Interaction control system of virtual reality fusion teaching space

Abstract

The invention provides an interaction control system of a virtual reality fusion teaching space. The system comprises an entity space for forming the virtual reality fusion teaching space, and a control device, N types of virtual reality interaction devices and a data interface which are integrally arranged in the entity space, the control device is used for obtaining corresponding target interaction data from the M virtual reality interaction platforms through the M data interfaces according to the target teaching requirement, and generating a target control instruction based on the target interaction data to drive the matched M virtual reality interaction devices to execute corresponding operation in the same interaction time period according to a preset mode. According to the invention, the virtual reality interaction space with high immersion and strong interaction is constructed, the space-time limitation can be broken through, multiple, flexible and free teaching activities can be carried out, a new form of a future teaching mode is explored, personalized and exploration-type teaching is realized, and the teaching quality and the interaction experience feeling are effectively improved.

Description

Technical Field

[0001] This disclosure relates to the field of educational technology, and in particular to an interactive control system for a virtual reality integrated teaching space. Background Technology

[0002] In traditional teaching methods, teachers dominate the classroom with limited time for lecturing, and assessment of teaching effectiveness is primarily based on interaction and observation with students. Teachers need extensive interaction with students to strengthen and solidify their understanding of key points, while periodic exams and tests evaluate the achievement of teaching objectives. All of this consumes a significant amount of limited teaching time for both parties, without significantly improving efficiency, and makes it difficult to achieve personalized, inquiry-based teaching. Furthermore, knowledge construction in traditional lectures is relatively theoretical and abstract, lacking in the ability to apply and solve practical problems, flexibly internalize information into knowledge, and apply knowledge effectively. These are common problems in basic subject teaching in current basic education. Summary of the Invention

[0003] The technical problem to be solved by this disclosure is to overcome the above-mentioned defects in the prior art and provide an interactive control system for virtual reality integrated teaching space.

[0004] This disclosure solves the above-mentioned technical problems through the following technical solution:

[0005] This disclosure provides an interactive control system for a virtual reality integrated teaching space. The interactive control system includes a physical space for forming the virtual reality integrated teaching space, and control devices, N types of virtual reality interactive devices and data interfaces integrated in the physical space. Each of the data interfaces is connected to a different type of virtual reality interactive platform through a transmission cable.

[0006] The control device is used to obtain corresponding target interaction data from M virtual reality interaction platforms through M data interfaces according to the target teaching needs, and generate target control instructions based on the target interaction data to drive the M matched virtual reality interaction devices to perform corresponding operations in a preset manner within the same interaction time period, where M≤N and all are positive integers; wherein, the preset manner includes simultaneous execution or sequential switching execution in batches.

[0007] Preferably, the interactive control system further includes a storage device;

[0008] The storage device is integrated within the physical space; and / or located in a cloud server, wherein the storage device stores digital resources from multiple fields.

[0009] The control device is used to retrieve target digital resources from the storage device based on the target teaching requirements;

[0010] Different target digital resources correspond to virtual teaching spaces with different display effects;

[0011] The control device is used to generate the target control command based on the target interaction data and the target digital resources, so as to drive the M matching virtual reality interaction devices to perform corresponding operations in the same interaction time period according to the preset method.

[0012] Preferably, the digital resources in each domain include resource data at different difficulty levels; wherein the resource data at different difficulty levels correspond to different types of target objects;

[0013] The control device is used to determine the target difficulty level that matches the target object to be taught based on the target teaching requirements and the attribute information of the target object, and to retrieve the matching target digital resources from the storage device.

[0014] Preferably, the interactive control system further includes several types of sensing devices disposed within the physical space;

[0015] Different types of sensing devices are used to collect the interaction information of each target object in the virtual teaching space in different dimensions within the same interaction time period and send it to the control device;

[0016] The control device is used to analyze the received multimodal interactive information to obtain teaching situation analysis results; or, to obtain teaching situation analysis results and generate visual display content based on the teaching situation analysis results, and transmit it to the display device for display.

[0017] Preferably, the virtual teaching spaces with different display effects have matching types of data resources and / or virtual data images;

[0018] And / or, the physical space includes several different types of functional spaces;

[0019] Among them, the different functional spaces include a whole space that is not physically isolated from each other, or multiple local spaces formed by multiple areas divided and set up based on the actual classroom space.

