Electrical and electronic teaching method, device and equipment based on VR interaction
By using VR interactive teaching methods and VR devices to provide immersive 3D scenes and real-time feedback, the problems of abstract theories being difficult to visualize and high-risk operations being difficult to ensure safety in electrical and electronic teaching are solved, thereby improving learning effectiveness and safety.
Patent Information
- Authority / Receiving Office
- CN · China
- Patent Type
- Applications(China)
- Current Assignee / Owner
- CHINESE PEOPLES LIBERATION ARMY ARMY SERVICES UNIVERSITY
- Filing Date
- 2026-05-15
- Publication Date
- 2026-06-26
AI Technical Summary
In electrical and electronic engineering teaching, abstract theories are difficult to visualize, high-risk operations are difficult to make safe, and complex scenarios are difficult to make realistic, resulting in poor learning outcomes for students.
The teaching method adopts VR-based interaction, which provides an immersive three-dimensional scene through VR devices. Combined with eye tracking and control controllers, it realizes teaching demonstration, student practice and assessment modules, and provides real-time feedback on operation errors and provides the correct steps.
It improved students' understanding of abstract theories, reduced the risks of high-risk operations, enhanced their immersion and initiative in learning, and achieved closed-loop management of teaching.
Smart Images
Figure CN122290397A_ABST
Abstract
Description
Technical Field
[0001] This invention relates to the field of virtual teaching technology, and in particular to a VR-based interactive teaching method, apparatus, and equipment for electrical and electronic engineering. Background Technology
[0002] Electrical and electronic engineering education combines theoretical abstraction with high practical risks. Traditional teaching models are limited by technology and hardware conditions, making it difficult to balance the needs of "knowledge transfer" and "skills training". They usually focus on "theoretical lectures + physical demonstrations or static model demonstrations".
[0003] In scenarios involving high-voltage electricity, high-voltage circuits, and capacitor discharge, to avoid potential equipment damage, electric shocks, or even more serious accidents due to student operational errors, actual teaching primarily relies on teacher demonstrations. However, for scenarios involving abstract concepts that are difficult to visualize, static models are mainly used, preventing students from intuitively experiencing and deeply understanding the concepts.
[0004] How to visualize the abstract theories involved in electrical and electronic education, make high-risk operations safe, make limited resources unlimited, and make complex scenarios realistic, so as to improve students' learning effectiveness in learning electrical and electronic engineering, has become an urgent technical problem to be solved. Summary of the Invention
[0005] This invention provides a VR-based interactive teaching method, device, and equipment for electrical and electronic engineering, which addresses the problem that current teaching methods for electrical and electronic engineering are too simplistic and students cannot intuitively experience and understand them.
[0006] In a first aspect, embodiments of the present invention provide a VR-interactive electrical and electronic teaching method, comprising: Obtain the display request for the target electrical and electronic teaching scenario sent by the teacher's terminal; wherein, the target electrical and electronic teaching scenario is any scenario in electrical and electronic teaching; After confirming that a student is wearing a VR device, a login notification pops up; After receiving the login information, the system displays the teaching demonstration module, student practice module, and assessment module corresponding to the target electrical and electronic teaching scenario to the student. Based on the target module selected by the student, a simulated 3D scene of the target electrical and electronic teaching scenario is displayed on the VR device worn by the student; the target module can be any one of the teaching demonstration module, student practice module, and assessment module. After confirming that the student has completed the assessment module, the student's learning data is collected, and the student's corresponding login information and learning data are sent to the teacher's terminal.
[0007] In one possible implementation, the VR device includes an eye-tracking module and a control controller; After confirming that a student is wearing a VR device, a login notification pops up, including: When the eye-tracking module captures the student's eye movements and the control module detects the student grasping the control handle, a login notification pops up; the login notification includes the student's name and student ID.
[0008] In one possible implementation, the method for selecting the target module includes: Based on the direction of eye movement and the duration of eye fixation on the target module collected by the eye-tracking acquisition module, the target module selected by the student is determined.
