning theory has been widely used in various educational fields, especially in art education. Traditional folk dance teaching is often based on observation and imitation, lacking initiative and interactivity. In order to improve the effectiveness of folk dance teaching and student participation, more and more educators have begun to pay attention to how to design a more interactive and immersive learning environment through modern technology and the concept of experiential learning. However, the existing folk dance teaching model mostly relies on video learning or single textbook teaching, lacks real immersive experience and instant learning feedback, and cannot meet learners' needs for cultural understanding and skill mastery.

[0004] The rapid development of virtual reality technology (VR), motion capture technology and artificial intelligence technology has provided new possibilities for the teaching of folk dance. Through virtual reality technology, learners can be provided with an immersive dance learning environment. Combined with motion capture technology, it can accurately capture dance movements and provide real-time feedback to enhance learners' practical experience. Virtual digital human technology can build virtual dancers to lead learners to imitate and learn dance movements, thereby enhancing the interactivity and immersion of learning.

[0005] At present, although there are some virtual dance teaching tools and applications, most of them have problems such as poor interactivity, single teaching content, and lack of targeted learning evaluation mechanism, and cannot effectively combine the core concept of experiential learning for comprehensive teaching.

[0006] At present, most of the virtual teaching methods of folk dance are only focused on video recording, and there are few technical solutions for the virtual teaching of folk dance from the perspective of overall digital preservation process and gamification design.

[0007] The existing virtual teaching of folk dance has the following defects:

[0008] 1. Lack of elaboration on implicit knowledge in dance culture: Most of the current digital content only presents the dance movements themselves, and lacks in-depth exploration of implicit knowledge in dance culture. Dance, as a form of cultural expression, not only includes the transmission of movements, but also includes the knowledge of emotions, symbolic meanings, and social backgrounds, which have not yet been fully expressed and transmitted in the digital process.

[0009] 2. The display and interaction methods of digital content are single, and there is a lack of active audience participation: In addition to recording physical movements, the digital construction of folk dance also needs to interpret knowledge from physical information, including interpretation of intangible elements such as performance events, characteristics, facts, backgrounds, and cultural objects, and allow the audience to perform corresponding practical operations and gain cultural experience. Therefore, although people have made progress in the recording of dance movements, digital content performance and interaction, etc. in the digital research of folk dance, there are still certain shortcomings.

[0010] It should be noted that the information disclosed in the above background technology section is only used for understanding the background of the present application, and therefore may include information that does not constitute prior art known to ordinary technicians in the field. Summary of the invention

[0011] The main purpose of the present invention is to overcome the defects existing in the above-mentioned background technology and provide a folk dance virtual teaching game system and application based on experiential learning theory.

[0012] To achieve the above object, the present invention adopts the following technical solutions:

[0013] A folk dance virtual teaching game system based on experiential learning theory, including:

[0014] The embodied immersion module uses somatosensory interaction devices and virtual reality devices to capture the user's body movements in real time and interact with the virtual environment; provides multi-sensory feedback to enhance the user's immersion and participation in the virtual space; and is used for real-time evaluation and feedback of user movements to help users correct dance movements and improve their skills;

[0015] The virtual space module builds an immersive virtual learning environment, simulates real folk dance scenes, and provides visual and auditory multi-sensory experiences; provides a variety of interactive scenes and task paths, supports users to freely explore and choose learning content; combines the national cultural background, and presents the origin, development and cultural connotation of folk dance through virtual scenes; integrates cultural scenes, historical stories and interactive narratives into the virtual environment to enhance users' understanding and recognition of folk dance culture, and provides cultural knowledge collection and display functions so that users can understand the national cultural background while learning dance;

[0016] The gamified learning module provides a task-driven learning path, which stimulates users' interest and motivation through challenging tasks and level design; provides an instant feedback mechanism, including voice guidance, visual prompts, real-time scoring and progress tracking, so that users can understand the learning effect and make self-adjustments; and enhances users' sense of learning achievement and participation through game incentive mechanisms;

[0017] Among them, a complete interactive experiential learning cycle is formed through the embodied immersion module, the virtual space module and the gamification learning module.

[0018] An application of using the folk dance virtual teaching game system based on experiential learning theory to improve the digital learning effect of folk dance.

[0019] A computer program product comprises a computer program, wherein when the computer program is executed by a processor, the virtual teaching game system of folk dance based on experiential learning theory is run.

[0020] The present invention has the following beneficial effects:

[0021] The present invention provides a folk dance virtual teaching game system based on experiential learning theory, wherein the embodied immersion module allows learners to learn folk dance through physical participation and interaction through body motion capture and feedback system, thereby enhancing the immersion and interactivity of learning; the virtual space module provides an immersive dance teaching experience through a carefully designed virtual environment and situational tasks, and supports learners to freely explore and practice dance movements in a variety of virtual situations; the gamification learning module can combine task challenges, point rewards and instant feedback mechanisms, and stimulate learners' learning motivation through non-linear learning paths to improve learning effects. Through the collaborative work of these three modules, the present invention can effectively combine experiential learning theory with folk dance teaching, optimize learning experience, promote the inheritance of folk dance culture and improve learners' skills. Combined with the experiential learning theory, the folk dance virtual teaching game system designed by the present invention has interactivity, immersion and effectiveness, effectively solves the problems of poor interactivity, insufficient immersion and low participation in the existing folk dance teaching methods, and can significantly improve the digital learning effect of folk dance. By integrating experiential learning theory and combining advanced technologies such as virtual reality, motion capture, and artificial intelligence, the folk dance virtual teaching game system of the present invention can provide a new experiential learning. Through immersive virtual environment and interactive learning design, it provides a more challenging and interesting learning mode, thereby effectively improving the teaching quality of folk dance and the cultural participation of learners.

[0022] In summary, the folk dance virtual teaching game system based on the experiential learning theory of the present invention has the following significant advantages: first, through the combination of virtual digital human technology and virtual reality environment, it can provide learners with an immersive learning experience, so that they can feel the cultural atmosphere of folk dance in person. This experiential learning mode not only improves learners' sense of participation and interest, but also stimulates their motivation for autonomous learning. Secondly, through motion capture and real-time feedback mechanism, learners can get accurate dance movement evaluation and personalized improvement suggestions, so as to continuously optimize dance skills and improve learning efficiency. Thirdly, the gamified learning design enhances the fun and challenge of learning through task-driven and interactive feedback, helps learners to conduct exploratory learning in a pleasant game environment, and effectively improves the depth of knowledge absorption and skill mastery. Finally, the present invention can solve the communication problems faced in traditional folk dance teaching, use digital means to preserve and spread folk dance culture, provide strong technical support for the inheritance and innovative application of national culture, and promote the modernization and digital development of folk dance education.

