A history geography immersive interactive teaching system and teaching method based on VR and AI

Abstract

This invention discloses an immersive interactive teaching system and method for historical geography based on VR and AI, belonging to the field of smart education technology. The system comprises five main parts: a cloud-based knowledge base module, an AI intelligent interaction engine module, a VR 3D scene rendering module, a classroom management module, and a terminal application module. The cloud-based knowledge base includes historical geography materials aligned with primary and secondary school curriculum standards, a corpus of historical figures' dialogues, and 3D geographical data. The AI ​​intelligent interaction engine integrates speech recognition, semantic understanding, anthropomorphic speech synthesis, and intelligent narration functions, enabling real-time voice dialogue with virtual historical figures and automatic explanation of scene knowledge points. The VR 3D scene rendering module completes historical scene restoration, global geographical landscape modeling, and dynamic geographical movement simulation. The classroom management module enables unified teacher instruction, interactive question-and-answer sessions, and learning data analysis. This invention constructs an immersive learning scenario through VR technology and combines it with a vertically fine-tuned AI model to achieve free interaction, solving the problems of abstract and boring traditional history and geography teaching, poor interactivity, and high memorization difficulty. It features high scene fidelity, flexible interaction, strong teaching adaptability, and multi-terminal compatibility, and can be widely applied to regular primary and secondary school classrooms, after-school extension activities, and research-based learning scenarios.

Description

Technical Field

[0001] This invention relates to the fields of smart education, virtual reality technology, and artificial intelligence human-computer interaction technology, specifically to a VR and AI-based immersive interactive teaching system and method for historical geography. Background Technology

[0002] History and geography are core humanities courses in primary and secondary schools. Both subjects present teaching challenges due to their abstract content, large temporal and spatial span, and difficulty in visualizing the concepts. Traditional teaching methods rely on textbooks, blackboards, static images, and short videos, allowing students to passively receive textual information without intuitively experiencing historical scenes and geographical features. This results in superficial understanding and low retention rates. With the development of digital education, some schools have introduced VR devices for supplementary teaching. However, existing VR teaching products have significant shortcomings: First, they only support preset videos and fixed scene playback, lacking human-computer interaction capabilities, preventing students from actively asking questions or interacting with virtual characters. Second, they fail to integrate AI technology for intelligent explanation and Q&A, creating a disconnect between the scenes and knowledge points. Third, the content does not align with national primary and secondary school curriculum standards, resulting in a fragmented curriculum system that is unsuitable for regular classroom teaching. Fourth, they lack unified classroom management and learning statistics functions, making it difficult for teachers to monitor student learning progress. Meanwhile, existing human-computer interaction AI models are mostly general-purpose models, lacking specialized training for history and geography, making them prone to factual errors and geographical data biases, and unable to meet the requirements of rigorous teaching scenarios. Based on these shortcomings of existing technology, there is an urgent need to develop a dedicated teaching system that integrates VR immersive scenarios, AI intelligent dialogue, curriculum-synchronized courses, and intelligent classroom management. Summary of the Invention

