An electronic art and aesthetic education course application method and terminal

Abstract

This invention discloses an application method and terminal for electronic art and aesthetic education courses. The learning platform includes introductory electronic art courses in at least two art forms. These introductory electronic art courses include theoretical knowledge of electronic art and aesthetic education, electronic art creation tools, and practical electronic art projects. Upon receiving an instruction from a student to learn the introductory electronic art courses, the platform provides VR / AR interactive experience teaching projects corresponding to the student's intended art form. Upon receiving an instruction from a student to complete the introductory electronic art courses, the platform pushes corresponding advanced electronic art courses based on the student's learning data. These advanced electronic art courses include theoretical and practical projects corresponding to the student's intended art form. This invention breaks down the boundaries between traditional art education and digital media courses, improving learning effectiveness and satisfaction, achieving personalized education, and enhancing the quality of education.

Description

Technical Field

[0001] This invention relates to the field of art education, and in particular to a method and terminal for applying electronic art and aesthetic education courses. Background Technology

[0002] Currently, art and aesthetic education courses largely focus on traditional art forms and teaching methods. Traditional art education courses typically include instruction in traditional art forms such as painting, sculpture, and music, primarily emphasizing technical skills and art history, lacking the integration of modern technology. Modern technology generally refers to digital media courses, which mainly teach skills such as computer graphics, animation, and video editing. While these involve electronic art, they often lack systematic guidance for aesthetic education. Traditional art education and digital media courses often exist independently, lacking interdisciplinary integration and failing to fully realize the potential of electronic art in aesthetic education.

[0003] Traditional art education courses mostly employ conventional teaching methods, lacking interactivity and experiential learning, making it difficult to stimulate students' interest and participation. Furthermore, courses typically use a uniform teaching pace and content, failing to provide personalized learning paths and recommendations based on students' interests and learning progress, thus impacting learning outcomes. Summary of the Invention

[0004] The technical problem to be solved by this invention is to provide an application method and terminal for electronic art and aesthetic education courses, which enhances the fun and interactivity of art and aesthetic education, realizes personalized education, and improves the quality of education.

[0005] To solve the above-mentioned technical problems, the technical solution adopted by the present invention is as follows: A method for applying electronic art and aesthetic education curriculum includes the following steps: S1. The learning platform is equipped with at least two introductory electronic art courses in two art forms, including theoretical knowledge of electronic art and aesthetic education, electronic art creation tools, and electronic art practice projects. S2. Upon receiving an instruction from a student to learn the introductory electronic art course, provide a VR / AR interactive experience teaching project corresponding to the student's intended art form; S3. Upon receiving the instruction from the student to complete the beginner electronic art course, based on the student's learning data for the beginner electronic art course, push the corresponding advanced electronic art course, which includes theoretical and practical projects corresponding to the student's intended art form.

[0006] To solve the above-mentioned technical problems, another technical solution adopted by the present invention is as follows: An electronic art and aesthetic education curriculum application terminal includes a memory, a processor, and a computer program stored in the memory and executable on the processor. When the processor executes the computer program, it performs the following steps: S1. The learning platform is equipped with at least two introductory electronic art courses in two art forms, including theoretical knowledge of electronic art and aesthetic education, electronic art creation tools, and electronic art practice projects. S2. Upon receiving an instruction from a student to learn the introductory electronic art course, provide a VR / AR interactive experience teaching project corresponding to the student's intended art form; S3. Upon receiving the instruction from the student to complete the beginner electronic art course, based on the student's learning data for the beginner electronic art course, push the corresponding advanced electronic art course, which includes theoretical and practical projects corresponding to the student's intended art form.

[0007] The beneficial effects of this invention are as follows: It provides an application method and terminal for electronic art and aesthetic education courses, builds a course framework integrating electronic art and aesthetic education courses on an online learning platform, integrates theoretical knowledge of electronic art and aesthetic education, electronic art creation tools, and electronic art practice projects, and demonstrates the combination of electronic art and aesthetic education in theory and practice, breaking down the boundaries between traditional art education and digital media courses. At the same time, it uses VR / AR technology to create an immersive and interactive learning environment, enhances students' sense of participation and learning experience, and develops advanced learning content for students based on their learning situation and personal preferences, ensuring that each student can learn according to their own pace and interests, improving learning effectiveness and satisfaction, realizing personalized education, and improving the quality of education. Attached Figure Description

[0008] Figure 1 This is a schematic diagram illustrating the steps of an application method for electronic art and aesthetic education courses according to the present invention; Figure 2 This is a system block diagram of an electronic art and aesthetic education curriculum application terminal according to the present invention.