[0023] In summary, the solution proposed in the present invention provides an innovative folk dance learning system and method by effectively integrating experiential learning theory, breaking through the limitations of traditional dance teaching. Through virtual reality and gamification learning mechanisms, learners can not only master dance skills through practical operations, but also have a deep understanding of the cultural background of folk dance. The present invention has high universality and can be extended to the teaching and dissemination of various folk dances, promoting the digital protection and innovative dissemination of national culture.

[0024] Other beneficial effects of the embodiments of the present invention will be further described below. BRIEF DESCRIPTION OF THE DRAWINGS

[0025] Figure 1A This is a framework diagram for improving the effect of the folk dance virtual teaching game system according to an embodiment of the present invention.

[0026] Figure 1B It is a design process framework diagram of the folk dance virtual teaching game system in an embodiment of the present invention;

[0027] Figure 2 It is a model framework diagram of the folk dance virtual teaching game system of an embodiment of the present invention;

[0028] Figure 3 It is a framework diagram of design elements of the folk dance virtual teaching game system according to an embodiment of the present invention.

[0029] Figure 4 It is a case diagram of the interactive mode design of the folk dance virtual teaching game in the embodiment of the present invention;

[0030] Figure 5 This is a case diagram of the world view design of the folk dance virtual teaching game in the embodiment of the present invention;

[0031] Figure 6 It is a case diagram of the game mechanism design of the folk dance virtual teaching game in the embodiment of the present invention;

[0032] Figure 7 It is a case diagram of the game content design of the folk dance virtual teaching game in the embodiment of the present invention;

[0033] Figure 8 This is a case diagram of the game narrative main line of the folk dance virtual teaching game in the embodiment of the present invention;

[0034] Fig. 9 is a case diagram of a dance teaching system of a folk dance virtual teaching game in an embodiment of the present invention;

[0035] Fig.10 It is a case diagram of the cultural experience system of the folk dance virtual teaching game in the embodiment of the present invention. DETAILED DESCRIPTION

[0036] The following is a detailed description of the embodiments of the present invention. It should be emphasized that the following description is only exemplary and is not intended to limit the scope and application of the present invention.

[0037] See also Figures 1A to 3 The embodiment of the present invention provides a folk dance virtual teaching game system based on experiential learning theory, including:

[0038] The embodied immersion module uses somatosensory interaction devices and virtual reality devices to capture the user's body movements in real time and interact with the virtual environment; provides multi-sensory feedback to enhance the user's immersion and participation in the virtual space; and implements real-time evaluation and feedback of user movements to help users correct dance movements and improve their skills;

[0039] The virtual space module builds an immersive virtual learning environment, simulates real folk dance scenes, and provides visual, auditory and other multi-sensory experiences; provides a variety of interactive scenes and task paths to support users to freely explore and choose learning content; combines the national cultural background to present the origin, development and cultural connotation of folk dance through virtual scenes; integrates cultural scenes, historical stories and interactive narratives into the virtual environment to enhance users' understanding and recognition of folk dance culture, and provides cultural knowledge collection and display functions to help users gain a deeper understanding of the national cultural background while learning dance;

[0040] The gamified learning module provides a task-driven learning path, which stimulates users' interest and motivation through challenging tasks and level design; provides an instant feedback mechanism, including voice guidance, visual prompts, real-time scoring and progress tracking, to help users understand the learning effect and make self-adjustments; and enhances users' sense of learning achievement and participation through game incentive mechanisms;

[0041] Among them, the embodied immersion module, virtual space module and gamification learning module cooperate with each other to form a complete experiential learning cycle, enabling learners to form a learning cycle of experience, reflection, abstraction and experimentation in a virtual environment; users obtain direct dance movement experience through the embodied immersion module, explore and feel the national cultural background with the help of the virtual space module, and continuously optimize the learning path through the incentive mechanism and instant feedback of the gamification learning module, thereby deepening the understanding of national dance culture and achieving a comprehensive improvement from specific experience to cultural identity.

[0042] In a preferred embodiment, the embodied immersion module realizes the learner's physical and mental participation in the virtual environment through three building blocks: physical participation, sensory feedback, and emotional connection. Among them, physical participation enables learners to interact with objects and characters in the virtual environment through motion capture technology, sensory feedback provides environmental information through multi-sensory input of vision, hearing, and touch, and emotional connection generates emotional resonance through the interaction between learners and virtual situations and characters, thereby enhancing learning motivation and depth.

[0043] In a preferred embodiment, the virtual space module provides a physical and cognitive framework for learners to explore and interact through three building blocks: spatial structure, scene interaction, and immersion. The spatial structure is designed as a logical and hierarchical virtual environment to support learners' free exploration. Scene interaction enhances the interaction between learners and virtual objects through a variety of interactive methods. Immersion enhances learners' immersion experience through environmental sound effects, light and shadow effects, and perspective control.

[0044] In a preferred embodiment, the gamified learning module stimulates learners' interest and participation through three building blocks: task design, interactivity, and feedback mechanism. Task design provides open and diverse learning tasks, allowing learners to independently choose task paths. Interactivity promotes the learning process through learners' interaction with characters, tasks, and objects in the virtual environment. The feedback mechanism helps learners evaluate learning outcomes and make self-adjustments through real-time feedback.

[0045] In a preferred embodiment, the interactive mode enables learners to effectively interact with the virtual environment and characters through three core parts: embodied interaction, virtual space interaction, and feedback mechanism. Among them, embodied interaction uses motion capture and posture estimation technology to perceive and feedback the learner's dance movements in real time, helping them to adjust their posture, movement accuracy, and step coordination; virtual space interaction supports learners to move and explore freely in the virtual environment, and select learning content according to task instructions. Virtual characters and props dynamically respond to learners' movements and behaviors; the feedback mechanism provides instant voice guidance, movement feedback, dynamic scoring, and progress tracking through multi-dimensional feedback of vision, hearing, and touch, helping learners to evaluate the accuracy of dance movements in real time and make self-adjustments.