[0020] Preferably, the physical space includes a guided learning space, a teaching cabin, and a back-end work space;

[0021] The teaching cabin is a CAVE (cave-like virtual reality system) space that uses the projection principle;

[0022] And / or,

[0023] The different types of virtual reality interactive devices include at least two of the following: AR (Augmented Reality) devices, VR (Virtual Reality) devices, MR (Mixed Reality) devices, LED (Light Emitting Diode) imaging devices, OLED (Organic Light Emitting Diode) imaging devices, CAVE imaging devices, touch screen devices, radar devices, infrared devices, controller devices, and motion-sensing interactive devices.

[0024] Preferably, in the batch switching execution, each batch corresponds to one virtual reality interaction device, or corresponds to at least two virtual reality interaction devices.

[0025] Preferably, for the physical space with a spatial size smaller than a preset value, the teaching cabin physical space is a movable structure;

[0026] And / or, the physical space is a structure with adjustable size and / or shape.

[0027] Preferably, the teaching cabin's door is connected to the control equipment via a sensor and a trigger switch.

[0028] The sensing device includes a bio-information sensing module or an infrared sensing module;

[0029] The sensing device is used to collect sensing information and send it to the control device;

[0030] The control device is used to drive the trigger switch to open the door of the teaching cabin when the sensed information reaches the preset condition;

[0031] The control device is also used to generate a prompt message when the sensed information does not meet the preset condition.

[0032] Preferably, the interactive control system is communicatively connected to the application program of the terminal device, and the control device is further configured to respond to operation data in the application program and generate matching drive commands to drive the corresponding components in the interactive control system to perform corresponding operations. Based on common knowledge in the art, the above preferred conditions can be arbitrarily combined to obtain various preferred embodiments of this disclosure.

[0033] The positive and progressive effects of this disclosure are as follows:

[0034] The interactive control system disclosed herein connects different virtual reality interactive platforms, enabling resource sharing. It can control data access to one or more virtual reality interactive platforms according to any teaching purpose, so as to simultaneously realize interactive control of multiple virtual reality interactive devices. Through multimodal technology synchronous support, it realizes the formation of a highly immersive and highly interactive virtual interactive space. In this space, teachers and students can break through the limitations of time and space to carry out diverse, flexible and free teaching activities, explore new forms of future teaching models, thereby ensuring that the teaching plan can be well executed, effectively improving the teaching quality and interest of students in the teaching metaverse scene, realizing personalized and inquiry-based teaching, and achieving the set teaching objectives. Attached Figure Description

[0035] Figure 1 This is a schematic diagram of the interactive control system for the virtual reality integrated teaching space provided in Embodiment 1 of this disclosure.

[0036] Figure 2 This is a schematic diagram of the planar structure of a small virtual reality integrated teaching space provided in Embodiment 2 of this disclosure.

[0037] Figure 3 A first-view spatial structure diagram of a medium-sized virtual reality integrated teaching space provided in Embodiment 2 of this disclosure.

[0038] Figure 4 A schematic diagram of the second-view spatial structure of the medium-sized virtual reality integrated teaching space provided in Embodiment 2 of this disclosure.

[0039] Figure 5 A first-view schematic diagram of the heterogeneous spatial structure of a large-scale virtual reality integrated teaching space provided in Embodiment 2 of this disclosure.

[0040] Figure 6 This is a schematic diagram of the second-view spatial structure of a large-scale virtual reality integrated teaching space provided in Embodiment 2 of this disclosure.

[0041] Figure 7 This is a schematic diagram of the interactive control system for the virtual reality integrated teaching space provided in Embodiment 2 of this disclosure. Detailed Implementation

[0042] The present disclosure is further illustrated below by way of embodiments, but the present disclosure is not limited to the scope of the embodiments described herein.

[0043] The prefixes such as "first" and "second" used in this disclosure are merely for distinguishing different descriptive objects and do not limit the position, order, priority, quantity, or content of the described objects. The use of ordinal numbers and other prefixes used to distinguish descriptive objects in this disclosure does not constitute a limitation on the described objects. The description of the described objects is given in the claims or the context of the embodiments, and should not be construed as an unnecessary limitation. Furthermore, in the description of this embodiment, unless otherwise stated, "multiple" means two or more.

[0044] In this embodiment of the disclosure, the collection, storage, use, processing, transmission, provision, and disclosure of user personal information comply with relevant laws and regulations and do not violate public order and good morals.

[0045] Example 1

[0046] like Figure 1 As shown, the interactive control system of the virtual reality integrated teaching space in this embodiment includes a physical space 1 for forming the virtual reality integrated teaching space, and a control device 2, N types of virtual reality interactive devices 3 and a data interface 4 integrated in the physical space 1. Each data interface 4 is connected to a different type of virtual reality interactive platform through a transmission cable.