[0003] The purpose of this invention is to provide an immersive interactive teaching system and method for historical geography based on VR and AI, to solve the problems mentioned in the background. To achieve the above objective, this invention provides the following technical solution: an immersive interactive teaching system for historical geography based on VR and AI, including a cloud knowledge base module, an AI intelligent interaction engine module, a VR 3D scene rendering module, a classroom management module, and a terminal application module. The cloud knowledge base module is the data core of the entire system, classifying and storing knowledge points from historical geography textbooks for all grade levels, biographical materials of historical figures, archaeological reconstruction scene data, global satellite geographic 3D data, a synchronized question bank, historical classics and documents, and geographic surveying parameters; it also has a built-in content verification unit, which eliminates errors in historical common sense and deviations in geographic data through dual database comparison, ensuring the rigor of teaching content. The knowledge base supports online updates in the cloud and can synchronize with the latest textbooks, curriculum standards, and extended courses. The AI ​​intelligent interaction engine module is the interactive core of the system, which completes vertical fine-tuning of the history and geography discipline based on a general large model. All training materials are taken from official textbooks, authoritative historical materials, and geographic survey reports, ensuring that the output content is compliant and accurate. The module includes a speech recognition unit, a semantic analysis unit, an intelligent explanation unit, a virtual character dialogue unit, and a speech synthesis unit. The speech recognition unit collects voice commands from students and teachers, performs noise reduction, and converts them to text. The semantic analysis unit identifies the intent of the question and matches it with corresponding content from the cloud-based knowledge base. The intelligent explanation unit automatically broadcasts knowledge points, exam points, and common mistakes based on the current VR scene. The virtual character dialogue unit drives virtual historical figures to provide human-like responses. The speech synthesis unit converts text content into natural speech output. The VR 3D scene rendering module is divided into historical scene sub-units and geographical scene sub-units. The historical scene sub-unit recreates ancient cities, historical event scenes, and dynamic character storylines at a 1:1 scale based on archaeological data and ancient records, supporting free roaming and scene perspective switching. The geographical scene sub-unit recreates mountains, rivers, landforms, and climate zones, dynamically simulating geographical processes such as plate tectonics, volcanic eruptions, atmospheric circulation, and ocean current changes. The module incorporates an anti-dizziness optimization unit and a frame rate adaptation unit, optimizing screen movement speed, frame rate, and field of view for primary and secondary school students' usage habits, and is compatible with mainstream educational VR all-in-one devices and PC-based VR devices. The classroom management module is designed for instructors and features functions such as classroom start / stop, scene synchronization, access control, quiz distribution, data statistics, and learning analysis. Teachers can centrally control the VR scene progress for all students and prohibit irrelevant operations; they can also publish in-class quizzes such as multiple-choice and open-ended questions with a single click; the system automatically collects answer data, learning time, and interaction frequency, generating a visual learning report that highlights common weak points in the class. It also supports multi-user online functionality, enabling collaborative inquiry-based learning in small groups.The terminal application module is divided into three types of terminals: teacher preparation terminal (computer / tablet), used for course selection, courseware editing, classroom management, and viewing learning reports; student VR learning terminal (VR all-in-one machine), used for immersive scene experience, voice interaction, and interactive question-and-answer; and backend management terminal, used for account management, device management, knowledge base maintenance, and system parameter settings. This invention also provides a VR and AI-based immersive interactive teaching method for history and geography, with the following specific steps: 1. Pre-class preparation: Teachers log in to the preparation terminal, retrieve the corresponding history or geography course from the cloud knowledge base according to the grade level and textbook version, and pre-set interactive questions and key points for classroom explanation. 2. Classroom access: Students wear VR terminals and log in to the system, automatically connecting to the classroom room, with all terminals simultaneously loading the 3D teaching scene. 3. Immersive learning and interaction: The system activates AI intelligent explanation, combining the scene with real-time explanation of knowledge points; students can freely roam the scene, clicking on models within the scene to trigger explanations of specific knowledge points; students can ask questions to the system via voice or call upon virtual historical figures for dialogue, with the AI ​​engine responding in real time. 4. Classroom Interaction and Assessment: Teachers use the management module to assign in-class exercises and interactive tasks, which students complete on VR terminals. Answers are uploaded to the system in real time. 5. Post-Class Summary: After the class, the system automatically compiles all class learning data and generates a learning analysis report. Teachers adjust subsequent teaching plans based on the report; all learning data is synchronously archived in the cloud knowledge base.