[0046] In a preferred embodiment, a worldview design is provided through three core parts: cultural scene construction, intangible cultural heritage presentation and interactive narrative experience, to construct an immersive virtual learning environment. Among them, cultural scene construction designs a virtual environment with national characteristics by accurately reproducing national traditional festivals and rituals. Learners can participate in festival activities in the virtual space and feel the unique charm of national culture. The intangible cultural heritage presentation helps learners to deeply understand the history, beliefs and stories behind national dances through plot promotion and task unlocking, thereby enhancing the emotional resonance of learning. The interactive narrative experience enhances learners' sense of identity with national culture through the interaction of virtual characters and storylines, making the worldview a window for learners to understand and experience national dance culture.

[0047] In a preferred embodiment, the game mechanism includes three core parts: task design, challenges and rewards, and progress tracking and feedback, which promote player behavior and achieve learning goals. Among them, task design is divided into two categories: dance movement learning and cultural knowledge learning. Players learn dance movements by imitating virtual characters and unlock the historical stories and cultural knowledge behind the dance through tasks. The challenge and reward mechanism encourages players to complete dance movement challenges and obtain virtual gold coins, achievements or unlock new courses by setting task challenges and reward systems to enhance learning motivation and sense of accomplishment. The progress tracking and feedback mechanism helps players understand learning progress, find improvement points and improve skills through practice through real-time display of learning results, regular evaluation and repeated challenge mechanisms.

[0048] In a preferred embodiment, the game specifically includes three core sections: a game narrative main line, a dance teaching system, and a cultural collection system. Among them, the game narrative main line allows players to play the role of a Miao village girl, participate in the preparation of the Miao intangible cultural heritage festival Guzang Festival, learn classic Miao dances such as the wooden drum dance, Nuoyuan dance, and reed pipe dance, and enhance the fun and immersion of the game through narrative branches and chapter design. The dance teaching system uses cultural explanation modules, dance teaching modules, and dance score system modules to help players understand the origin and cultural background of dance movements, and improves the learning effect of dance movements through virtual digital human demonstration and feedback mechanisms. The cultural collection system uses Miao visual style animation videos, game narrative explanations, and illustration collection systems to help players unlock and collect Miao cultural information during the game process, thereby enhancing their understanding and cognition of Miao culture.

[0049] An application of using the folk dance virtual teaching game system based on experiential learning theory to improve the digital learning effect of folk dance.

[0050] In some embodiments of the present invention, a virtual teaching game system of folk dance based on experiential learning theory is proposed, which includes three core modules: an embodied immersion module, a virtual space module and a gamification learning module. The embodied immersion module uses virtual reality technology and somatosensory interaction equipment to enable learners to interact with virtual characters through body movements, thereby enhancing learners' sense of participation and practical experience. The virtual space design module creates a multi-dimensional virtual learning space, allowing learners to freely explore dance movements and deepen their understanding and mastery of dance through scene interaction, task challenges, etc. The gamification learning module stimulates learners' interest and motivation through task design, feedback mechanism and plot promotion, allowing learners to complete dance learning challenges in a virtual environment and gradually improve dance skills. This method breaks through the limitations of traditional folk dance education, improves the digital communication effect of folk dance, and is of great significance to the inheritance and promotion of folk dance. Through virtual reality technology, motion capture and real-time feedback mechanism, the present invention provides an immersive folk dance learning experience, helping learners to better master dance movements and improve learning effects. Virtual digital human technology combines learners' movements with feedback in the game environment to achieve personalized dance teaching and real-time evaluation, enhancing learners' sense of participation and learning motivation.

[0051] The virtual space module builds a real environment for folk dance, allowing learners to conduct exploratory learning in an immersive virtual environment, and motivates learners to actively participate in dance learning through interactive tasks. By using the feedback loop in experiential learning, learners can improve their understanding of folk dance culture through experience and reflection, and continuously improve their dance skills in practice. Through task-driven and challenge mechanisms, a variety of dance movement tasks are designed to help learners choose appropriate task paths according to their own progress and interests, thereby enhancing their learning autonomy.

[0052] The game system provides learners with movement evaluation, accuracy analysis, and personalized improvement suggestions through a real-time feedback system, improving learners' dance skills in virtual space. The learning environment combines virtual reality technology with national cultural background to ensure that learners can learn dance movements in an interactive cultural context and deepen their understanding of national culture. Combined with motion capture technology, it accurately records learners' movement performance and provides effective dance correction guidance through a motion data-driven feedback mechanism. The virtual digital human character not only demonstrates dance movements, but also helps learners understand the skills and cultural connotations of dance movements through voice explanations and text guidance.

[0053] In addition, the virtual teaching game system of ethnic dance based on experiential learning theory can intelligently adjust the learning difficulty according to the learner's progress and performance, and promote learners' skill improvement and knowledge mastery through dynamic game mechanisms. The embodied immersion module uses motion capture technology, posture estimation algorithm and virtual digital human technology to achieve user action imitation and feedback in the virtual environment. The virtual space module contains multiple interactive scenes, each of which is designed with different dance learning tasks, supporting users to freely explore and choose learning paths. The gamification learning module enhances users' learning motivation and participation through the challenging design of tasks and feedback mechanism. The embodied immersion module and the virtual space module are combined through an interactive experience cycle, enabling learners to form a learning cycle of experience, reflection, abstraction and experimentation in the virtual environment. The interactive scenes in the virtual space module can provide customized learning environment and dance cultural experience according to the dance characteristics of different ethnic groups. The feedback mechanism of the gamification learning module includes instant voice guidance, visual prompts, real-time scoring system and progress bar, etc., to help users understand the learning results in real time and make self-adjustments. The virtual space module includes background scenes such as historical scenes and ethnic villages, presenting the origin, development and traditional culture of ethnic dance in a virtual way. Dance movement data provides accurate movement imitation and learning evaluation by combining the construction of dance datasets with motion capture technology.

[0054] The specific embodiments of the present invention are further described below.

[0055] A folk dance virtual teaching game system based on experiential learning theory mainly includes an embodied immersion module, a virtual space module and a gamification learning module. The embodied immersion module allows learners to learn folk dance through physical participation and interaction through a body motion capture and feedback system, thereby enhancing the immersion and interactivity of learning. The virtual space module provides an immersive dance teaching experience through a carefully designed virtual environment and situational tasks, and supports learners to freely explore and practice dance movements in a variety of virtual situations. The gamification learning module combines task challenges, point rewards and instant feedback mechanisms to stimulate learners' learning motivation through a non-linear learning path and improve learning effects. Through the collaborative work of these three modules, the system of the present invention can effectively combine experiential learning theory with folk dance teaching, optimize the learning experience, and promote the inheritance of folk dance culture and the improvement of learners' skills.