[0009] In one possible implementation, based on the target module selected by the student, a simulated 3D scene of the target electrical and electronic teaching scenario is displayed on the VR device worn by the student, including: When the target module is a teaching demonstration module, a simulated 3D scene of the target electrical and electronic teaching scenario is displayed on the VR device, and interactive operations are performed between the controller and the simulated 3D scene; the interactive operations include zooming, pausing, rotating, voice explanation, and disassembling into blocks; When the target module is a student practice module, it provides virtual electrical and electronic tools, components and operating consoles based on the simulated three-dimensional scene corresponding to the target electrical and electronic teaching scenario, and captures the movement trajectory of the control handle in the student's hand in real time; when it is determined that the operation is incorrect, it issues a reminder and provides the correct operation steps; When the target module is an assessment module, a set of questions corresponding to the simulated three-dimensional scene of the target electrical and electronic teaching scenario is selected.
[0010] In one possible implementation, when an incorrect operation is determined, a warning is issued and the correct operating steps are provided, including: When an incorrect operation is detected, a red flashing circle is generated at the location of the error, a low-frequency warning sound is played, or a graded vibration is generated through the control handle to remind the student. Generate arrows or highlighted lines pointing to the location of the erroneous operation, display the error type, and show the correct steps to perform the operation.
[0011] In one possible implementation, after providing the correct operational steps, it also includes: Record the time, error type, error triggering conditions, and student correction process for each improper operation. After the student completes the practical module, generate a set of incorrect questions corresponding to the target electrical and electronic teaching scenario.
[0012] One possible implementation, along with the correct operational steps, includes: The operation corresponding to the improper operation is broken down into multiple distributed operation diagrams, and the multiple distributed operation diagrams are demonstrated in sequence. The knowledge points involved in each distributed operation diagram and the relationship between each distributed operation diagram are also played. After each distribution operation diagram is displayed, a slow-motion 3D animation demonstration is triggered to simulate the correct operation steps.
[0013] In one possible implementation, after determining that the student is wearing VR equipment, the following is also included: The system detects the connection status between the VR device and the network, as well as the battery level of the VR device. When the battery level of the VR device is lower than the preset level or the connection status between the VR device and the network is poor, an alert is issued to the teacher's terminal and the students. Poor network status includes no connection or network latency greater than the preset latency threshold.
[0014] Secondly, embodiments of the present invention provide a VR-interactive electrical and electronic teaching device, comprising: The request acquisition module is used to acquire the display request for the target electrical and electronic teaching scenario sent by the teacher's terminal; wherein, the target electrical and electronic teaching scenario can be any scenario in electrical and electronic teaching. A login module is displayed to send a login notification after it is confirmed that a student is wearing a VR device; The display selection module is used to show the student the teaching demonstration module, student practice module and assessment module corresponding to the target electrical and electronic teaching scenario after receiving login information; The scene display module is used to display a simulated 3D scene of the target electrical and electronic teaching scenario on the VR device worn by the student, based on the target module selected by the student; the target module can be any one of the teaching demonstration module, student practice module, and assessment module; The collection and sending module is used to collect the student's learning data after confirming that the student has completed the assessment module, and send the student's corresponding login information and learning data to the teacher's terminal.
[0015] Thirdly, embodiments of the present invention provide an electronic device, including a memory and a processor, wherein the memory stores a computer program, and the processor executes the computer program to implement the method described in the first aspect or any possible implementation thereof.
[0016] In this embodiment of the invention, to improve the teaching level of electrical and electronic engineering, lower the threshold for understanding abstract knowledge, and enhance students' learning interest, VR interactive teaching is employed to construct an immersive and interactive virtual environment. To ensure that students learn the same scenario simultaneously, a display request for the target electrical and electronic engineering teaching scenario sent by the teacher's terminal is required, thus ensuring that all students can learn synchronously and that the teaching process is unified. Next, after confirming that a student is wearing a VR device, a login notification pops up. Upon receiving the login information, the teaching demonstration module, student practice module, and assessment module corresponding to the target electrical and electronic engineering teaching scenario are displayed to the student. Then, based on the target module selected by the student, a simulated 3D scene of the target electrical and electronic engineering teaching scenario is displayed on the student's VR device. Finally, after confirming that the student has completed the assessment module, the student's learning data is collected, and the student's login information and learning data are sent to the teacher's terminal. This constructs a teaching scenario that integrates virtual and reality, which not only enhances students' learning initiative and immersive experience but also overcomes the limitations of practical teaching and ensures learning safety. Furthermore, a closed-loop learning process can be achieved from the start of learning to the completion of the assessment, making it easier for teachers to monitor each student's learning progress. Attached Figure Description
[0017] Figure 1 This is a flowchart illustrating the implementation of the VR-interactive electrical and electronic teaching method provided in this embodiment of the invention. Figure 2 This is a schematic diagram of the structure of the VR-interactive electrical and electronic teaching device provided in an embodiment of the present invention; Figure 3 This is a schematic diagram of an electronic device provided in an embodiment of the present invention. Detailed Implementation
[0018] The embodiments of the present invention will now be described in detail with reference to the accompanying drawings.