[0004] Compared with the prior art, the present invention has the following beneficial effects: 1. Immersive Learning Experience: Utilizing VR 3D modeling technology, historical scenes and global geographical landscapes are recreated in a 1:1 scale, dynamically simulating geographical movements. This breaks down the limitations of time and space, visualizing abstract knowledge points and significantly enhancing students' learning interest and knowledge retention. 2. Deep AI Intelligent Interaction: Employing subject-specific fine-tuned models, students can freely engage in voice dialogue with virtual historical figures, with automatic scene explanations and real-time Q&A. Unlike traditional fixed-script VR products, this offers stronger interactivity and exploratory features. 3. High Adaptability to Teaching: The entire course strictly aligns with national primary and secondary school curriculum standards and the Ministry of Education's textbooks, featuring a synchronized question bank and learning analysis functions. It is fully compatible with regular classroom teaching, requiring no additional lesson preparation or modification by teachers. 4. Safe and Rigorous Content: Built-in dual content verification mechanisms prevent errors in historical and geographical knowledge points from the source, meeting campus teaching compliance requirements. 5. Strong Device Compatibility: The lightweight and optimized scenes are compatible with mainstream educational VR devices, computers, tablets, and other terminals. Schools can implement it without significant hardware modifications, making it a low-barrier-to-entry solution. 6. Intelligent teaching management: Integrated classroom management, data statistics, and student learning analysis functions reduce teachers' teaching burden and achieve precise teaching.

[0005] Detailed Implementation: The present invention will be further described in detail below with reference to specific embodiments. Embodiment 1: Application in History Courses (Tang Dynasty Urban Culture Course) Teachers select the junior high school history course "Social Landscape of the Tang Dynasty" on their lesson preparation terminals, and all students' VR terminals simultaneously load a 3D scene of Chang'an, the capital of the Tang Dynasty. AI automatically explains the urban layout, commercial system, and folk culture of the Tang Dynasty; students can roam in the scene, have voice conversations with virtual figures such as Li Bai and street vendors, and ask questions related to Tang Dynasty poetry and customs; teachers release in-class quizzes midway through the course, and students answer them on the spot. After the course ends, the system automatically calculates the accuracy rate of answers and the mastery of knowledge points. Example 2: Application in Geography Curriculum (Plate Tectonics and Volcanic Landforms) The system loads a 3D model of global plates, dynamically simulating the entire process of plate drift, collision, and volcanic eruption. AI simultaneously explains plate tectonics, the principles of volcanic formation, and the characteristics of landform distribution; students can manually drag and drop the model, switch perspectives to observe details, and click on mountain and volcano models to trigger explanations of specific knowledge points; for easily confused knowledge points, AI automatically performs comparative analysis. This invention adopts a local deployment + cloud update architecture, can run smoothly in a campus intranet environment, and the cloud regularly pushes new courses, scene models, and knowledge base updates, allowing for continuous iterative upgrades. This invention is not only suitable for regular primary and secondary school classrooms, but can also be applied to after-school clubs, off-campus study tours, science museums, and other scenarios, with a wide range of applications. Example 2: Geography Curriculum Application (Plate Tectonics and Volcanic Landforms) The system loads a 3D model of global plates, dynamically simulating the entire process of plate drift, collision, and volcanic eruption. AI simultaneously explains plate tectonics, the principles of volcanic formation, and the characteristics of landform distribution; students can manually drag and drop the model, switch perspectives to observe details, and click on mountain or volcano models to trigger explanations of specific knowledge points; for easily confused knowledge points, AI automatically performs comparative analysis. This invention adopts a local deployment + cloud update architecture, can run smoothly in a campus intranet environment, and the cloud regularly pushes new courses, scene models, and knowledge base updates, allowing for continuous iterative upgrades. This invention is not only suitable for regular primary and secondary school classrooms, but can also be applied to various scenarios such as after-school clubs, off-campus study tours, and science museums, with a wide range of applications.