[0056] The design of the folk dance virtual teaching game system based on the experiential learning theory in the embodiment of the present invention includes four processes, an embodied experience learning cycle model is proposed based on the experiential learning theory, three dimensions are proposed based on the embodied experience learning cycle model, a folk dance virtual teaching game system is designed based on the above dimensions, and a game system is constructed for the design scheme, as shown in FIG1. ​​The four processes are specifically introduced below:

[0057] 1. Embodied Experiential Learning Cycle Model

[0058] In the embodied immersive gamification learning cycle model (ELM), the learner's learning process is viewed as a continuous, interactive, immersive cycle that promotes knowledge construction and deep understanding through four main steps. These steps include experience, exploration, reflection, and abstraction, which are interdependent and work together to promote learners to carry out comprehensive cognitive activities in a virtual environment. Specifically, the embodied immersive gamification learning cycle model supports the realization of learning in an immersive learning environment through the following four steps:

[0059] 1. Experience

[0060] Experience is the starting point of the learning cycle, which refers to the direct perception and participation that learners gain in the virtual environment. At this stage, learners build a preliminary understanding of the learning content through interaction with objects, situations, and roles in the virtual world. At this stage, learners are not just observers, but actively participate in the virtual world through their own behavior and choices. This immersive sense of participation enhances the reality and depth of perception of learning, and learners gain a real and embodied learning experience through physical movements, visual and auditory feedback.

[0061] 2. Explore

[0062] In the exploration phase, learners start to actively explore different paths, situations, and tasks in the virtual environment from their initial experience. The key to this phase is learners' autonomy and decision-making power. Learners choose the direction of exploration based on their personal interests and learning needs, and interact with other elements in the virtual world. Compared with traditional learning methods, this phase highlights learners' control and freedom over the learning process. Learners play an active role in the virtual world and can discover new knowledge points and skills in the interaction, rather than just receiving preset content.

[0063] 3. Reflect

[0064] The reflection phase is a crucial part of the learning process. It requires learners to review and reflect on what they have learned and their behaviors after participating in experience and exploration activities. Reflection is not only an evaluation of learning outcomes, but also a reflection on the learning process, helping learners identify difficulties encountered in learning, successful experiences, and potential points for improvement. In an immersive environment, the reflection phase can be further strengthened through interactive feedback systems, peer interactions, or metacognitive strategies. This phase provides learners with an opportunity to summarize and evaluate, helping them integrate and internalize previous learning experiences.

[0065] 4. Abstract

[0066] The abstraction stage is the last step of the learning cycle, which requires learners to transform their experience and reflection in the virtual environment into more generalized knowledge and concepts. In this stage, learners raise specific and local learning content to a higher level of abstraction to form widely applicable principles or frameworks. This process is not just about understanding specific situations, but about transforming experience into abstract knowledge that can be applied in other situations. Through abstraction, learners are able to apply previously accumulated experience and skills in new learning tasks, thereby achieving learning transfer.

[0067] The embodied immersive gamified learning cycle model combines these steps organically to form a dynamic learning cycle. Each step is not only a continuation of the previous step, but also provides a basis for in-depth exploration and reflection in the next step. Through this model, learners can explore, reflect and build a deeper understanding in a virtual environment. At the same time, each step in the model emphasizes the subjectivity of the learner, prompting the learner to continuously adjust and optimize their learning path in an immersive environment, thereby achieving personalized and in-depth learning.

[0068] 2. Game Design Dimension

[0069] The embodied immersive gamified learning cycle model proposed in this paper consists of three main dimensions: embodied experience, virtual space and gamified learning. The core of this model is to promote learners' cognitive development and autonomous learning ability through the interaction of these three dimensions. In this model, the learning process is not one-way and linear, but an alternating cycle and continuous deepening process. The overall framework of the model is as follows Figure 2 As shown, the following specifically introduces each dimension in the embodiment of the present invention:

[0070] 1. Embodied Experience

[0071] Embodied experience is the foundation of the model, which emphasizes the physical and mental participation of learners in virtual space. This dimension requires learners to participate in learning activities through direct physical actions and feelings, so as to obtain a more intuitive and immersive learning experience.

[0072] The construction foundation is divided into three steps, namely: First, physical participation. Learners interact with objects and characters in the virtual environment through body movements. Second, sensory feedback. In an immersive learning environment, learners obtain information through visual, auditory and even tactile feedback. Third, emotional connection. Learners resonate emotionally with the situations and characters in the virtual environment, thereby enhancing the motivation and depth of learning.

[0073] The corresponding process is divided into three steps, namely: First, action execution: learners perform tasks or interact with the virtual environment through physical movements. Second, sensory experience: learners obtain environmental information through multi-sensory input (vision, hearing, touch, etc.) during the interaction process. Third, emotional response: through interaction with the characters or tasks in the virtual environment, learners have emotional responses and enhance their investment in the learning content.

[0074] 2. Virtual Space

[0075] Virtual space provides a physical and cognitive framework for embodied experience and is a place for learners to explore and interact. Virtual space is not just a "background" or "container", it itself needs to be designed as an interactive and diverse environment to support learners' in-depth exploration.

[0076] The construction method of virtual space consists of spatial structure, scene interaction and immersion. Specifically, the design of virtual space needs to have a clear structure in which learners can explore freely. Each area in the space should be logical and hierarchical to help learners form a clear cognitive path. In scene interaction, virtual space not only needs to provide scene elements (such as buildings, characters, objects, etc.), but also needs to support a variety of interaction methods. In terms of immersion, the immersion of virtual space needs to be enhanced through meticulous design, including environmental sound effects, light and shadow effects, and control of perspective.

[0077] The construction process of the virtual space is as follows: First, space exploration: learners walk or teleport freely in the virtual space to explore different learning tasks and situations. Second, interactive feedback: learners interact with objects and characters in the virtual space to obtain feedback and promote the learning process. Third, cognitive deepening: with the in-depth exploration of the space, learners accumulate information and experience in the virtual space and form a deeper knowledge structure.

[0078] 3. Gamified Learning

[0079] Gamified learning is the core of this model, which emphasizes stimulating learners' interest and participation through game elements such as tasks, challenges and rewards. Gamified learning encourages learners to learn according to their own interests and needs through non-linear learning paths and self-selected task design, while enhancing their motivation and results of learning.

