具身认知
功能可见性
手势
计算机科学
虚拟现实
人机交互
集合(抽象数据类型)
代理(哲学)
光学(聚焦)
多媒体
人工智能
社会学
社会科学
光学
物理
程序设计语言
作者
Mina C. Johnson-Glenberg
标识
DOI:10.3389/frobt.2018.00081
摘要
This article explores relevant applications of educational theory for the design of immersive virtual reality (VR). Two unique attributes associated with VR position the technology to positively affect education: 1) the sensation of presence, and 2) the embodied affordances of gesture and manipulation in the 3rd dimension. These are referred to as the two profound affordances of VR. The primary focus of this article is on the embodiment afforded by gesture and 3D for learning. The new generation of hand controllers induces embodiment and agency via meaningful and congruent movements with the content to be learned. Several examples of gesture-rich lessons are presented. The final section includes an extensive set of design principles for immersive VR in education, and finishes with the Necessary Nine which are hypothesized to optimize the pedagogy within a lesson.
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