[0019] As described in the background section, electrical and electronic engineering education is characterized by both theoretical abstraction and high practical risks. In actual teaching, it mainly relies on teacher demonstrations. However, for scenarios where abstract concepts are difficult to visualize, static models are mainly used, making it impossible for students to intuitively grasp and deeply understand the concepts.
[0020] How to visualize the abstract theories involved in electrical and electronic teaching, make high-risk operations safe, make limited resources unlimited, and make complex scenarios realistic, so as to improve students' learning effectiveness in learning electrical and electronic engineering, has become a technical problem that this application urgently needs to solve.
[0021] See Figure 1 The document illustrates a flowchart of the implementation of the VR-based interactive electrical and electronic teaching method provided in this embodiment of the invention, detailed below: S110. Obtain the display request for the target electrical and electronic teaching scenario sent by the teacher's terminal.
[0022] The target electrical and electronic teaching scenario is any scenario in electrical and electronic teaching.
[0023] Electrical and electronic engineering education involves various scenarios, such as theoretical lectures, laboratory practice, troubleshooting simulations, and project-based learning, with each scenario containing multiple sub-scenarios. These scenarios cover the transmission of theoretical knowledge, the cultivation of practical skills, and emphasize the deep integration of technology with practical applications, forming a complete teaching loop.
[0024] To ensure that students follow the teacher's teaching progress, the VR device can only display corresponding content based on the display request sent by the teacher's terminal during the teaching process, and cannot display content arbitrarily, which would affect the teaching.
[0025] Before using VR devices, teachers send instructions from their terminals to display the target electrical and electronic teaching scene on the VR devices, so that the VR devices can display the corresponding teaching scene according to the instructions received.
[0026] S120. After confirming that the student is wearing a VR device, a login notification will pop up.
[0027] In some embodiments, a login notification will only pop up after detecting that a student is wearing the VR device. For ease of detection, the VR device includes an eye-tracking module and a controller. Whether a student has fully worn the VR device can be determined based on the eye-tracking module and the controller.
[0028] In this embodiment, a login notification can be popped up when the eye-tracking acquisition module acquires the student's eyeballs and the control module acquires the student's grasp of the control handle.
[0029] For example, the login notification includes the student's name and student ID.
[0030] In addition, after confirming that students are wearing VR devices, it is also necessary to check the network connection of the VR devices to ensure that students can watch or operate smoothly and that the teaching effect will not be affected by lag.
[0031] In some embodiments, after determining that a student is wearing a VR device, the connection status of the VR device to the network and the battery level of the VR device are detected. When the battery level of the VR device is detected to be lower than a preset level or the connection status of the VR device to the network is poor, an alert is issued to the teacher's terminal and the student. Poor network status includes no connection or network latency greater than a preset latency threshold.
[0032] In this embodiment, the preset battery level can be 20%, and this preset battery level can be modified by the teacher's terminal.
[0033] In this embodiment, the VR device has built-in voice prompts and visual pop-ups, which can simultaneously remind students and send messages to the teacher's terminal. To avoid student operation and viewing, the visual pop-up appears after confirming that the student is wearing the VR device and automatically closes within a preset number of seconds. For example, it can automatically close within 3 seconds. This allows students to quickly switch to another VR device based on the voice prompts and visual pop-ups, ensuring the normal progress of teaching.
[0034] In addition, teachers will receive tiered warning notifications after students wear VR devices. The notifications include the abnormal device number, the name of the student, and the type of abnormality, such as low battery, no network connection, or high network latency.
[0035] S130. After receiving the login information, display the teaching demonstration module, student practice module and assessment module corresponding to the target electrical and electronic teaching scenario to the student.