Claims

1. A VR and AI-based historical geographical immersive interactive teaching system, characterized in that, It includes: a cloud-based knowledge base module, an AI intelligent interaction engine module, a VR 3D scene rendering module, a classroom management module, and a terminal application module. The cloud-based knowledge base module stores knowledge points from primary and secondary school history and geography curriculum standards, a corpus of historical figures' dialogues, historical scene materials, global 3D real-world geographic data, a teaching question bank, and student learning data. The AI ​​intelligent interaction engine module communicates with the cloud-based knowledge base module and includes a speech recognition unit, a semantic analysis unit, an intelligent explanation unit, a virtual character dialogue unit, and a speech synthesis unit. It receives user voice commands and completes knowledge point analysis and virtual historical character dialogue. The system features real-time dialogue and synchronized scene explanations. The VR 3D scene rendering module is connected to the cloud-based knowledge base module and the AI ​​intelligent interaction engine module, respectively, to load and render historically restored scenes and 3D geographical features, simulating dynamic geographical movement processes and enabling free scene roaming and interactive operations. The classroom management module is used by teachers to uniformly manage classroom progress, distribute in-class quizzes, collect student learning data, and generate learning analysis reports. The terminal application module includes a teacher preparation terminal, a student VR learning terminal, and a backend management terminal, used to enable multi-role login, course loading, classroom interaction, and device management.

2. The system of claim 1, wherein, The cloud-based knowledge base module includes a content verification unit, which performs dual verification on historical events, geographical data, and dialogue content to avoid errors in knowledge points and deviations from historical facts.

3. The system of claim 1, wherein, The AI ​​intelligent interaction engine module is based on a general large model and is vertically fine-tuned. The training dataset is limited to primary and secondary school history and geography textbooks, curriculum standard test points, historical classics, and geographical surveying data. The output content strictly matches the teaching syllabus.

4. The system of claim 1, wherein, The VR 3D scene rendering module also includes an anti-dizziness optimization unit and a frame rate adaptation unit, which are used to optimize the image rendering effect, adapt to different specifications of educational VR devices, and reduce the dizziness of students wearing them.

5. The system of claim 1, wherein, The VR 3D scene rendering module is divided into a historical scene sub-unit and a geographical scene sub-unit. The historical scene sub-unit is used to restore historical events, ancient buildings, and dynamic storylines of characters. The geographical scene sub-unit is used to simulate plate tectonics, ocean current changes, climate evolution, and display detailed topography.

6. The system of claim 1, wherein, The classroom management module has a built-in online interactive unit, which supports multiple VR terminals to enter the same teaching scene simultaneously, enabling group exploration, classroom quizzes, and interactive knowledge point competitions.

7. A VR and AI-based historical geographical immersive interactive teaching method applied to the system of any one of claims 1-6, characterized in that, The process includes the following steps: S1. Teachers log into the system through their lesson preparation terminal, select the corresponding grade and class period for history or geography from the cloud knowledge base, and start classroom teaching. S2. Students wear VR learning terminals to access the system, and a three-dimensional teaching scene is loaded synchronously, entering an immersive learning environment. S3. The system automatically triggers the AI ​​intelligent explanation unit, which explains the corresponding knowledge points in conjunction with the current scene. Students can ask questions via voice, and the AI ​​intelligent interaction engine matches the knowledge base content to provide answers, or trigger virtual historical figures for real-time dialogue interaction. S4. Teachers issue in-class quizzes and interactive tasks through the classroom management module, and students complete the answers on the VR terminal. The data is transmitted back to the system in real time. S5. After the course ends, the system automatically calculates the learning time, answer accuracy, and knowledge gaps of all students, generates a class learning analysis report, and pushes it to the teacher's terminal.

8. The teaching method of claim 7, wherein, In step S3, when students click on buildings, landforms, or character models in the scene, the system automatically retrieves the corresponding knowledge points and provides explanations via pop-up windows and voice.

9. The teaching method of claim 7, wherein In step S3, the dialogue content of the virtual historical figures is constrained by the cloud-based knowledge base, strictly matching the figure's identity, the era in which they live, and the knowledge points in the textbook.