[0080] The construction method of gamification learning consists of three modules: task design, interactivity and feedback mechanism. Specifically, in terms of task design, learning tasks should be open and diverse, allowing learners to choose different game tasks and paths. In terms of interactivity, gamification learning requires learners to promote the learning process by interacting with characters, tasks and objects in the virtual environment. In terms of feedback mechanism, a real-time feedback mechanism should be set up during the learning process to help learners evaluate their game progress and learning effects.

[0081] The construction process of gamification is as follows: First, self-selection of tasks: learners choose their own tasks in the virtual environment, decide the order and progress of learning, and accept different challenges. Second, task execution: learners perform tasks through interaction, try different methods, collect information and solve problems. Third, feedback adjustment: through task feedback, learners reflect and adjust, optimize the learning path, and prepare for further learning.

[0082] (III) Design framework and content of folk dance virtual teaching game

[0083] The embodiment of the present invention constructs a complete folk dance virtual teaching game design framework from the three core dimensions of embodied experience, virtual space and gamified learning in the embodied immersive gamified learning cycle model, combined with the three dimensions of interaction mode, world view and game mechanism.

[0084] The model aims to help learners master folk dance skills in an immersive way through a virtual game environment, while experiencing and inheriting the folk culture. Figure 3 shown.

[0085] 1. Design framework

[0086] (1) Interaction Mode

[0087] Interaction mode design is the core part of ensuring that learners can effectively interact with game content and other characters in a virtual environment. Through embodied interaction and multi-sensory feedback, the interaction mode can provide learners with a natural and intuitive learning experience.

[0088] Embodied experience: Learners interact with virtual characters through body movements, imitating and learning folk dance movements. Using motion capture and posture estimation technology, the virtual system can perceive the player's movements in real time and provide feedback to the player. Through posture adjustment, movement accuracy and step coordination, the player gradually masters dance skills in the interaction.

[0089] Virtual space interaction: Players can move and explore freely in the virtual space, and choose learning content according to task instructions and challenge requirements. The characters and props in the virtual space can dynamically respond to the player's movements and behaviors, enhancing learners' sense of participation and immersion.

[0090] Feedback mechanism: Feedback is a key link to improve the interactive effect. Through multi-dimensional feedback such as vision, hearing and touch, players can evaluate the accuracy of their dance moves in real time. For example, the virtual character provides instant voice and movement feedback based on the player's dance performance, and displays the learning progress through a dynamic scoring system and progress bar.

[0091] (2) Worldview

[0092] Worldview is the foundation for building a virtual learning environment, which determines the learner's immersion and cultural experience in the virtual space. In the folk dance virtual teaching game, the design of the worldview needs to fully integrate the cultural background, historical heritage and dance customs of folk dance.

[0093] Cultural scene construction: The virtual world accurately reproduces the traditional festivals and rituals of the Miao and other ethnic groups, such as the Guzang Festival, to build a virtual environment with ethnic characteristics. Players can participate in festival activities in the virtual environment and feel the unique charm of the Miao culture. The cultural connotations behind the ethnic dance are conveyed through the detailed design of the villages, costumes, props, music, etc. in the virtual space.

[0094] Intangible cultural heritage presentation: In the game world, players not only learn dance moves, but also gain a deeper understanding of the history, beliefs, and stories behind folk dances through plots. For example, players gradually unlock knowledge about the origin of dances, folk myths, and historical events by participating in game tasks, thereby enhancing the emotional resonance of learning.

[0095] Interactive narrative experience: Players can personally participate in the cultural background of Miao dance through the interaction of virtual characters and storylines, and enhance their sense of identity with national culture. Through the game's narrative mode, role-playing and cultural scene design, the world view is not only the background of the game environment, but also a window for learners to understand and experience national dance culture.

[0096] (3) Game Mechanics

[0097] Game mechanics are the core part of game design that drives player behavior and achieves learning goals. Through game elements such as tasks, challenges, and rewards, game mechanics effectively motivate learners and improve learning outcomes.

[0098] Task design: The tasks in the game are divided into two categories: dance movement learning and cultural knowledge learning. Dance tasks require players to learn the basic steps, movements and rhythms of dance by imitating the dance movements of virtual characters; cultural tasks involve the historical stories, customs and beliefs behind the dance, and relevant cultural knowledge is unlocked by completing tasks. Each task has a clear goal and difficulty level, encouraging players to choose their own learning path.

[0099] Challenges and rewards: Each mission sets challenges and rewards players based on their performance. For example, players can earn virtual coins or achievements by completing dance moves, improve the abilities of game characters, or unlock new dance courses. Rewards are not only an incentive mechanism, but also a landmark achievement in the learning process, enhancing players' sense of accomplishment and motivation.

[0100] Progress tracking and feedback: The game mechanism has a built-in progress tracking and feedback system, which shows the player's achievements in the learning process in real time. Through regular evaluation and feedback, players can clearly understand their progress, find areas for improvement, and improve their skills through continuous practice. The game also has a "repeated challenge" mechanism to help players consolidate their learning content through review.

[0101] 2. Design content

[0102] (1) Interaction mode design

[0103] The interactive mode is one of the key designs of this game. It enhances learners' sense of participation and immersion in many ways. In this game, the interactive modes are divided into action interaction, voice interaction, somatosensory interaction and visual feedback interaction. Players use virtual reality equipment to capture motion and imitate the dance movements of virtual digital people. The system recognizes and evaluates their movements in real time, and guides players to improve their movements through voice feedback. This interactive mode combines multimodal input of vision, hearing and somatosensory, enhances the interactivity between players and the virtual environment, and improves learning effects.

[0104] At the same time, players can also have voice conversations with the virtual digital person to ask questions or get dance tips. This intelligent voice interaction not only enhances the sense of participation in the game, but also adjusts the interactive content according to the player's learning progress and feedback to ensure the realization of a personalized learning experience. The specific effects are as follows: Figure 4 shown.

[0105] (2) Worldview Design

[0106] Worldview design is one of the core elements of the game, which provides learners with a multicultural virtual learning space. In the game, the virtual world is designed as a multi-level virtual space with the theme of ethnic dance culture. Each level of space represents a different ethnic culture and dance style, thus presenting players with a rich variety of ethnic dance expressions and the cultural stories behind them.