[0047] The interactive control system of the virtual teaching space in this embodiment forms the future classroom of the educational metaverse. It is a virtual space built on technologies such as extended reality, digital twin, blockchain, embodied interaction, and artificial intelligence, which interacts with the real world and features immersive experience, multimodal interaction, and real-time sharing and collaboration.

[0048] Among them, different types of virtual reality interactive devices 3 include AR devices, VR devices, MR devices, LED imaging devices, OLED imaging devices, CAVE imaging devices, touch screen devices (e.g., devices that form images and interactions through current sensing), radar devices, infrared devices, controller devices, motion-sensing interactive devices, and other devices that support diverse virtual reality technologies. The virtual reality interactive platform is a data platform that supports these virtual reality interactive devices 3 respectively.

[0049] The control device 2 is used to obtain the corresponding target interaction data from M virtual reality interaction platforms through M data interfaces 4 according to the target teaching needs (i.e. teaching objectives), and generate target control instructions based on the target interaction data to drive the matched M virtual reality interaction devices 3 to perform the corresponding operations in a preset manner within the same interaction time period, where M≤N and all are positive integers.

[0050] The preset methods include simultaneous execution or sequential switching in batches. In the sequential switching execution, each batch corresponds to one virtual reality interaction device 3, or at least two virtual reality interaction devices 3.

[0051] Specifically, by adopting simultaneous execution and batch sequential switching execution, it is no longer possible to control only a single virtual reality interactive device 3 independently, but to achieve overall control of different virtual reality interactive devices 3, which is more flexible and diverse, and ensures that the interactive effect of the virtual teaching space is more novel and diversified based on the complex and comprehensive teaching needs of the real classroom.

[0052] The interactive control system in this solution connects different virtual reality interactive platforms, enabling resource sharing. It can control data from one or more virtual reality interactive platforms according to any teaching objective, thereby simultaneously realizing interactive control of multiple virtual reality interactive devices. Through multimodal technology, it supports the synchronous creation of a highly immersive and interactive virtual interactive space. In this space, teachers and students can break through the limitations of time and space to carry out diverse, flexible, and free teaching activities, explore new forms of future teaching models, and thus ensure that the teaching plan can be well executed. It effectively improves the teaching quality and interest of students in the teaching metaverse scenario, so as to achieve the set teaching objectives.

[0053] Example 2

[0054] The interactive control system in this embodiment is a further improvement on Embodiment 1, specifically:

[0055] In a feasible solution, the physical space includes several different types of functional spaces;

[0056] Among them, different functional spaces include a whole space that is not physically isolated from each other, or multiple local spaces formed by multiple areas divided and set up based on the actual classroom space.

[0057] In this solution, the virtual reality integrated teaching space is generally set up with different functional areas according to the teaching scenario. The physical space formed in each functional area is used to complete the corresponding teaching content. It can also design physical spaces of different specifications according to the needs of the teaching scale, such as small access pods, medium-sized space stations, and large space stations, to ensure that teaching at the corresponding scale is completed more reasonably, adaptably, and efficiently.

[0058] In a feasible solution, the physical space includes a guided learning space, a teaching cabin, and a back-office workspace;

[0059] For physical spaces smaller than the preset value, such as small access cabins, physical space 1 is a movable structure.

[0060] For larger physical spaces, the planning and setup are generally based on actual classrooms, and these physical spaces are not movable.

[0061] In addition, the physical space 1 is a structure with adjustable size and / or shape; and the physical space 1 in the structure of the teaching space must have normal access passages and safe evacuation passages in case of emergency, as well as other planned and designed structures, to ensure the rationality and safety of the use of the entire space.

[0062] In this scheme, the structural design of physical space 1 is relatively flexible. Different specifications of physical space 1 can meet different teaching and interaction needs, accommodate classrooms of different sizes, facilitate the transformation based on the original classroom space status, and meet the construction of virtual display integrated teaching spaces in different realities, thus enabling the large-scale implementation of virtual reality integrated teaching spaces.

[0063] Physical Space 1 is a professional acoustic space device that provides sound insulation to the outside and sound absorption to the inside. It integrates photoelectric, fresh air, access control and 5.1 channel audio system, and has functions such as environmental protection, antibacterial and fireproof.