[0009] Label Explanation: 1. An application terminal for electronic art and aesthetic education courses; 2. Memory; 3. Processor. Detailed Implementation

[0010] To explain in detail the technical content, objectives, and effects of the present invention, the following description is provided in conjunction with the embodiments and accompanying drawings.

[0011] Please refer to Figure 1 A method for applying electronic art and aesthetic education courses includes the following steps: S1. The learning platform is equipped with at least two introductory electronic art courses in two art forms, including theoretical knowledge of electronic art and aesthetic education, electronic art creation tools, and electronic art practice projects. S2. Upon receiving an instruction from a student to learn the introductory electronic art course, provide a VR / AR interactive experience teaching project corresponding to the student's intended art form; S3. Upon receiving the instruction from the student to complete the beginner electronic art course, based on the student's learning data for the beginner electronic art course, push the corresponding advanced electronic art course, which includes theoretical and practical projects corresponding to the student's intended art form.

[0012] As can be seen from the above description, the beneficial effects of this invention are as follows: It establishes a curriculum framework integrating electronic art and aesthetic education courses on an online learning platform, combining theoretical knowledge of electronic art and aesthetic education, electronic art creation tools, and electronic art practice projects. This demonstrates the combination of electronic art and aesthetic education in both theory and practice, breaking down the boundaries between traditional art education and digital media courses. Simultaneously, it utilizes VR / AR technology to create an immersive and interactive learning environment, enhancing students' participation and learning experience. Furthermore, it develops progressive learning content based on students' learning progress and personal preferences, ensuring that each student can learn according to their own pace and interests, improving learning effectiveness and satisfaction, achieving personalized education, and enhancing the quality of education.

[0013] Furthermore, it also includes: S4. Set up multi-dimensional evaluation indicators for the beginner electronic art course, and generate a learning evaluation report based on the multi-dimensional evaluation indicators when the student completes the beginner electronic art course.

[0014] As described above, students' learning outcomes are assessed through pre-set multi-dimensional evaluation indicators, generating learning evaluation reports that teachers can view at any time and provide immediate feedback and guidance to help students improve and enhance their skills, thus promoting continuous progress.

[0015] Furthermore, the VR / AR interactive experience teaching project includes: VR technology is used to create a virtual art environment and interactive explanations to showcase the art content of the intended art form; AR technology is used to present digital artworks corresponding to the intended art form and the creative interaction process in a real-world environment.

[0016] As can be seen from the above description, using virtual reality (VR) and augmented reality (AR) technologies to create immersive and interactive learning environments enhances students' sense of participation and learning experience. In combination with practical situations, interactive teaching activities such as virtual gallery visits, virtual workshops, and augmented reality demonstrations can enable students to participate more actively in learning, stimulating their interest and creativity.

[0017] Furthermore, step S3 also includes: The VR / AR interactive experience teaching projects are set to be completed independently or in teams.

[0018] As described above, in addition to completing projects independently, students can also collaborate in teams. They can work together in a VR / AR environment to solve problems and create works. This approach not only improves students' teamwork skills but also makes the learning process more interactive and engaging.

[0019] Furthermore, it also includes: S5. Feed back all students' learning data to the teacher's end and set up an online communication channel connecting the teacher's end and the student's end.

[0020] As can be seen from the above description, providing student data feedback function can help teachers understand the learning situation of each student in real time, and provide feedback and guidance through online communication channels to help students improve and enhance their skills.

[0021] Please refer to Figure 2 An electronic art and aesthetic education curriculum application terminal 1 includes a memory 2, a processor 3, and a computer program stored on the memory 2 and executable on the processor 3. When the processor 3 executes the computer program, it performs the following steps: S1. The learning platform is equipped with at least two introductory electronic art courses in two art forms, including theoretical knowledge of electronic art and aesthetic education, electronic art creation tools, and electronic art practice projects. S2. Upon receiving an instruction from a student to learn the introductory electronic art course, provide a VR / AR interactive experience teaching project corresponding to the student's intended art form; S3. Upon receiving the instruction from the student to complete the beginner electronic art course, based on the student's learning data for the beginner electronic art course, push the corresponding advanced electronic art course, which includes theoretical and practical projects corresponding to the student's intended art form.

