虚拟现实技术在实验室安全教育中的应用效果研究——基于柯氏评估模型的实证分析

Performance Evaluation of Virtual Reality Application in Laboratory Safety Education:——Based on Kirkpatrick Model

虚拟现实技术(Virtual Reality,简称VR)的沉浸性、交互性、构想性特点催生了新的学习环境。在教育领域,VR应用主要有两种形态,即沉浸式VR和桌面式VR。为了探究这两种不同类型VR在学习效果上的差异,文章以柯氏评估模型为研究框架,以117名大学一年级学生为研究对象,以实验室安全教育培训为研究内容,开展了前—后测控制组实验研究。研究发现:(1)在反应层,沉浸式VR和桌面式VR在感知愉悦性方面没有显著差异,沉浸式VR在提升内在动机和自我效能方面效果更为显著;(2)在学习层,两种类型VR在知识保持测验方面没有显著差异;(3)在行为层,沉浸式VR在学习迁移考核方面效果更为显著。这些发现为VR在教育培训活动中的有效应用和绩效评估提供了参考。

The immersive,interactive and conceptual characteristics of virtual reality technology have given birth to a new learning environment.There are two main forms of VR applications in the education field,namely immersive VR and desktop VR.In order to explore the differences in the learning effects between these two different types of VR,the Kirkpatrick Model was used in this paper as the research framework,117 first-year university students as the research objects,and the laboratory safety training as the research content to conduct a pretest-posttest control group experimental study.The results indicated that:(1)At the reaction level,there is no significant difference between immersive VR and desktop VR in enjoyment ratings,and immersive VR is more effective in enhancing intrinsic motivation and self-efficacy.(2)At the learning level,there is no significant difference between the two types of VR in the knowledge retention test.(3)At the behavior level,immersive VR is more effective in learning transfer assessment.These findings provide references for the effective application and performance evaluation of VR technology in education and training activities.