[0064] For example, different physical spaces 1 can be set into three sizes: large, medium, and small. Figure 2 The diagram shows a planar structural representation of a small-scale physical space. This small physical space 1 (small access pod) accommodates 3-5 people and is suitable for students' self-directed inquiry-based micro-lesson learning or experiences. It integrates immersive space, holographic teacher, light and shadow interaction, VR exploration, and AR enhancement, combining interactive projection technology, holographic imaging technology, VR technology, and AR technology to provide learners with a quick and convenient integrated metaverse initial experience. Simultaneously, it is equipped with a customized educational metaverse cloud platform, embedding hundreds of digital media educational resources for primary and secondary schools, allowing teachers and students to seamlessly access the metaverse world and immerse themselves in learning through VR / AR / interactive projection. Due to its small size and limited capacity, each complete entry and learning experience in the small access pod lasts approximately 15 minutes, emphasizing fragmented learning and increasing the number and frequency of entries. Furthermore, because the access pod does not rely on any physical space, it is suitable for more diverse scenarios, including school education and social education, and can be quickly assembled and disassembled in schools, shopping malls, scenic spots, or cultural and tourism venues for fragmented, experiential learning in science popularization at any time. The access module is a standardized, movable, enclosed module that does not rely on any classroom or existing physical space for modification.

[0065] like Figure 3 and 4As shown, this medium-sized physical space 1 (medium-sized space station) accommodates 15-20 people, suitable for diverse and flexible small-class teaching. It is a specification adapted to the attributes and requirements of the Education Metaverse, and is also an important and central physical technology space in the physical space of the Education Metaverse experimental field. This specification of physical space 1 can meet the needs of schools to carry out diverse, flexible, and free teaching methods, better highlighting student-centered small-class experiential and inquiry-based teaching. It possesses a futuristic, cutting-edge, and experimental nature; therefore, compared with ordinary classrooms, it is more suitable for placement in laboratories and other spaces of a certain scale to form a clustering effect. In the design scheme of the Education Metaverse space station, all equipment is encapsulated inside the classroom, without involving changes to corridors, windowsills, or exterior facades, making it suitable for classrooms with windows on the exterior walls or those where alteration is not advisable.

[0066] like Figure 5 and 6 As shown, this large physical space 1 (large laboratory) can accommodate 20-40 people. Based on flexibility, diversity, and the integration of virtual and real-world elements, it can also meet the needs of traditional teacher-led teaching methods, while allowing for expansion to accommodate more educational equipment. Therefore, with the aim of expanding the teaching space, the guided learning area of ​​physical space 1 is moved outdoors, involving modifications to corridors, windowsills, and the facade. This approach is suitable for large classrooms with requirements for the number of students and where facade modifications are possible, thus adapting to relatively traditional classrooms structured around teaching classes.

[0067] Physical Space 1 is an integrated smart education space that deeply integrates hardware and software supported by diverse virtual reality interactive technologies such as CAVE, MR, AR, holography, interaction, and digital humans, as well as artificial intelligence technologies, and achieves multi-channel access. It is equipped with a variety of highly immersive and interactive three-dimensional digital resources. All three physical spaces are based on the Education Metaverse teaching cabin, which can provide new technologies, new ideas, new methods, and new scenarios for subject education and comprehensive quality education. It can effectively supplement the resources and teachers adapted to the Education Metaverse and contribute to educational equity. Teachers and students can break through the limitations of time and space to carry out diverse, flexible, and free teaching activities, explore new forms of future teaching models, and achieve deep linkage between higher education, basic education, and enterprise ecosystem in production, learning, and research, jointly exploring new classrooms and new education styles that are truly for the future.

[0068] In addition, these physical spaces 1 are equipped with hardware devices adapted to teaching needs. For example, depending on the teaching content and tasks, cushions or sofas can be placed in the middle of physical spaces 1, encouraging students to feel, experience, and explore together in a comfortable, free, and relaxed environment, discussing unconventional and highly flexible teaching activities to achieve a flow experience. Of course, other types of hardware devices can also be configured to achieve better and more suitable results, further enhancing the interactive effects in the teaching scenario.

[0069] In a feasible solution, such as Figure 7 As shown, the interactive control system also includes a storage device 5;

[0070] The storage device 5 is integrated into the physical space 1; and / or, it is located in a cloud server, and the storage device 5 stores digital resources from multiple fields; preferably, the storage device 5 is integrated into the cloud server to realize cloud management of data resources.

[0071] Control device 2 is used to retrieve target digital resources from storage device 5 based on target teaching needs;

[0072] Different target digital resources correspond to virtual teaching spaces with different display effects, so as to realize the construction of personalized and diversified teaching scenarios;

[0073] The control device 2 is used to generate target control commands based on target interaction data and target digital resources, so as to drive the M matching virtual reality interaction devices 3 to perform corresponding operations in a preset manner within the same interaction time period.

