虚拟学习环境中关于高职汽车专业教学的“认知负荷”研究  

Research on“Cognitive Load”in Virtual Learning Environment for Automobile Major Teaching in Higher Vocational Education

作　　者：魏莹[1] WEI Ying(Lanzhou Vocational Technical College,Lanzhou Gansu 730070,China)

机构地区：[1]兰州职业技术学院,甘肃兰州730070

出　　处：《信息与电脑》2024年第13期215-218,共4页Information & Computer

基　　金：甘肃省教育科学“十四五”规划课题,项目名称:虚拟现实技术对高等职业教育汽车专业教学变革的研究(项目编号:GS[2022]GHB1984)。

摘　　要：虚拟环境中的学习具有沉浸感强、感官刺激逼真、游戏式学习体验的特点,能有效吸引学生并提升教学效果,但也会导致认知负荷超载。本文重点研究在高职汽车专业教学中虚拟现实技术(Virtual Reality,VR)的应用以及如何减少认知负荷现象。通过实验、问卷调查、面对面座谈等形式探究了在VR教学课程中出现的认知负荷。研究发现,38.81%的学生在VR课程学习中出现信息量过载现象,其中34.33%表示这会影响他们的学习效果。通过优化课程设计、加强教师引导等措施可有效缓解认知负荷问题。本研究为高职汽车专业VR教学的改进提供了实证依据和实践指导。Learning in virtual environments is characterized by strong immersion,realistic sensory stimulation,and gaming learning experiences,which can effectively attract students and enhance teaching effectiveness.However,it may also lead to cognitive overload.This study focuses on the application of VR technology in automobile major teaching in higher vocational education and how to reduce cognitive load phenomena.Through experiments,questionnaires,and faceto-face interviews,we explored the cognitive load that appears in VR teaching courses.The study found that 38.81%of students experienced information overload in VR courses,among which 34.33%indicated that this would affect their learning effectiveness.Cognitive load issues can be effectively alleviated through optimizing course design and enhancing teacher guidance.This study provides empirical evidence and practical guidance for improving VR teaching in automobile majors in higher vocational education.

关 键 词：VR 认知负荷 汽车专业 高职教育 

分 类 号：TP393.08[自动化与计算机技术—计算机应用技术]