Research on the Teaching Practice of Art Based on Virtual Reality Technology and Analysis of the Effect of Teaching Practice

DOI

10.2991/978-94-6463-172-2_231How to use a DOI?

Keywords

Virtual reality technology; Teaching Art in Primary Schools; Teaching practice; Artistic aesthetics

Abstract

With the development and popularity of virtual reality technology, today’s teaching methods and learning styles are changing. Many teaching activities today are exploring the integration of virtual technology, yet the specific effects are difficult to test. The author uses “VR teaching” and “traditional teaching” as a comparison. Three core research questions are answered.” Learners’ acceptance of using virtual reality technology in teaching, whether virtual reality technology can promote creativity, and whether virtual reality technology facilitates learning. This paper first compares the application and exploration of virtual reality technology in education and teaching at home and abroad, and its current status in art teaching. By introducing virtual reality technology to the experimental group in different teaching sessions, the VR software platform and VR hardware headset were used to assist teaching, while the control group was conducted in the traditional teaching mode, and the learners’ participation and mind flow status were collected after the experiment so as to conduct a comprehensive analysis. Students’ works in different teaching formats were scored, corresponding to the indicators, and analyzed. VR teaching differs from traditional in form. In traditional education classes there are always students who are distracted, reading extracurricular books or other novels, and in some cases even skipping class, all of which indicate that students are not interested in this type of class. Traditional education is a passive way for students to gain knowledge from the teacher’s lectures, which makes learning boring and often does not yield good results if students lack initiative and motivation. VR teaching makes knowledge more interesting, and it has the three characteristics of immersion, interactivity and spatiality, so that students are fully engaged in the three-dimensional virtual environment space constructed by the simulation system. Through visual, auditory and behavioral interaction to perceive that environment, enhance students’ interest degree, imagination. It is possible to turn difficult knowledge points and some concepts into videos or pictures with the help of VR panoramic technology, which makes it easier for students to understand by virtue of their visual experience. This paper examines the analysis and study of student learning outcomes under the teaching techniques of virtual reality technology. New teaching techniques can be used more often in future teaching.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Jiaqi Yang
PY  - 2023
DA  - 2023/06/30
TI  - Research on the Teaching Practice of Art Based on Virtual Reality Technology and Analysis of the Effect of Teaching Practice
BT  - Proceedings of the 2023 4th International Conference on Education, Knowledge and Information Management (ICEKIM 2023)
PB  - Atlantis Press
SP  - 2074
EP  - 2083
SN  - 2589-4900
UR  - https://doi.org/10.2991/978-94-6463-172-2_231
DO  - 10.2991/978-94-6463-172-2_231
ID  - Yang2023
ER  -