虚拟现实在静电学教学中的应用：培训的影响
Using Virtual Reality in Electrostatics Instruction: The Impact of Training
摘要：
近年来，人们对使用虚拟现实（VR）技术来帮助教学，特别是在物理和相关学科中的兴趣重新抬头。随着VR设备的改进和更广泛的应用，关于VR对学生学习的影响以及如何在课堂上最好地使用这项技术，仍然存在许多未回答的问题。例如，在静电学方面，Smith等人（2017 \cite{smith17}）进行的一项大型对照随机研究发现，与视频或图像相比，基于VR的教学对学生学习的影响总体上可以忽略不计。然而，他们确实发现了一个强烈的趋势，即那些经常玩视频游戏的学生从VR中学习得比其他媒体更好。对这一结果的一种可能的解释是，延长的视频游戏提供了一种“训练”，使学生能够在虚拟环境中更舒适地学习。在目前的工作中，我们认为，如果一个VR培训活动，是无关的静电可以帮助学生准备学习静电从随后的VR指令。我们发现，初步的VR培训导致一个小的，但统计学上显着改善学生的表现对我们的静电评估。我们还发现，学生报告的游戏仍然与这个指标的较高分数相关。
英文摘要：
Recent years have seen a resurgence of interest in using Virtual Reality (VR) technology to benefit instruction, especially in physics and related subjects. As VR devices improve and become more widely available, there remains a number of unanswered questions regarding the impact of VR on student learning and how best to use this technology in the classroom. On the topic of electrostatics, for example, a large, controlled, randomized study performed by Smith et al. 2017\cite{smith17}, found that VR-based instruction had an overall negligible impact on student learning compared to videos or images. However, they did find a strong trend for students who reported frequent video game play to learn better from VR than other media. One possible interpretation of this result is that extended videogame play provides a kind of "training" that enables a student to learn more comfortably in the virtual environment. In the present work we consider if a VR training activity that is unrelated to electrostatics can help prepare students to learn electrostatics from subsequent VR instruction. We find that preliminary VR training leads to a small but statistically significant improvement in student performance on our electrostatics assessment. We also find that student reported game play is still correlated with higher scores on this metric.
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