[0036] In some embodiments, upon receiving login information, the user will be directed to the dedicated homepage for the target electrical and electronic teaching scenario. The top of the page features a navigation bar displaying the student's name, class, current learning progress, and an entry to the "Help Center." The middle area uses a card-style layout, clearly presenting three core modules—the teaching demonstration module, the student practice module, and the assessment module—with each module card accompanied by a unique icon.
[0037] In this embodiment, the teaching demonstration module focuses on the visual explanation of electrical and electronic knowledge points, covering core teaching scenarios such as circuit fundamentals, analog electronics, and digital electronics. After entering the module, students can select the corresponding chapter according to their learning progress. The teaching demonstration module provides two demonstration modes: 3D dynamic demonstration and virtual experiment demonstration.
[0038] The 3D dynamic demonstration can restore the physical structure of the circuit through 3D modeling. Students can drag the view to view the connection details of the components. Clicking on components such as resistors and capacitors will bring up parameter descriptions. At the same time, it can dynamically simulate the current flow and voltage changes, intuitively presenting the circuit working process. Virtual experiment demonstration: The system automatically executes the preset experimental procedure, displays the real-time readings of instruments such as oscilloscopes and multimeters, plays audio explanations synchronously, and marks key experimental steps to help students understand experimental principles and operating procedures.
[0039] In this embodiment, the student practice module is divided into three scenarios according to the learning stages of electrical and electronic engineering: "Basic Operation Practice," "Comprehensive Circuit Practice," and "Troubleshooting Practice." Basic Operation Practice is designed for beginners, providing virtual components (resistors, capacitors, diodes, etc.) and tools (multimeters, oscilloscopes, soldering irons, etc.). Students must complete the operation according to the task requirements (e.g., "build a series circuit and measure the current"). The system will provide real-time prompts on operating procedures (e.g., "confirm the power is off before wiring"). If an error occurs (e.g., "positive and negative terminals reversed"), the system will display the error reason and correction instructions. Comprehensive Circuit Practice focuses on complex circuit design (e.g., "build a simple amplifier circuit" and "combine digital logic gates"). Students must independently select components, plan circuit connection schemes, and test the circuit function using virtual instruments after completion. The system will generate a practice report, including circuit schematics, test data, and analysis of functional implementation. Troubleshooting practice can simulate real circuit fault scenarios (such as "resistor open circuit" and "capacitor short circuit"). Students need to use virtual instruments to test the circuit, locate the fault point and repair it. The system will record the troubleshooting process (such as "testing steps and instrument usage methods") and provide a fault analysis report upon completion, summarizing the troubleshooting ideas and techniques.
[0040] In this embodiment, the assessment module is structured around the teaching objectives, with two types of assessments: "periodic assessment" and "comprehensive ability assessment." The periodic assessment corresponds to the chapter content of the teaching demonstration module and is conducted in the form of "theoretical test + basic operation assessment." The theoretical test includes multiple-choice questions, fill-in-the-blank questions, and short-answer questions (such as "briefly describe the content and applicable conditions of Ohm's Law"), with a time limit of 30 minutes. The basic operation assessment requires students to complete a specified simple circuit operation (such as "measuring the resistance value and recording the data"), with the system automatically scoring (based on operational standardization, completion time, and accuracy of results). Both types of assessments account for 50% of the score, with a total score of 60 or above considered passing. The comprehensive ability assessment is for students who have mastered the basic content, focusing on "comprehensive circuit design + troubleshooting." Students are required to complete the entire process of "circuit design-building-testing-fault repair" within 90 minutes. The system scores from four dimensions: "reasonableness of the solution, operational standardization, task completion efficiency, and problem-solving ability," generating a detailed assessment report that highlights strengths and areas for improvement.
[0041] S140. Based on the target module selected by the student, display a simulated three-dimensional scene of the target electrical and electronic teaching scenario on the VR device worn by the student.
[0042] In some embodiments, the target module selected by the student can be determined based on the direction of eye movement and the duration of eye fixation on the target module acquired by the eye-tracking acquisition module.
