Research On The Design And Application Of Virtual Teaching Situation Based On Leap Motion

With the continuous deepening of educational reform,it puts forward higher requirements for the creation of teaching situations: it is required to pay attention to the interaction between students’ bodies and the environment in the teaching situation,and to pay attention to the participation of students’ bodies in classroom teaching activities.However,under the influence of the traditional teaching concept of "detachment",there is often a lack of teaching situations that emphasize body cognition in the classroom.The embodied cognition theory,which adheres to the viewpoint of "cognition is rooted in the body",provides a theoretical basis for promoting the optimization and upgrading of teaching situations.With the development of emerging technologies such as artificial intelligence,big data,and virtual reality（VR）,these technologies have greatly enriched the means to support the creation of teaching situations.In particular,somatosensory VR can better highlight the interaction between users and situations.There are many successful application cases in disciplines such as sports,art,and English,which make embodied learning have a broader space for development.Therefore,creating a virtual teaching situation with somatosensory as an interactive way can provide a solution to realize the embodied teaching situation.This research starts with the construction of the abstract design model,and realizes the concrete design of the virtual teaching situation step by step.First of all,the theoretical basis for creating a virtual teaching situation is combed and analyzed.By sorting out the existing literature and analyzing the structural elements of virtual teaching situation,it is concluded which relationships between elements should be paid attention to when designing.And analyze the relationship between embodied cognition theory,situational cognition theory and flow theory.These two aspects lay the foundation for the design of virtual teaching situation.First of all,the theoretical basis for creating a virtual teaching situation is combed and analyzed.By combing the existing literature and analyzing the structural elements of the virtual teaching situation,it is concluded that the elements and their relationships should be paid attention to when designing.And analyze the relationship between embodied cognition theory,situational cognition theory and flow theory in guiding virtual teaching situation design.These two aspects lay the foundation for the design of virtual teaching situation.Then,the design principles of virtual teaching situations are deduced based on three theories.The design dimension is abstracted from the design principles,and then the design strategy elements in the successful cases are extracted by reading a large number of excellent literature.Afterwards,the Kano model is used to merge the design strategy elements extracted in the previous step,and summarize which elements will bring a better experience to the situation subject,and analyze which elements should be reflected in the design,so as to better guide the later design.Next,construct the virtual teaching situation design model.The framework of the user experience element model is integrated with the SECI knowledge transformation process and the above-mentioned design principles and strategic elements to construct a virtual teaching situation design model.The model is from abstract to concrete,including the determination of situational subject needs and situational goals,information architecture design,visual interface design,etc.,and the layers are interconnected and logically reasonable.Finally,the virtual teaching situation design and teaching application are carried out by taking the elementary science "The Movement of the Earth" as a specific case.The specific application of the virtual teaching situation design model is reflected in each level design for the reference of relevant researchers.After developing the virtual teaching situation resources of this case,carry out teaching practice in the classroom,and verify the effectiveness of its design and application through comparative experiments.The results of the study found that,compared with the traditional teaching situation,the embodied virtual teaching situation with gesture and somatosensory as the interactive form can better promote the development of students’ scientific cognition and scientific inquiry ability,and can bring students a better interactive experience.On the basis of inferring the structural elements of the virtual teaching situation,the innovation of this research lies in:（1）The classification of the design strategy elements of the virtual teaching situation and the construction of the model.Under the abstract principle dimension,from a qualitative point of view,the elements of each design strategy are extracted,and from a quantitative point of view,the Kano model is used to classify the elements of the design strategy,so that the design process has more scientific and specific guidance;based on user experience The element-level model focuses on the transformation process of explicit and tacit knowledge and integrates design principles and strategic elements to construct a virtual teaching situation design model.（2）Based on the above design model,provide a more logical design and development process of virtual teaching situations,from abstract to concrete,provide methods to realize each level in the model,and gradually complete the design and development of virtual teaching situations,so that The design theory is more referential,and it is more feasible for other researchers to refer to it.