[0074] In this scheme, the storage device 5 of the interactive control system pre-stores a large amount of rich three-dimensional data resources to support the interactive purpose of the virtual reality interactive device 3 matched to the target teaching needs, forming a more immersive virtual interactive space in the physical space, so as to enhance the interactive experience and improve the teaching quality.

[0075] In a feasible solution, the digital resources in each domain include resource data of different difficulty levels; wherein, the resource data of different difficulty levels correspond to different types of target objects;

[0076] The control device 2 is used to determine the target difficulty level that matches the target object to be taught based on the target teaching needs and the attribute information of the target object, and to retrieve the matching target digital resources from the storage device 5.

[0077] The resource data includes teaching resources for science education and subject-based education, revolutionary education and cultural education, vocational education and labor education, and teacher education. These resource data, in conjunction with corresponding courses developed by a specialized curriculum design team, are used in physical space 1 to conduct teaching activities, further ensuring the reliability, rationality, diversity, and comprehensiveness of the teaching resources, thereby guaranteeing higher teaching quality.

[0078] Specifically, the resource data not only includes course content from different subjects, but also features tiered and optimized design, automatically matching corresponding course content to different student groups. For example, when teaching and interacting with younger students on the same knowledge point, the system automatically matches optimized course content to ensure that students at that level can easily understand and absorb the material, resulting in stronger interactivity. For older students, the system automatically matches standard reference course content, and for even older students, it automatically matches more challenging and cutting-edge course content. Furthermore, the resource data consists of interdisciplinary teaching resources. For instance, science education resources are designed with cutting-edge research findings in mind, integrating relevant knowledge from different disciplines into the science popularization teaching resources for teenagers. Similarly, resources related to revolutionary education focus on mainstream values, incorporating relevant knowledge from different disciplines into learning through virtual revolutionary exhibition halls.

[0079] This solution, through the ingenious configuration of data resources, enables the automatic matching of teaching difficulty with the actual teaching scenario and the students' situation, thereby achieving more efficient, flexible and personalized teaching and realizing more effective teaching objectives.

[0080] In one feasible embodiment, the interactive control system also includes several types of sensing devices 6 disposed on the physical space 1;

[0081] Specifically, multimodal hardware acquisition technology comprehensively captures and records students' learning behaviors through a variety of sensors and devices. These technologies include video capture, motion-sensing devices, and other types of sensors.

[0082] Video capture technology includes high-precision cameras and facial recognition technology. High-precision cameras record students' learning behavior in real time, and facial recognition technology compares this data with facial data in a database to achieve personalized capture in multi-person scenarios. Motion-sensing devices include motion capture devices, wearable sensors, environmental sensors, audio sensors, etc. Motion capture devices record students' movement trajectories using optical sensors. Wearable sensors monitor physiological indicators such as heart rate and skin conductance to help analyze students' physical reactions and emotional states during learning. Environmental sensors monitor classroom temperature, humidity, and light intensity to optimize the learning environment. Audio sensors capture students' speech and discussion content, providing data support for speech analysis. Eye-tracking devices record students' gaze trajectories to help analyze their attention distribution.

[0083] Different types of sensing devices 6 are used to collect interactive information of each target object in the virtual teaching space in different dimensions within the same interactive time period and send it to the control device 2;

[0084] The control device 2 is used to analyze the received multimodal interactive information to obtain teaching situation analysis results; or, to obtain teaching situation analysis results and generate visual display content based on the teaching situation analysis results, so as to transmit it to the display device for display.

[0085] Specifically, AI (artificial intelligence) is used to analyze and generate visualized data and charts, which are then simultaneously displayed on the central control screen and the large data screen in the welcome preparation space on the teacher's end.

[0086] Data dashboards can visually display complex data through charts, dashboards, and other formats. For example, pie charts and bar charts can show information such as student attention distribution and behavior frequency. Furthermore, maintaining a certain frequency of dynamic updates, and achieving real-time data updates as much as possible, allows teachers to monitor students' learning status at any time. Simultaneously, visualized data and charts can also be displayed on the teacher's central control screen. Teachers can use these dashboards to monitor student learning behavior, adjust teaching strategies in a timely manner, and improve teaching effectiveness. For example, when some students show low attention, teachers can take appropriate intervention measures.