[0107] The game's worldview is set around the historical background, myths and legends, and ethnic customs of ethnic dances. Players will explore different virtual scenes, interact with virtual characters, complete tasks and challenges, and gradually gain a deeper understanding of the cultural connotations of ethnic dances. For example, players can learn in the dance scenes of different ethnic groups such as the Miao and Dai, unlock the relevant background of ethnic culture, and enhance their understanding and cognition of ethnic dances. The specific effects are as follows: Figure 5 shown.

[0108] (3) Game Mechanics Design

[0109] The game mechanics is the driving force of the game. It provides players with clear goals, challenges and rewards, and guides players to learn and progress through a series of tasks. The design of the game mechanics adopts two major strategies: task-driven and level design, to ensure that players learn dance skills in a pleasant game process and gradually achieve their learning goals. The specific effects are as follows: Figure 6 shown.

[0110] Task design: Each level and task has clear learning objectives and cultural exploration tasks. The design of the task follows the four stages of experiential learning theory: concrete experience, reflective observation, abstract induction, and active experimentation. Players gain concrete experience by imitating and practicing folk dance movements in person, and then understand and summarize the essence of dance movements through reflection and feedback. Ultimately, players gain practical experience in dance practice and promote the improvement of personal skills.

[0111] Level design: The game is divided into multiple levels, each designed for different ethnic dance movements and cultures. The difficulty of the dance movements in the levels gradually increases. At the same time, players need to interact with virtual digital people, learn dance movements and get evaluations, gradually unlocking more cultural background information and more difficult dance challenges.

[0112] Reward mechanism: In order to increase player participation and challenge, the game has reward mechanisms such as points, titles, and achievement unlocking. Players will receive rewards when they complete tasks, accurately imitate dance moves, and unlock new dance styles. These rewards will help players unlock more dance cultural knowledge or special costumes, props, and other content, making the game process richer and more motivating.

[0113] (4) Game content design

[0114] Content design is the core component of this game. Combining the cultural elements of folk dance, the game content includes three parts: dance movement teaching, dance culture explanation and dance skill training. The specific effects are as follows: Figure 7 shown.

[0115] Dance movement teaching: Virtual digital people demonstrate basic dance movements, and help players master the essentials of the movements through voice explanations and visual guidance. The dance movements are mainly based on representative ethnic dances such as the Miao, Dai, and Tibetan, showing the unique dance rhythm and movement characteristics of each ethnic group. Players learn by simulating the dance movements of virtual digital people, and the system evaluates the accuracy of their movements in real time and gives suggestions for improvement.

[0116] Dance culture explanation: In each dance learning task, players will also gain cultural background knowledge related to the dance. The game introduces the origin, meaning and important position of each dance in the national culture through plot narration, interactive dialogue, etc., to enhance players' understanding of the cultural connotation behind the dance. For example, the game introduces the history and cultural meaning of the Miao drum dance to help players establish a deep cultural connection in the process of dance learning.

[0117] Dance Skills Training: Players can continuously improve their dance skills by participating in dance training tasks of varying difficulty. After each training session, players will receive detailed evaluation feedback based on their performance, pointing out areas that need improvement and providing suggestions for improvement. Through this process, players can continuously improve their dance moves in practice and develop a sense of rhythm and coordination in dance.

[0118] (IV) Construction of the virtual teaching game system for ethnic dance

[0119] Taking Miao dance as an example, the game is mainly composed of three sections, namely the main narrative line of the game, the dance teaching system and the cultural collection system.

[0120] The main narrative line of the game is the player's game experience route. Driven by the plot, players will learn Miao dance and understand Miao cultural knowledge, which will enhance the fun and immersion. The specific effects are as follows: Figure 8 shown.

[0121] The dance teaching system is based on the main narrative of the game. It is divided into four stages according to the difficulty of learning Miao dance. It is interspersed in the game experience to help players better learn Miao dance movements. The specific effects are as follows: Fig. 9 shown.

[0122] The cultural collection system is based on the main narrative line of the game. According to the narrative content, the Miao intangible cultural heritage, such as bird clothes and Miao embroidery, is presented in the form of dialogue and illustration collection to help players better understand the characteristics of Miao culture. The specific effects are as follows: Fig.10 shown.

[0123] 1. Game Narrative System

[0124] The player travels through time and space and becomes Yang Maojiuni, a girl from a Miao village. During the preparation for the Guzang Festival, a Miao intangible cultural heritage festival, the player learns three of the Miao classic intangible cultural heritage dances: the wooden drum dance, the Nuo dance, and the reed pipe dance. During the game, the player gradually gets to know the unique culture of the Miao ethnic group, such as Miao embroidery and bird clothes, Miao ancient songs, and Miao mythology and history.

[0125] Guzang Festival is a grand festival of the Miao nationality. Its holding process and rituals are listed in the first batch of national intangible cultural heritage list. It is the most distinctive festival of the Miao nationality. Miao dance is one of the lifestyles of the Miao people and is widely used in the preparation of Guzang Festival. Therefore, taking the preparation of Guzang Festival as the main narrative line of the game can not only fully display the various cultural characteristics of the Miao nationality, but also provide a more reasonable cultural background for the display of Miao dance.

[0126] Miao dance is a very distinctive ethnic dance. Its wooden drum dance, Nuo dance and reed pipe dance are very Miao-style. Many of its pieces have been listed as national intangible cultural heritage and are an important form of displaying Miao cultural characteristics. Learning Miao dance can not only help players understand Miao culture, but is also the main form of interaction in the game. In the game setting, the Miao people can pray to their life ancestor god through dance movements to gain strength. Therefore, in the world view, players will obtain power from the gods by learning and applying the movements of different Miao dances, and help the Miao people overcome the difficulties encountered in the preparation of the Guzang Festival.

[0127] In order to increase the fun of the game, three narrative branches are designed based on the background of this world view, namely, finding the truth about the father's disappearance, investigating the cause of his own amnesia, and helping to prepare for the Gu Zang Festival. Players can choose different game branches according to their interests and preferences, and the corresponding virtual characters will also give different responses based on the player's choice.

[0128] On this basis, the narrative plot of the game is mainly composed of six chapters, namely the Prologue - Dreaming of the Miao Village, Chapter One - Painted Clothes on the Ridge, Chapter Two - Maple Drum Sounds, Chapter Three - Butterfly Nuo Wish, Chapter Four - Gu Zang Lusheng and the Final Chapter - Dancing with the Sheng Miao Fate.