[0022] As can be seen from the above description, the beneficial effects of this invention are as follows: It establishes a curriculum framework integrating electronic art and aesthetic education courses on an online learning platform, combining theoretical knowledge of electronic art and aesthetic education, electronic art creation tools, and electronic art practice projects. This demonstrates the combination of electronic art and aesthetic education in both theory and practice, breaking down the boundaries between traditional art education and digital media courses. Simultaneously, it utilizes VR / AR technology to create an immersive and interactive learning environment, enhancing students' participation and learning experience. Furthermore, it develops progressive learning content based on students' learning progress and personal preferences, ensuring that each student can learn according to their own pace and interests, improving learning effectiveness and satisfaction, achieving personalized education, and enhancing the quality of education.

[0023] Furthermore, it also includes: S4. Set up multi-dimensional evaluation indicators for the beginner electronic art course, and generate a learning evaluation report based on the multi-dimensional evaluation indicators when the student completes the beginner electronic art course.

[0024] As described above, students' learning outcomes are assessed through pre-set multi-dimensional evaluation indicators, generating learning evaluation reports that teachers can view at any time and provide immediate feedback and guidance to help students improve and enhance their skills, thus promoting continuous progress.

[0025] Furthermore, the VR / AR interactive experience teaching project includes: VR technology is used to create a virtual art environment and interactive explanations to showcase the art content of the intended art form; AR technology is used to present digital artworks corresponding to the intended art form and the creative interaction process in a real-world environment.

[0026] As can be seen from the above description, using virtual reality (VR) and augmented reality (AR) technologies to create immersive and interactive learning environments enhances students' sense of participation and learning experience. In combination with practical situations, interactive teaching activities such as virtual gallery visits, virtual workshops, and augmented reality demonstrations can enable students to participate more actively in learning, stimulating their interest and creativity.

[0027] Furthermore, step S3 also includes: The VR / AR interactive experience teaching projects are set to be completed independently or in teams.

[0028] As described above, in addition to completing projects independently, students can also collaborate in teams. They can work together in a VR / AR environment to solve problems and create works. This approach not only improves students' teamwork skills but also makes the learning process more interactive and engaging.

[0029] Furthermore, it also includes: S5. Feed back all students' learning data to the teacher's end and set up an online communication channel connecting the teacher's end and the student's end.

[0030] As can be seen from the above description, providing student data feedback function can help teachers understand the learning situation of each student in real time, and provide feedback and guidance through online communication channels to help students improve and enhance their skills.

[0031] Please refer to Figure 1 Embodiment 1 of the present invention is as follows: A method for applying electronic art and aesthetic education curriculum includes the following steps: S1. The learning platform shall be equipped with at least two introductory electronic art courses in two art forms. The introductory electronic art courses shall include theoretical knowledge of electronic art and aesthetic education, electronic art creation tools, and electronic art practice projects. Art forms include painting, sculpture, and music. The course framework is explained below: Basic module design, namely, theoretical knowledge of electronic art and aesthetic education: Course content: Introduction to the basic concepts and history of electronic art, and learning the fundamentals of computer graphics and digital media technology.

[0032] Theoretical teaching: Theoretical knowledge of electronic art and aesthetic education is explained through multimedia courseware and online courses.

[0033] Practical application: Set up a basic laboratory, provide simple electronic art creation tools, and guide students in making initial creations.

[0034] Advanced module design, i.e., electronic art creation tools: Course Content: In-depth learning of electronic art creation tools and techniques, such as 3D modeling, animation production, and sound design, combined with aesthetic education theory, to conduct complex artistic creations.

[0035] Theoretical instruction: Through online courses and lectures, we provide in-depth explanations of advanced techniques and aesthetic theories in electronic art.

[0036] Practical training: An advanced lab is set up, providing advanced creative tools and equipment to guide students in creating complex artworks.