[0043] In some embodiments, when the target module is a teaching demonstration module, a simulated three-dimensional scene of the target electrical and electronic teaching scenario is displayed on the VR device, and interactive operations are performed between the controller and the simulated three-dimensional scene; the interactive operations include zooming, pausing, rotating, voice explanation, and disassembling into blocks.
[0044] When the target module is a student practice module, it provides virtual electrical and electronic tools, components and operating consoles based on the simulated three-dimensional scene corresponding to the target electrical and electronic teaching scenario, and captures the movement trajectory of the control handle in the student's hand in real time; when it is determined that the operation is incorrect, it issues a reminder and provides the correct operation steps.
[0045] When the target module is an assessment module, a set of questions corresponding to the simulated three-dimensional scene of the target electrical and electronic teaching scenario is selected.
[0046] In this embodiment, when an incorrect operation is determined, a flashing red circle, a low-frequency warning sound, or graded vibrations via the control handle will be generated at the site of the error to alert the student. Furthermore, an arrow or highlighted line will be generated pointing to the site of the error, displaying the type of error and the correct operating steps. This allows students to promptly identify improper operations and understand the cause of the error and the correct operating method.
[0047] In some embodiments, in order to facilitate students' review of incorrect questions and enable teachers to understand students' situation, the time of each improper operation, the type of error, the error triggering conditions, and the student's correction process can be recorded. After the students complete the practice module, a set of incorrect questions corresponding to the target electrical and electronic teaching scenario is generated.
[0048] In some embodiments, when an incorrect student operation is detected, in order to enable the student to fully understand the reason for the error and how to operate correctly, the incorrect operation can be decomposed into multiple distributed operation diagrams, which are then presented sequentially. The knowledge points involved in each distributed operation diagram and the relationships between them are also shown. After all the distributed operation diagrams are displayed, a slow-motion 3D animation is triggered to simulate the correct operation steps.
[0049] S150. After confirming that the student has completed the assessment module, collect the student's learning data and send the student's login information and learning data to the teacher's terminal.
[0050] In some embodiments, once students have completed all tasks in the assessment module and submitted their final results, the system will automatically trigger a full-dimensional learning data collection process to ensure that the data covers the entire chain of "learning process - practical operation - assessment results".
[0051] After receiving the data, the teacher's terminal automatically decrypts and stores it in the "Student Learning Data Management" module, supporting classification and archiving by "Class-Student ID-Assessment Type".
[0052] Teachers can access a student's data package by clicking on it, leading to the "Student's Personal Learning Details Page" where they can view the complete content of the structured data package. For example, the learning trajectory allows for a visual overview of the student's complete process from "demonstration learning - practical operation - assessment" via a timeline. Clicking on a timeline node reveals detailed records for the corresponding module, including the circuit diagram, test data, and teacher scores for that practice session. The assessment analysis allows viewing details of incorrect theoretical test questions (including the question stem, incorrect answer, correct answer, and explanation). Clicking the "Trajectory Replay" link in the practical assessment allows watching a complete replay of the student's practical assessment steps (supporting playback speed adjustment, pause annotations, such as pausing at the point where the student reversed the power supply and noting "Incorrect operation here; power connection specifications need to be emphasized"). The ability assessment allows viewing a system-generated student ability radar chart covering four dimensions: "theoretical knowledge," "operational skills," "problem-solving," and "innovation ability," along with a text analysis report. This quickly identifies students' strengths and weaknesses, such as "Operational skills score 90 points, theoretical knowledge score 65 points; theoretical guidance needs to be strengthened."
[0053] In this embodiment of the invention, to improve the teaching level of electrical and electronic engineering, lower the threshold for understanding abstract knowledge, and enhance students' learning interest, VR interactive teaching is employed to construct an immersive and interactive virtual environment. To ensure that students learn the same scenario simultaneously, a display request for the target electrical and electronic engineering teaching scenario sent by the teacher's terminal is required, thus ensuring that all students can learn synchronously and that the teaching process is unified. Next, after confirming that a student is wearing a VR device, a login notification pops up. Upon receiving the login information, the teaching demonstration module, student practice module, and assessment module corresponding to the target electrical and electronic engineering teaching scenario are displayed to the student. Then, based on the target module selected by the student, a simulated 3D scene of the target electrical and electronic engineering teaching scenario is displayed on the student's VR device. Finally, after confirming that the student has completed the assessment module, the student's learning data is collected, and the student's login information and learning data are sent to the teacher's terminal. This constructs a teaching scenario that integrates virtual and reality, which not only enhances students' learning initiative and immersive experience but also overcomes the limitations of practical teaching and ensures learning safety. Furthermore, a closed-loop learning process can be achieved from the start of learning to the completion of the assessment, making it easier for teachers to monitor each student's learning progress.