[0129] 2. Dance teaching system

[0130] The dance teaching system is mainly composed of three modules, namely the cultural explanation module, the dance teaching module and the dance notation system module. Among them, the cultural explanation module refers to the game narrative, where the virtual digital human will introduce the origin of the Miao dance movements and cultural background, etc., to help players understand the meaning of the dance movements. The dance teaching module refers to the game level, where the virtual digital human will demonstrate the dance movements, and the player needs to imitate the movements and get feedback. The dance notation system module refers to the setting of the "Miao Dance Notation" book system in addition to the narrative plot experience in the game, to help players better understand the characteristics of Miao dance movements and posture essentials from pictures and texts.

[0131] 3. Cultural experience system

[0132] The Miao culture collection system is mainly composed of three parts, namely, Miao visual style animation video, game narrative explanation and illustration collection system. Among them, Miao style video refers to the transition between game chapters, which will help players intuitively understand the Miao culture mainly described in the chapter through dynamic videos and text explanations with Miao visual characteristics. Game narrative explanation refers to the virtual digital people in the game narrative showing the Miao culture through language, action and behavior in the game plot. The illustration collection system means that during the game experience, the player will unlock the corresponding Miao cultural content as the narrative plot continues to develop. Players can enter the illustration system to better understand the Miao culture from pictures and text.

[0133] According to the narrative content of the game, "Miao Sheng Gu Zang" has designed a total of 12 Miao cultural collection illustrations. Players can collect relevant props such as Miao mythology, Miao clan system, Miao embroidery, Miao ancient songs, etc. during the game, or obtain relevant cultural information during the narrative.

[0134] In general, the embodiment of the present invention proposes a folk dance virtual teaching game system and method by accessing the experiential learning theory, which significantly improves the user's folk dance learning experience. The method combines the latest virtual reality technology and interactive game mechanism to create a new learning platform, so that the learning of folk dance is not limited to the traditional teaching mode, but provides an immersive and interactive learning experience through gamification.

[0135] The folk dance virtual teaching game system based on experiential learning theory proposed in the embodiment of the present invention mainly includes three core modules: game design model, interactive mode design and cultural experience design. The game design model provides a framework for folk dance teaching. This module makes the learning process more vivid and interactive through embodied experience, virtual space construction and gamification learning mechanism. Under this framework, learners are not just observers, but learn through actual participation and experience, which strengthens the absorption and application of knowledge.

[0136] The interactive mode design uses motion capture technology and the interaction of virtual characters to enable learners to interact with virtual digital people physically and vocally in a virtual environment, providing a more intuitive dance learning experience. Through this interaction, learners can master dance movements through continuous feedback and adjustments, improving learning outcomes.

[0137] The cultural experience design focuses on the cultural heritage of ethnic dances. Through the reconstruction of scenarios in a virtual environment, learners can experience the cultural stories and historical backgrounds behind ethnic dances in an immersive virtual space. This design not only helps learners understand the technical requirements of dance movements, but also strengthens their cognition and emotional connection with ethnic culture.

[0138] The solution proposed by the present invention effectively integrates the experiential learning theory, provides an innovative folk dance learning system and method, and breaks through the limitations of traditional dance teaching. Through virtual reality and gamification learning mechanisms, learners can not only master dance skills through practical operations, but also have a deep understanding of the cultural background of folk dance. The present invention has high universality and can be extended to the teaching and dissemination of various folk dances, promoting the digital protection and innovative dissemination of national culture.

[0139] An embodiment of the present invention further provides a storage medium for storing a computer program, which at least performs the above method when executed.

[0140] An embodiment of the present invention further provides a control device, comprising a processor and a storage medium for storing a computer program; wherein the processor is configured to execute at least the method described above when executing the computer program.

[0141] An embodiment of the present invention further provides a processor, wherein the processor executes a computer program and at least executes the method described above.

[0142] The storage medium can be implemented by any type of non-volatile storage device, or a combination thereof. Among them, the non-volatile memory can be a read-only memory (ROM), a programmable read-only memory (PROM), an erasable programmable read-only memory (EPROM), an electrically erasable programmable read-only memory (EEPROM), a magnetic random access memory (FRAM), a ferromagnetic random access memory (FRAM), a flash memory, a magnetic surface memory, an optical disc, or a compact disc read-only memory (CD-ROM); the magnetic surface memory can be a disk memory or a tape memory. The storage medium described in the embodiments of the present invention is intended to include, but is not limited to, these and any other suitable types of memory.

[0143] In the several embodiments provided by the present invention, it should be understood that the disclosed systems and methods can be implemented in other ways. The device embodiments described above are only schematic. For example, the division of the units is only a logical function division. There may be other division methods in actual implementation, such as: multiple units or components can be combined, or can be integrated into another system, or some features can be ignored or not executed. In addition, the coupling, direct coupling, or communication connection between the components shown or discussed can be through some interfaces, and the indirect coupling or communication connection of the devices or units can be electrical, mechanical or other forms.

[0144] The units described above as separate components may or may not be physically separated, and the components displayed as units may or may not be physical units, that is, they may be located in one place or distributed on multiple network units; some or all of the units may be selected according to actual needs to achieve the purpose of the present embodiment.

[0145] In addition, all functional units in the embodiments of the present invention may be integrated into one processing unit, or each unit may be separately used as a unit, or two or more units may be integrated into one unit; the above-mentioned integrated units may be implemented in the form of hardware or in the form of hardware plus software functional units.

[0146] Those skilled in the art can understand that: all or part of the steps of implementing the above method embodiments can be completed by hardware related to program instructions, and the aforementioned program can be stored in a computer-readable storage medium. When the program is executed, it executes the steps of the above method embodiments; and the aforementioned storage medium includes: mobile storage devices, read-only memories (ROM, Read-Only Memory), random access memories (RAM, Random Access Memory), disks or optical disks, etc. Various media that can store program codes.

[0147] Alternatively, if the above-mentioned integrated unit of the present invention is implemented in the form of a software function module and sold or used as an independent product, it can also be stored in a computer-readable storage medium. Based on this understanding, the technical solution of the embodiment of the present invention can be essentially or partly reflected in the form of a software product that contributes to the prior art. The computer software product is stored in a storage medium and includes several instructions for a computer device (which can be a personal computer, a server, or a network device, etc.) to execute all or part of the methods described in each embodiment of the present invention. The aforementioned storage medium includes: various media that can store program codes, such as mobile storage devices, ROM, RAM, magnetic disks or optical disks.

[0148] The methods disclosed in the several method embodiments provided by the present invention can be arbitrarily combined without conflict to obtain new method embodiments.