[0037] Application module design, i.e., electronic art practice projects: Course content: Applying electronic art to real-world projects, such as game design, digital display, and interactive art, to cultivate students' comprehensive application abilities.

[0038] Project Practice: Through real-world projects and case studies, students are guided to apply their knowledge to actual creative work.

[0039] Assessment and Feedback: Students' learning outcomes will be assessed and feedback will be provided through methods such as portfolio presentations and project reviews.

[0040] S2. Upon receiving instructions from students to learn introductory electronic art courses, provide VR / AR interactive experience teaching projects that correspond to the students' intended art form. In this embodiment, virtual reality (VR) and augmented reality (AR) technologies can be used for some of the aforementioned project practices. VR technology creates virtual art environments and interactive explanations showcasing the intended art forms, allowing for interactive teaching activities such as virtual gallery visits and virtual workshops, enhancing student engagement. Personalized displays are also employed; for example, for students interested in sculpture, a virtual gallery will showcase more sculptural works and provide in-depth interactive explanations. AR technology presents digital artworks of the corresponding intended art forms and the interactive creative process in a real-world environment. During the actual creation process, AR technology provides real-time guidance and feedback.

[0041] Interactive tasks designed within VR / AR environments serve not only as part of the curriculum but also as tools for assessing student learning outcomes. By completing these tasks, students can visually demonstrate their skills and comprehension levels.

[0042] S3. Upon receiving instructions from a student to complete the beginner electronic art course, based on the student's learning data, push the corresponding advanced electronic art course. The advanced electronic art course includes theoretical and practical projects corresponding to the student's intended art form.

[0043] In this embodiment, the system adjusts course content and difficulty in real time based on students' learning progress, interaction records, and work presentations. For example, for students who demonstrate high interest and ability in specific skills, the system will recommend more advanced teaching modules and challenging practical projects. During the learning process, the system can identify students' learning patterns and preferences through big data analytics, such as which teaching methods best stimulate their learning interest and which content requires more practice and guidance. Furthermore, the system can utilize artificial intelligence to provide students with personalized learning path recommendations. This includes recommending course content and practical projects suitable for students' current abilities and interests, as well as personalized feedback and guidance based on student performance.

[0044] In this embodiment, VR / AR interactive learning projects are designed for individual or team collaboration. Social features are integrated, such as discussion forums, peer evaluation, and team projects, to promote communication and collaboration among students. These social interactions are combined with personalized learning paths and VR / AR experiences to enhance learning outcomes and the overall experience. Through team projects, students can work together in a VR / AR environment to solve problems and create projects. This approach not only improves students' teamwork skills but also makes the learning process more interactive and engaging.

[0045] S4. Set up multi-dimensional evaluation indicators for the introductory electronic art course. When students complete the introductory electronic art course, generate a learning evaluation report based on the multi-dimensional evaluation indicators.

[0046] In this embodiment, multi-dimensional assessment indicators can be set by teachers in advance, and may include artistic creation ability, technical application ability, aesthetic literacy, etc. The learning evaluation report may take the form of various methods such as artwork display, project review, and learning log to evaluate students' learning outcomes.

[0047] S5. Feedback all students' learning data to the teacher's end, and set up an online communication channel connecting the teacher's end and the student's end.

[0048] In this embodiment, online communication channels are used for face-to-face interaction to establish an effective feedback mechanism and help students improve and enhance their skills.

[0049] The following is a summary of an application method for electronic arts and aesthetic education courses in this embodiment, taking college education as an example: 1. Instructional Design and Curriculum Implementation: At the start of the new semester, the faculty team of the School of Art and Design began designing and implementing an interdisciplinary course on electronic art and aesthetic education. First, the faculty released foundational modules through the university's online learning platform, covering basic concepts, historical development, and fundamentals of computer graphics in electronic art. Students mastered the basic theories of electronic art by watching video lectures and reading related materials.

[0050] 2. Laboratory Practice and Creation: Following the theoretical learning in the foundational modules, students engage in practical exercises in the laboratory. Equipped with drawing tablets and basic graphics software, students practice digital illustration under the guidance of instructors. Through hands-on experience, students not only solidify their theoretical knowledge but also improve their practical skills and artistic creation techniques.