[0087] This solution utilizes multimodal data acquisition and analysis to obtain multi-dimensional information about each interactive object in the same virtual teaching scenario. This allows for comprehensive evaluation and analysis, providing insights into the overall performance of each participant (student, teacher) and serving as supplementary information to guide subsequent learning processes. Furthermore, the evaluation results can be visualized for easy viewing and analysis by relevant personnel. Specifically, it comprehensively records and analyzes student learning behavior through various technologies such as video capture, motion-sensing devices, and sensors, generating visualized reports via AI to provide teachers with decision-making support. This approach not only improves teaching effectiveness but also provides data support for personalized instruction.

[0088] In one feasible solution, virtual teaching spaces with different display effects have matching types of digital resources and / or virtual data images.

[0089] For example, the virtual teaching space corresponding to target teaching need A is A1, and the corresponding virtual data image is A2; the virtual teaching space corresponding to target teaching need B is B1, and the corresponding virtual data image is B2, and so on.

[0090] More specifically: A virtual digital teacher will be constructed, consisting of a 3D digital teacher avatar equipped with a large language model, integrated throughout the learning environment. This avatar will introduce technology, explain content, and guide learning tasks, enhancing student engagement and interactivity. It can appear within holographic, central control, and digital teaching content. A virtual digital scientist will also be constructed, introducing research experts from different disciplines and creating corresponding digital avatars based on the teaching content, forming a group of digital scientists who will serve as guest teachers. A digital learning companion will be constructed, consisting of a 3D digital cartoon avatar equipped with a large language model, interacting with teachers and students on the AR interactive screen in the learning space, providing assistance for inquiry-based self-directed learning within the metaverse cabin. Cameras will capture and project images of all teachers and students onto the AR interactive screen, showcasing their digital personas and intelligent image transformations. Real teachers and students will interact and collaborate with the digital teachers and students to conduct teaching activities.

[0091] In this solution, each virtual teaching space for the demonstration effect is pre-set with an appropriate virtual data image. This ensures that in the actual virtual teaching space, the virtual teaching space for the demonstration effect will be automatically matched and called with a matching type of virtual data image based on the current teaching needs, thereby further ensuring the interactive experience of the teaching scenario.

[0092] In one feasible scheme, the teaching cabin in physical space 1 is a CAVE space that adopts the projection principle.

[0093] In terms of visual effects, the fusion system in the CAVE space must be able to simultaneously support both immersive and folding screen systems, achieving a technical approach that combines immersion and naked-eye 3D (3D) effects. The cabin utilizes a projection-based four-folding screen system; when learners are inside the cabin, a fully immersive surround space is created; when learners are outside the cabin, a naked-eye 3D effect is achieved. The control system can switch between the immersive and folding screen systems at any time according to teaching needs, responding promptly and flexibly, further enhancing the overall visual experience. Combined with the technological advantages of full 3D 10K high-definition digital resources and a 5.1 surround 3D sound field, learners experience a strong sense of presence in a high-quality audio-visual digital environment.

[0094] In terms of auditory effects, the physical space 1 must meet acoustic decoration requirements to achieve sound absorption inside and sound insulation outside. It is recommended that 3D sound field reconstruction be guided by acoustic experts from the Chinese Academy of Sciences, providing professional acoustic space design solutions. 3D sound field, also known as three-dimensional audio, virtual 3D audio, or binaural audio, is based on the characteristics of human ear perception of sound signals. It uses signal processing methods to simulate the sound signals reaching both ears to reconstruct a complex spatial sound field.

[0095] In terms of interactivity, the addition of rich virtual interactive technology to projection technology in the field of interactive multimedia education has gradually reduced the use of traditional chalk-and-paper teaching methods, greatly increasing the convenience of teaching and enriching its content.

[0096] This solution utilizes a CAVE space, allowing multiple users to immerse themselves without glasses, thereby reducing the potential for wearable devices to cause varying degrees of physical and psychological harm to minors and enabling highly free collective and individual inquiry-based learning in both virtual and real worlds.

[0097] In one feasible solution, the door of the teaching cabin in the physical space 1 is connected to the control equipment 2 by a sensor 7 and a trigger switch 8.

[0098] Among them, the sensing device 7 includes a bio-information sensing module or an infrared sensing module;

[0099] Specifically, biometric sensing modules include facial recognition devices, fingerprint recognition devices, and pupil recognition devices.

[0100] The sensing device 7 is used to collect sensing information and send it to the control device 2;

[0101] Control device 2 is used to drive trigger switch 8 to open the door of the teaching cabin when the sensed information reaches the preset condition;

[0102] The control device 2 is also used to generate a prompt message when the sensing information does not meet the preset conditions.