[0054] It should be understood that the sequence number of each step in the above embodiments does not imply the order of execution. The execution order of each process should be determined by its function and internal logic, and should not constitute any limitation on the implementation process of the embodiments of the present invention.
[0055] The following are device embodiments of the present invention. For details not described in detail, please refer to the corresponding method embodiments described above.
[0056] Figure 2 A schematic diagram of the structure of the VR-interactive electrical and electronic teaching device provided in an embodiment of the present invention is shown. For ease of explanation, only the parts related to the embodiment of the present invention are shown, and are described in detail below: like Figure 2 As shown, the VR-interactive electrical and electronic teaching device 200 includes: The request acquisition module 210 is used to acquire the display request of the target electrical and electronic teaching scenario sent by the teacher terminal; wherein, the target electrical and electronic teaching scenario is any scenario in electrical and electronic teaching; A login module 220 is used to display a login notification after confirming that a student is wearing a VR device; The display selection module 230 is used to display the teaching demonstration module, student practice module and assessment module corresponding to the target electrical and electronic teaching scenario to the student after receiving the login information; The scene display module 240 is used to display a simulated 3D scene of the target electrical and electronic teaching scenario on the VR device worn by the student, based on the target module selected by the student; the target module can be any one of the teaching demonstration module, student practice module, and assessment module. The collection and sending module 250 is used to collect the student's learning data after determining that the student has completed the assessment module, and send the student's corresponding login information and learning data to the teacher's terminal.
[0057] In one possible implementation, the VR device includes an eye-tracking module and a control controller; A login module 220 pops up, which is used to display a login notification when the eye-tracking acquisition module acquires the student's eyeballs and the control module acquires the student's grasp of the control handle; the login notification includes the student's name and student ID.
[0058] In one possible implementation, the scene display module 240 is used to determine the target module selected by the student based on the direction of eye movement and the duration of eye fixation on the target module collected by the eye-tracking acquisition module.
[0059] In one possible implementation, the scene display module 240 is used to display a simulated 3D scene of the target electrical and electronic teaching scene on the VR device when the target module is a teaching demonstration module, and to perform interactive operations with the simulated 3D scene based on the control handle; the interactive operations include zooming, pausing, rotating, voice explanation and disassembling into blocks; When the target module is a student practice module, it provides virtual electrical and electronic tools, components and operating consoles based on the simulated three-dimensional scene corresponding to the target electrical and electronic teaching scenario, and captures the movement trajectory of the control handle in the student's hand in real time; when it is determined that the operation is incorrect, it issues a reminder and provides the correct operation steps; When the target module is an assessment module, a set of questions corresponding to the simulated three-dimensional scene of the target electrical and electronic teaching scenario is selected.
[0060] In one possible implementation, the scene display module 240 is used to generate a red flashing circle at the location of the incorrect operation, play a low-frequency warning sound, or generate graded vibrations through the control handle to remind the student when it is determined that the operation is incorrect. Generate arrows or highlighted lines pointing to the location of the erroneous operation, display the error type, and show the correct steps to perform the operation.
[0061] In one possible implementation, the scenario display module 240 is used to record the time, error type, error triggering conditions, and student correction process for each improper operation. After the student practice module is completed, a set of incorrect questions corresponding to the target electrical and electronic teaching scenario is generated.
[0062] In one possible implementation, the scene display module 240 is used to decompose the operation corresponding to the improper operation into multiple distributed operation diagrams, and to demonstrate the multiple distributed operation diagrams in sequence, and play the knowledge points involved in each distributed operation diagram, as well as the correlation between each distributed operation diagram; After each distribution operation diagram is displayed, a slow-motion 3D animation demonstration is triggered to simulate the correct operation steps.
[0063] In one possible implementation, a login module 220 is popped up to detect the connection status of the VR device to the network and the battery level of the VR device. When the battery level of the VR device is detected to be lower than the preset battery level or the connection status of the VR device to the network is poor, an alert is issued to the teacher terminal and the students. Poor network status includes no connection or network latency greater than a preset latency threshold.