[0051] 3. In-depth learning in the advanced module: After completing the basic module, students move on to the advanced module. Instructors provide detailed explanations of advanced techniques such as 3D modeling, animation, and sound design through online courses and lectures, and explore the aesthetic value of artworks in conjunction with art education theories. Students utilize 3D printers and animation software in the advanced lab to create complex artistic works, such as 3D models and animated short films.

[0052] 4. Application Module Project Practice: After completing the advanced module, students move on to the application module, applying their knowledge to real-world projects. Instructors guide students to form teams and design and develop a simple digital game or interactive artwork. Through this project practice, students not only improve their comprehensive application skills but also cultivate teamwork and project management abilities.

[0053] 5. Application of Virtual Reality (VR) Technology: To enhance the learning experience, the school utilizes VR technology to create a virtual art environment. Students enter a virtual gallery by wearing VR headsets, viewing 3D displays of classic artworks and experiencing an immersive learning environment. Within the virtual gallery, teachers conduct interactive teaching through virtual guides, explaining the background and artistic value of each piece. Students can interact with the artworks using virtual controllers to learn more details.

[0054] 6. Application of Augmented Reality (AR) Technology: During the actual creative process, students use AR applications for real-time guidance and feedback. Teachers provide creative suggestions and technical guidance through AR applications to help students improve their work. Students can also scan specific markers with tablets or smartphones to view the effect of their work in a real-world environment, providing an augmented reality demonstration.

[0055] 7. Implementation of Personalized Learning Paths: The school's online learning platform records students' learning data in real time, including learning progress, portfolio displays, and interaction records. The system utilizes big data analytics to analyze this data, identifying learning patterns and areas of interest. Based on the data analysis results, the system uses artificial intelligence to provide students with personalized learning paths and recommendations. For example, the system suggests that students interested in 3D modeling attend advanced 3D modeling workshops, while those interested in animation production attend animation masterclasses.

[0056] 8. Multi-dimensional Assessment and Instant Feedback: The school assesses students' learning outcomes through various methods, including artwork showcases, project reviews, and learning logs. Students' submitted digital artwork is displayed on the school's online platform, receiving evaluations from teachers and classmates. Teachers score students' work based on established multi-dimensional assessment indicators and provide detailed review comments. The school's online learning platform records students' learning progress and performance in real time, allowing teachers to view students' learning status at any time and provide instant feedback and guidance through the platform.

[0057] Please refer to Figure 2 Embodiment two of the present invention is as follows: An electronic art and aesthetic education curriculum application terminal 1 includes a memory 2, a processor 3, and a computer program stored on the memory 2 and capable of running on the processor 3. When the processor 3 executes the computer program, it implements an electronic art and aesthetic education curriculum application method according to Embodiment 1.

[0058] In summary, the electronic art and aesthetic education curriculum application method and terminal provided by this invention have, but are not limited to, the following advantages: 1. Interdisciplinary Integration for Enhanced Comprehensive Literacy: By combining electronic art with aesthetic education, this invention breaks down the boundaries between traditional art education and digital media courses, providing an interdisciplinary educational framework. Students not only master the technical skills of electronic art but also enhance their art appreciation and aesthetic literacy through aesthetic education, thus cultivating comprehensive qualities.

[0059] 2. Interactive and experiential learning to stimulate interest: This invention utilizes virtual reality (VR) and augmented reality (AR) technologies to create an immersive and interactive learning environment, enhancing student engagement and learning experience. Through interactive teaching activities such as virtual gallery visits, virtual workshops, and augmented reality demonstrations, students can participate more actively in learning, stimulating their interest and creativity.

[0060] 3. Personalized learning paths for improved learning outcomes: Utilizing big data analytics and artificial intelligence, this invention provides personalized learning paths and recommendations based on students' learning data and interests. The system can adjust the learning paths and recommended content in real time, ensuring that each student can learn according to their own pace and interests, thereby improving learning outcomes and satisfaction.

[0061] 4. Combining Practice and Application to Cultivate Practical Skills: This invention emphasizes hands-on practice and project-based learning. Through practical operations in basic and advanced laboratories, as well as real-world projects in the application modules, students can apply their knowledge to actual creations, enhancing their hands-on and comprehensive application abilities. Through practical projects and case studies, students can develop teamwork and project management skills, laying a solid foundation for their future career development.