[0103] In this solution, the main door of the teaching cabin in physical space 1 is an automatically opening and closing sliding door. Access to the virtual teaching space can be set via biometrics or infrared sensing. Only authorized personnel can correctly trigger switch 8 to open and enter, ensuring the safety and reliability of overall control and management. Alternatively, the door can also be opened directly by manually touching a specific button.

[0104] In one feasible solution, the interactive control system communicates with the application of the terminal device, and the control device 2 is also used to generate matching drive commands in response to the operation data in the application to drive the corresponding components in the interactive control system to perform corresponding operations.

[0105] In addition, the interactive control system of this embodiment also includes other hardware devices such as power and weak current equipment deeply integrated into the physical space 1.

[0106] Specifically, teachers, students, and administrators can register different types of identities (teachers, students, administrators, etc.) on the APP. Through the APP, they can: control access and manage access to the physical space 1, control power supply and voltage, etc.; log in to the backend to view and upload / download digital resources; view relevant data and visualization analysis of learning behavior and teaching resource application; and add a self-service system, a device location system, a reservation system, and an integrated control system that links with virtual reality devices and cloud platforms, thereby truly realizing an intelligent teaching space.

[0107] In daily teaching, teachers can manage all hardware devices and teaching resources through a single tablet computer. They can call upon the corresponding virtual reality hardware devices to conduct teaching activities at any time, monitor students' personalized learning data, retrieve customized teaching materials such as lesson plans, and record and annotate relevant key points through the tablet. This enables deeply intelligent teaching management with "one terminal for all teaching," freeing up teachers' energy to focus more on personalized teaching and intervention.

[0108] In this solution, operators (such as teachers) can directly control the interactive control system of the entire virtual teaching space through an application on their mobile phones or tablets. This includes, but is not limited to, controlling the power switches of physical space 1 and various devices within physical space 1, ensuring the flexibility, convenience, and efficiency of the interactive control system.

[0109] The overall architecture and implementation principle of the interactive control system for the virtual teaching space in this embodiment are further explained below:

[0110] (1) Audiovisual design

[0111] Visual: The CAVE space supported by projection realizes an immersive, four-fold screen dual-channel virtual space, forming a naked-eye immersion; holographic imaging and AR interactive screen project three-dimensional models or images; transparent OLED or holographic images present digital teachers or digital learning companions; AR captures and presents twin digital humans of all tasks in the cabin; welcome interactive screen presents all educational metaverse digital resources and a visual digital overview, etc.

[0112] Auditory: The 5.1 channel system constructs a 3D surround sound field, leveraging the acoustic advantages of physical space to enhance the immersive experience;

[0113] (2) Interaction design

[0114] Multi-faceted interaction: multi-handle, radar, and motion-sensing interaction enable PBL-style teaching activities between teachers and students and digital resources;

[0115] Mixed Reality (MR): Conducting experiments, practices, and practical training, aligning with the experimental assessments of basic education and the practical training of vocational education;

[0116] Intelligent voice: Based on speech recognition and artificial intelligence, it interacts with digital teachers and digital learning partners to help with inquiry-based self-directed learning;

[0117] Infrared Interaction: Infrared sensors are used to capture body movements and create interaction on the welcome screen;

[0118] Augmented Reality (AR): Cameras capture tasks projected into a virtual world for augmented reality interaction with virtual digital learning companions.

[0119] (3) Resource design aspect

[0120] Digital Intelligence Personnel: Virtual digital intelligence teachers are constructed to permeate the entire learning environment, introducing technologies, explaining content, and guiding learning tasks, enhancing students' sense of connection and interactivity. They can appear within holographic, central control, and digital teaching content. Virtual digital intelligence scientists are also constructed, introducing research experts from different disciplines and creating corresponding digital human figures based on different teaching content, forming a group of digital scientists who serve as guest teachers. Digital intelligence learning companions are constructed, interacting with teachers and students on the AR interactive screen in the welcome space and providing assistance for inquiry-based self-directed learning within the metaverse cabin. Cameras capture and project AR interactive screens to present the digital human figures of all teachers and students and their intelligent image transformations.

[0121] Digital Scenarios: The original educational metaverse cloud platform, which constructs smart science classrooms, digital science popularization halls, and themed science laboratories;

[0122] Digital content includes: science education and subject-based education, revolutionary education and cultural education, vocational education and labor education, teacher education, etc.

[0123] (4) Platform design

[0124] One-click central control: The entire physical space 1 can be controlled with one click via the application in the terminal device, including the switching on and off of equipment, operation of equipment, classroom teaching activities, etc., which is convenient and intelligent.

