【作 者】：
李 欣， 沈夏林， 黄 晓， 王 勋
【关 键 词 】：
沉浸式虚拟现实； 空间线索； 可视化； 程序性知识； 虚拟实验； 凸透镜成像
【栏 目】：
学习环境与资源
【中文摘要】：
程序性知识的学习具有情境性、实践性和应用性的特征，关注方法和能力的获得，是学生通过传统方法难以获知的，而采用IVR技术的虚拟实验系统通常具有增强性（Engagement）、再现性（Evocation）和证据性（Evidence）的特征，有助于程序性知识的理解与应用。研究以“凸透镜成像”这一学生难以理解的重要科学主题为例，通过实验研究，探索沉浸式虚拟实验中加入可视化空间线索对学生凸透镜成像中的理解与应用这两个目标维度的影响。基于自主开发的沉浸式光学虚拟实验系统——Optical IVRLab，选择了48名初中学生随机分配成两组，其中一组为实验组，在包含空间线索的虚拟实验系统中测试，对照组则不包含空间线索。通过前、后测以及对比分析实验组与对照组的t检验数据发现，沉浸式VR的可视化空间线索在科学概念的学习中，有助于个体的陈述性知识向程序性知识迁移。在沉浸式虚拟现实环境中的可视化“图式”建构，适用于面向空间且包含不可见物理量的抽象概念的程序性知识学习。
【英文摘要】：
The learning of procedural knowledge has the characteristics of being situational, practical and applicable, focusing on the acquisition of methods and abilities, which are difficult for students to learn through traditional methods. While the virtual experimental system based on IVR technology has the features of engagement, evocation and evidence, which is conductive to the understanding and application of procedure knowledge. Taking "convex lens imaging", an important scientific topic difficult for students to understand, as an example, this paper explores the influence of visual spatial cues added in immersive virtual experiments on students' understanding and application of convex lens imaging. Based on Optical IVRLab, a self-developed immersive optical virtual experiment system, 48 junior high school students are randomly assigned into two groups. One group, the experimental group, is tested on a virtual experimental system that contains spatial cues, but the control group doesn't have while teaching. Based on pre-test and post-test as well as the t-test of the experimental group and control group, it is found that when learning scientific concepts, the visual spatial cues of immersive VR are beneficial for the transfer of individual declarative knowledge to procedural knowledge. The construction of visual "schema" in an immersive VR environment is suitable for the procedural knowledge learning that is space-oriented and contains abstract concepts of invisible physical quantities.