Application and Teaching Practice of Virtual Simulation Technology Based on Cognitive Perspective

• Published in: Proceedings - 2022 2nd International Conference on Big Data Engineering and Education, BDEE 2022
• Main Author: Zhe W.; Lijuan X.; Juan H.; Xue L.; Yunmei Z.
• Format: Conference paper
• Language: English
• Published: Institute of Electrical and Electronics Engineers Inc. 2022
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146288162&doi=10.1109%2fBDEE55929.2022.00044&partnerID=40&md5=f0b3bf417259e0e637d3ba9cdbf1221f

On the one hand, it is beneficial for students to complete the internalization of knowledge by constructing a real learning environment and designing a reasonable human-computer interaction way to let students' body senses and actions participate in the process of mental cognition, so as to increase the meaningful interaction between human-computer (object) environment. On the other hand, currently immersive VR mostly belongs to the customization of application scenarios. Individual VR learning takes a long time, and VR independent devices are still unable to support students' centralized parallel learning. In particular, the cognitive laws of limited attention model, cognitive load and attention shift, embodied cognition and so on suggest that existing educators can carry out practical training after the teaching of system theory to strengthen the internalization of practical cognition through immersive application scenarios. As for the centralized class teaching, the combination of early theory (including case) explanation with course ideology and politics, teachers' own knowledge and experience, external output ability, and the diversity, expansion and flexibility of teaching methods and tools application still have advantages for students' systematic theoretical learning under the guidance of teachers. This paper takes the fire safety training of the warehouse management course combined with the VR intelligent warehouse practice training system as an example, the teaching practice is explored. © 2022 IEEE.