[0125] Resource sharing: Some digital resources can be uploaded, downloaded, and shared in the cloud.

[0126] Behavior capture: Behavior capture is completed through in-cabin interactive devices, wristbands, and video.

[0127] Data accumulation and analysis: Accumulate data on learning behavior and the application of teaching resources, and provide visualization analysis structures, etc.

[0128] While specific embodiments of this disclosure have been described above, those skilled in the art should understand that these are merely illustrative examples, and the scope of protection of this disclosure is defined by the appended claims. Those skilled in the art can make various changes or modifications to these embodiments without departing from the principles and essence of this disclosure, but all such changes and modifications fall within the scope of protection of this disclosure.

Claims

1. An interactive control system for a virtual reality integrated teaching space, characterized in that, The interactive control system includes a physical space for forming the virtual reality integrated teaching space, and control devices, N types of virtual reality interactive devices and data interfaces integrated in the physical space. Each of the data interfaces is connected to a different type of virtual reality interactive platform through a transmission cable. The control device is used to obtain corresponding target interaction data from M virtual reality interaction platforms through M data interfaces according to the target teaching needs, and generate target control instructions based on the target interaction data to drive the M matched virtual reality interaction devices to perform corresponding operations in a preset manner within the same interaction time period, where M≤N and all are positive integers; wherein, the preset manner includes simultaneous execution or sequential switching execution in batches.

2. The interactive control system as described in claim 1, characterized in that, The interactive control system also includes a storage device; The storage device is integrated into the physical space; and / or located in a cloud server, wherein the storage device stores digital resources from multiple fields. The control device is used to retrieve target digital resources from the storage device based on the target teaching requirements; Different target digital resources correspond to virtual reality integrated teaching spaces with different display effects; The control device is used to generate the target control command based on the target interaction data and the target digital resources, so as to drive the M matching virtual reality interaction devices to perform corresponding operations in the same interaction time period according to the preset method.

3. The interactive control system as described in claim 2, characterized in that, The digital resources in each domain include resource data at different difficulty levels; wherein, the resource data at different difficulty levels correspond to different types of target objects; The control device is used to determine the target difficulty level that matches the target object to be taught based on the target teaching requirements and the attribute information of the target object, and to retrieve the matching target digital resources from the storage device.

4. The interactive control system as described in claim 1, characterized in that, The interactive control system also includes several types of sensing devices located in the physical space. Different types of sensing devices are used to collect interactive information of each target object in the virtual reality integrated teaching space in different dimensions within the same interactive time period and send it to the control device. The control device is used to analyze the received multimodal interactive information to obtain teaching situation analysis results; or, to obtain teaching situation analysis results and generate visual display content based on the teaching situation analysis results, and transmit it to the display device for display.

5. The interactive control system as described in claim 2, characterized in that, The virtual teaching spaces with different display effects have matching data resources and / or virtual data images; And / or, the physical space includes several different types of functional spaces; Among them, the different functional spaces include a whole space that is not physically isolated from each other, or multiple local spaces formed by multiple areas divided and set up based on the actual classroom space.

6. The interactive control system as described in claim 5, characterized in that, The physical space includes a learning guidance space, a teaching cabin, and a back-end work space; The teaching cabin is a CAVE space that uses the projection principle; And / or, The different types of virtual reality interactive devices include at least two of the following: AR devices, VR devices, MR devices, LED imaging devices, OLED imaging devices, CAVE imaging devices, touch screen devices, radar devices, infrared devices, controller devices, and motion-sensing interactive devices.

7. The interactive control system as described in claim 1, characterized in that, In the batch switching execution, each batch corresponds to one virtual reality interaction device, or at least two virtual reality interaction devices.

8. The interactive control system as described in claim 1, characterized in that, For the physical space whose spatial size is smaller than a preset value, the physical space is a movable structure; And / or, the physical space is a structure with adjustable size and / or shape.

9. The interactive control system as described in claim 6, characterized in that, The sensor and trigger switch at the door of the teaching cabin are communicatively connected to the control equipment; The sensing device includes a bio-information sensing module or an infrared sensing module; The sensing device is used to collect sensing information and send it to the control device; The control device is used to drive the trigger switch to open the door of the teaching cabin when the sensed information reaches the preset condition; The control device is also used to generate a prompt message when the sensed information does not meet the preset condition.

10. The interactive control system as described in any one of claims 1-9, characterized in that, The interactive control system is communicatively connected to the application program of the terminal device. The control device is also used to respond to the operation data in the application program and generate matching drive instructions to drive the corresponding components in the interactive control system to perform corresponding operations.

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