[0149] The features disclosed in several product embodiments provided by the present invention can be arbitrarily combined without conflict to obtain new product embodiments.

[0150] The features disclosed in several method or device embodiments provided by the present invention can be arbitrarily combined without conflict to obtain new method embodiments or device embodiments.

[0151] The above contents are further detailed descriptions of the present invention in combination with specific preferred embodiments, and it cannot be determined that the specific implementation of the present invention is limited to these descriptions. For those skilled in the art of the present invention, several equivalent substitutions or obvious variations can be made without departing from the concept of the present invention, and the performance or use is the same, which should be regarded as belonging to the protection scope of the present invention.

Claims

1. A folk dance virtual teaching game system based on experiential learning theory, characterized in that: include: The embodied immersion module uses somatosensory interaction devices and virtual reality devices to capture the user's body movements in real time and interact with the virtual environment; Provide multi-sensory feedback to enhance the user's immersion and engagement in the virtual space; used for real-time evaluation and feedback of user movements to help users correct dance movements and improve skills; The virtual space module builds an immersive virtual learning environment, simulates real folk dance scenes, and provides visual and auditory multi-sensory experiences; provides a variety of interactive scenes and task paths, supports users to freely explore and choose learning content; combines the national cultural background, and presents the origin, development and cultural connotation of folk dance through virtual scenes; integrates cultural scenes, historical stories and interactive narratives into the virtual environment to enhance users' understanding and recognition of folk dance culture, and provides cultural knowledge collection and display functions so that users can understand the national cultural background while learning dance; The gamified learning module provides a task-driven learning path, which stimulates users' interest and motivation through challenging tasks and level design; provides an instant feedback mechanism, including voice guidance, visual prompts, real-time scoring and progress tracking, so that users can understand the learning effect and make self-adjustments; and enhances users' sense of learning achievement and participation through game incentive mechanisms; Among them, a complete interactive experiential learning cycle is formed through the embodied immersion module, the virtual space module and the gamification learning module.

2. The folk dance virtual teaching game system based on experiential learning theory according to claim 1 is characterized in that: The embodied immersion module realizes the learner's physical and mental participation in the virtual environment through three building blocks: physical participation, sensory feedback, and emotional connection. Among them, physical participation enables learners to interact with objects and characters in the virtual environment through motion capture technology, sensory feedback provides environmental information through multi-sensory input of vision, hearing, and touch, and emotional connection generates emotional resonance through the interaction between learners and virtual situations and characters, thereby enhancing learning motivation and depth.

3. The folk dance virtual teaching game system based on experiential learning theory according to claim 1 is characterized in that: The virtual space module provides a physical and cognitive framework for learners to explore and interact through three building blocks: spatial structure, scene interaction, and immersion. The spatial structure is designed as a logical and hierarchical virtual environment to support learners' free exploration. Scene interaction enhances the interaction between learners and virtual objects through a variety of interactive methods. Immersion enhances learners' immersion experience through environmental sound effects, light and shadow effects, and perspective control.

4. The folk dance virtual teaching game system based on experiential learning theory according to claim 1 is characterized in that: The gamified learning module stimulates learners' interest and participation through three building blocks: task design, interactivity and feedback mechanism. Task design provides open and diverse learning tasks, allowing learners to choose task paths independently. Interactivity promotes the learning process through the interaction between learners and characters, tasks and objects in the virtual environment. The feedback mechanism helps learners evaluate learning effects and make self-adjustments through real-time feedback.

5. The folk dance virtual teaching game system based on experiential learning theory according to claim 1 is characterized in that: Learners can interact with virtual environments and characters through embodied interaction, virtual space interaction and feedback mechanisms. Among them, embodied interaction uses motion capture and posture estimation technology to perceive and provide feedback on learners' dance movements in real time so that they can adjust their posture, movement accuracy and step coordination. Virtual space interaction supports learners to move and explore freely in the virtual environment, and select learning content according to task instructions. Virtual characters and props respond dynamically to learners' movements and behaviors. The feedback mechanism provides instant voice guidance, movement feedback, dynamic scoring and progress tracking through multi-dimensional feedback of vision, hearing and touch, so that learners can evaluate the accuracy of dance movements in real time and make self-adjustments.

6. The folk dance virtual teaching game system based on experiential learning theory according to claim 1 is characterized in that: An immersive virtual learning environment is constructed through cultural scene construction, intangible cultural heritage presentation and interactive narrative experience. Among them, cultural scene construction accurately reproduces national traditional festivals and rituals, designs a virtual environment with national characteristics, and enables learners to participate in festival activities in a virtual space. Intangible cultural heritage presentation is achieved through plot promotion and task unlocking, so that learners can understand the history, beliefs and culture of national dance. Interactive narrative experience is achieved through the interaction between virtual characters and storylines.

7. The folk dance virtual teaching game system based on experiential learning theory according to claim 1 is characterized in that: The game mechanism includes task design, challenges and rewards, progress tracking and feedback; among them, task design includes dance movement learning and cultural knowledge learning, allowing players to learn dance movements by imitating virtual characters, and obtain historical stories and cultural knowledge behind the dance through tasks; the challenge and reward mechanism encourages players to complete dance movement challenges and obtain virtual gold coins, achievements or unlock new courses by setting task challenges and reward systems; the progress tracking and feedback mechanism helps players understand their learning progress, find improvement points and improve their skills through practice through real-time display of learning outcomes, regular evaluation and repeated challenge mechanisms.

8. The folk dance virtual teaching game system based on experiential learning theory according to claim 1 is characterized in that: The game design includes the main narrative line of the game, the dance teaching system and the cultural collection system; among them, the main narrative line of the game allows players to play the role of a Miao girl and participate in Miao activities, and includes narrative branches and chapter designs to enhance the fun and immersion of the game; the dance teaching system uses the cultural explanation module, dance teaching module and dance score system module to enable players to understand the origin and cultural background of dance movements, and improve the learning effect of dance movements through virtual digital human demonstration and feedback mechanism; the cultural collection system uses Miao visual style animation videos, game narrative explanations and illustration collection systems to help players unlock and collect Miao cultural information during the game.

9. An application of using the folk dance virtual teaching game system based on experiential learning theory as described in any one of claims 1 to 8 to improve the digital learning effect of folk dance.

10. A computer program product, comprising a computer program, characterized in that When the computer program is executed by a processor, it runs the folk dance virtual teaching game system based on experiential learning theory as described in any one of claims 1 to 8.

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