[0064] This teaching device utilizes VR interactive teaching to construct an immersive and interactive virtual environment. To ensure that students learn the same scenario simultaneously, it needs to receive display requests for the target electrical and electronic teaching scenario sent by the teacher's terminal, thus ensuring that all students can learn synchronously and that the teaching process is unified. Next, after confirming that a student is wearing the VR device, a login notification pops up. Upon receiving the login information, the device displays the teaching demonstration module, student practice module, and assessment module corresponding to the target electrical and electronic teaching scenario to the student. Then, based on the target module selected by the student, a simulated 3D scene of the target electrical and electronic teaching scenario is displayed on the student's VR device. Finally, after confirming that the student has completed the assessment module, the student's learning data is collected, and the student's login information and learning data are sent to the teacher's terminal. This constructs a teaching scenario that blends virtual and reality, which not only enhances students' learning initiative and immersive experience but also overcomes the limitations of practical teaching and ensures learning safety. Furthermore, a closed-loop learning process can be achieved from the start of learning to the completion of the assessment, making it easier for teachers to monitor each student's learning progress.
[0065] Figure 3 This is a schematic diagram of an electronic device provided in an embodiment of the present invention. For example... Figure 3 As shown, the electronic device 3 of this embodiment includes a processor 30 and a memory 31. The memory 31 stores a computer program 32. When the processor 30 executes the computer program 32, it implements the steps in the various method embodiments described above. Alternatively, when the processor 30 executes the computer program 32, it implements the functions of each module / unit in the various device embodiments described above.
[0066] For example, computer program 32 may be divided into one or more modules / units, which are stored in memory 31 and executed by processor 30 to complete the present invention. The one or more modules / units may be a series of computer program instruction segments capable of performing a specific function, which describe the execution process of computer program 32 in electronic device 3.
[0067] Electronic device 3 may include, but is not limited to, processor 30 and memory 31. Those skilled in the art will understand that... Figure 3 This is merely an example of electronic device 3 and does not constitute a limitation on electronic device 3. It may include more or fewer components than shown, or combine certain components, or different components. For example, electronic device 3 may also include input / output devices, network access devices, buses, etc.
[0068] For the sake of simplicity and clarity, only the above-described functional modules / units are used as examples. In practical applications, the functions described above can be assigned to different functional modules / units as needed. These modules / units can be implemented in hardware, software, or a combination of both.
[0069] In the above embodiments, the descriptions of each embodiment have their own emphasis. Parts not detailed or described in a particular embodiment can be referred to in the relevant descriptions of other embodiments. Unless otherwise specified or in conflict with logic, the terminology and / or descriptions between different embodiments are consistent and can be referenced interchangeably. Technical features in different embodiments can be combined to form new embodiments based on their inherent logical relationships.
[0070] The above-described embodiments are only used to illustrate the technical solutions of the present invention, and are not intended to limit it. Although the present invention has been described in detail with reference to the foregoing embodiments, those skilled in the art should understand that modifications can still be made to the technical solutions described in the foregoing embodiments, or equivalent substitutions can be made to some of the technical features. Such modifications or substitutions do not cause the essence of the corresponding technical solutions to deviate from the spirit and scope of the technical solutions of the embodiments of the present invention, and should all be included within the protection scope of the present invention.
Claims
1. A VR interaction-based electrical and electronic teaching method, characterized by, include: Obtain the display request of the target electrical and electronic teaching scenario sent by the teacher's terminal; wherein, the target electrical and electronic teaching scenario is any scenario in electrical and electronic teaching; After confirming that a student is wearing a VR device, a login notification pops up; Upon receiving the login information, the system displays the teaching demonstration module, student practice module, and assessment module corresponding to the target electrical and electronic teaching scenario to the student. Based on the target module selected by the student, a simulated 3D scene of the target electrical and electronic teaching scenario is displayed on the VR device worn by the student; the target module can be any one of the teaching demonstration module, student practice module, and assessment module. After confirming that the student has completed the assessment module, the student's learning data is collected, and the student's login information and the learning data are sent to the teacher's terminal.
