基于虚拟现实的启动框架和技术实现，以改善专上学生的学习心态和学业成绩
A VR-based Priming Framework and Technology Implementation to Improve Learning Mindsets and Academic Performance in Post-Secondary Students
摘要：
最近的研究表明，在过去的几年里，北美大多数中学后学生“感到压倒性的焦虑”，对幸福感和学习成绩产生了负面影响。进一步的研究表明，其他情绪、偏见、看法和消极思想也会同样影响学生的学习成绩。为了解决这个问题，我们将这些适得其反的心态（包括焦虑）归类为稀缺性思维，这是一种自我限制的观点，它占用了学习等基本过程所需的认知带宽，以满足更关键的需求或感知到的不便。通过对认知科学，学习理论和思维方式以及适合解决稀缺思维局限性的当前技术方法的多学科文献分析，我们确定了帮助学生过渡到更积极的抽象思维的策略。我们证明，这些启动干预策略可以转移到领先的数字环境，特别是虚拟现实（VR）。提供进一步的见解，我们以前提出的两项研究的结果，我们认为，启动相关的准备活动和上下文启动干预转移到虚拟现实环境。因此，建立在我们的多学科研究的见解，我们提出了一个全面的启动模型，利用启动技术在一个迭代的过程中称为循环启动方法（CPM）。这些干预策略可以侧重于学生的准备，动机，反思，学习环境的背景，以及学习过程的其他方面。在CPM的基础上，我们进一步提出了一个技术实现VR称为虚拟现实体验启动（VREP），并讨论了过程中嵌入CPM/VREP活动的经验学习理论（ELT）周期。
英文摘要：
Recent research indicates that most post-secondary students in North America "felt overwhelming anxiety" in the past few years, negatively affecting well-being and academic performance. Further research revealed that other emotions, biases, perceptions, and negative thoughts, can similarly affect student academic performance. To address this problem, we classify these counterproductive mindsets, including anxiety, into Scarcity Mindset, a self-limiting perspective that appropriates cognitive bandwidth required for essential processes like learning in favour of addressing more critical needs or perceived insufficiencies. Through a multi-disciplinary literature analysis of ideas in cognitive science, learning theories and mindsets, and current technology approaches that are suited to address the limitations of scarcity thinking, we identify strategies to help transition students to a more positive Abundance Mindsets. We demonstrate that these priming intervention strategies can transfer to leading-edge digital environments, particularly Virtual Reality (VR). Offering further insights into the findings of our two previously presented studies, we argue that priming interventions related to preparatory activities and the context priming are transferable to virtual reality environments. As such, building on our multidisciplinary research insights, we propose a comprehensive priming model that exploits priming techniques in an iterative process called Cyclical Priming Methodology (CPM). These intervention strategies can focus on student preparation, motivation, reflection, the context of the learning environment, and other aspects of the learning process. Building on CPM, we further propose a technology implementation within VR called Virtual Reality Experience Priming (VREP) and discuss the process to embed CPM/VREP activities within the Experiential Learning Theory (ELT) cycle.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