[0062] 5. Multi-dimensional assessment and immediate feedback to promote continuous improvement: This invention establishes a multi-dimensional assessment system that comprehensively evaluates students' learning outcomes through methods such as work presentations, project reviews, and learning logs. Utilizing an online platform to record students' learning progress and performance in real time, teachers can view the data at any time and provide immediate feedback and guidance to help students improve and enhance their skills, thus promoting continuous progress.

[0063] 6. Enhancing Educational Quality and Promoting Educational Innovation: This invention improves the quality of arts and aesthetic education through modern technology and innovative teaching methods. Its interdisciplinary educational framework and personalized learning paths not only meet the diverse learning needs of students but also promote innovation and development in educational models, possessing broad application prospects and social value.

[0064] The above description is merely an embodiment of the present invention and does not limit the patent scope of the present invention. Any equivalent modifications made based on the content of the present invention specification and drawings, or direct or indirect applications in related technical fields, are similarly included within the patent protection scope of the present invention.

Claims

1. An electronic art and aesthetic education course application method, characterized in that, Includes the following steps: S1. The learning platform is equipped with at least two introductory electronic art courses in two art forms, including theoretical knowledge of electronic art and aesthetic education, electronic art creation tools, and electronic art practice projects. S2. Upon receiving an instruction from a student to learn the introductory electronic art course, provide a VR / AR interactive experience teaching project corresponding to the student's intended art form; S3. Upon receiving the instruction from the student to complete the beginner electronic art course, based on the student's learning data for the beginner electronic art course, push the corresponding advanced electronic art course, which includes theoretical and practical projects corresponding to the student's intended art form.

2. The application method of electronic art and aesthetic education course according to claim 1, characterized in that, Also includes: S4. Set up multi-dimensional evaluation indicators for the beginner electronic art course, and generate a learning evaluation report based on the multi-dimensional evaluation indicators when the student completes the beginner electronic art course.

3. The electronic art and aesthetic education course application method of claim 1, wherein, The VR / AR interactive experience teaching project includes: VR technology is used to create a virtual art environment and interactive explanations to showcase the art content of the intended art form; AR technology is used to present digital artworks corresponding to the intended art form and the creative interaction process in a real-world environment.

4. The electronic art and aesthetic education course application method of claim 1, wherein, Step S3 further includes: The VR / AR interactive experience teaching projects are set to be completed independently or in teams.

5. The electronic art and aesthetic education course application method of claim 1, wherein, Also includes: S5. Feed back all students' learning data to the teacher's end and set up an online communication channel connecting the teacher's end and the student's end.

6. An electronic art and aesthetic education course application terminal, comprising a memory, a processor, and a computer program stored on the memory and executable on the processor, characterized in that, When the processor executes the computer program, it performs the following steps: S1. The learning platform is equipped with at least two introductory electronic art courses in two art forms, including theoretical knowledge of electronic art and aesthetic education, electronic art creation tools, and electronic art practice projects. S2. Upon receiving an instruction from a student to learn the introductory electronic art course, provide a VR / AR interactive experience teaching project corresponding to the student's intended art form; S3. Upon receiving the instruction from the student to complete the beginner electronic art course, based on the student's learning data for the beginner electronic art course, push the corresponding advanced electronic art course, which includes theoretical and practical projects corresponding to the student's intended art form.

7. The electronic art and aesthetic education course application terminal according to claim 6, characterized in that, Also includes: S4. Set up multi-dimensional evaluation indicators for the beginner electronic art course, and generate a learning evaluation report based on the multi-dimensional evaluation indicators when the student completes the beginner electronic art course.

8. The electronic art and aesthetic education course application terminal according to claim 6, characterized in that, The VR / AR interactive experience teaching project includes: VR technology is used to create a virtual art environment and interactive explanations to showcase the art content of the intended art form; AR technology is used to present digital artworks corresponding to the intended art form and the creative interaction process in a real-world environment.

9. The electronic art and aesthetic education course application terminal according to claim 6, characterized in that, Step S3 further includes: The VR / AR interactive experience teaching projects are set to be completed independently or in teams.

10. The electronic art and aesthetic education course application terminal according to claim 6, characterized in that, Also includes: S5. Feed back all students' learning data to the teacher's end and set up an online communication channel connecting the teacher's end and the student's end.

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