2. The VR interaction based electrics and electronics teaching method according to claim 1, characterized in that, The VR device includes an eye-tracking module and a control handle; After confirming that a student is wearing a VR device, a login notification pops up, including: When the eye-tracking acquisition module detects the student's eye movement and the control module detects the student grasping the control handle, a login notification pops up; the login notification includes the student's name and student ID.
3. The VR interaction based electrics and electronics teaching method according to claim 2, characterized in that, The method for selecting the target module includes: Based on the direction of the student's eye movement and the duration of eye fixation on the target module acquired by the eye-tracking acquisition module, the target module selected by the student is determined.
4. The VR interaction based electrics and electronics teaching method according to claim 1, characterized in that, The process of displaying a simulated 3D scene of the target electrical and electronic teaching scenario on the VR device worn by the student, based on the target module selected by the student, includes: When the target module is a teaching demonstration module, a simulated 3D scene of the target electrical and electronic teaching scenario is displayed on the VR device, and interactive operations are performed with the simulated 3D scene based on the control handle; the interactive operations include zooming, pausing, rotating, voice explanation, and disassembling into blocks; When the target module is a student practice module, based on the simulated three-dimensional scene corresponding to the target electrical and electronic teaching scenario, virtual electrical and electronic tools, components and operating consoles are provided, and the movement trajectory of the control handle in the student's hand is captured in real time; when it is determined that the operation is incorrect, a reminder is issued and the correct operation steps are given. When the target module is an assessment module, a set of questions corresponding to the simulated three-dimensional scene of the target electrical and electronic teaching scenario is selected.
5. The VR interaction based electrics and electronics teaching method as claimed in claim 4, wherein, When an operation is determined to be incorrect, a reminder is issued and the correct operating steps are provided, including: When an incorrect operation is detected, a red flashing circle is generated at the location of the error, a low-frequency warning sound is played, or a graded vibration is generated through the control handle to remind the student. Generate arrows or highlighted lines pointing to the location of the erroneous operation, display the error type of the erroneous operation, and show the correct operation steps.
6. The VR interaction-based electrotechnical and electronic teaching method according to claim 4 or 5, characterized in that, After providing the correct operating steps, the following is also included: Record the time, error type, error triggering conditions, and student correction process for each improper operation. After the student completes the practice module, generate a set of incorrect questions corresponding to the target electrical and electronic teaching scenario.
7. The VR interaction based electrics and electronics teaching method according to claim 4, characterized in that, The correct operating steps are described and provided, including: The operation corresponding to the improper operation is broken down into multiple distributed operation diagrams, and the multiple distributed operation diagrams are demonstrated in sequence. The knowledge points involved in each distributed operation diagram and the relationship between each distributed operation diagram are also played. After each distribution operation diagram is displayed, a slow-motion 3D animation demonstration is triggered to simulate the correct operation steps.
8. The VR interaction based electrics and electronics teaching method according to any one of claims 1-7, characterized in that, After confirming that students are wearing VR devices, the following is also included: The system detects the connection status of the VR device to the network and the battery level of the VR device. When the battery level of the VR device is less than a preset level or the connection status of the VR device to the network is poor, an alert is issued to the teacher terminal and the students. Poor network status includes no connection or network latency greater than a preset latency threshold.
9. A VR interaction based electrical and electronic teaching device, characterized in that, include: The request acquisition module is used to acquire the display request of the target electrical and electronic teaching scenario sent by the teacher terminal; wherein, the target electrical and electronic teaching scenario is any scenario in electrical and electronic teaching; A login module is displayed to send a login notification after it is confirmed that a student is wearing a VR device; The display selection module is used to display the teaching demonstration module, student practice module and assessment module corresponding to the target electrical and electronic teaching scenario to the student after receiving login information; The scene display module is used to display a simulated 3D scene of the target electrical and electronic teaching scenario on the VR device worn by the student, based on the target module selected by the student; the target module can be any one of the teaching demonstration module, student practice module, and assessment module. The collection and sending module is used to collect the student's learning data after determining that the student has completed the assessment module, and send the student's corresponding login information and the learning data to the teacher's terminal.
10. An electronic device, comprising: It includes a memory and a processor, the memory storing a computer program, and the processor executing the computer program to implement the method as described in any one of claims 1 to 8.