Research On The Application Of Generative Learning Strategy In Immersive Virtual Teaching

The development and widespread application of virtual reality technology in education and teaching meets the real needs of education development and education informatization construction.Any envisioned educational teaching environment can be realized through virtual reality technology,and its immersion,interactivity and conceptualization enable students to immerse themselves in experiencing learning objects and teaching processes.At the same time,it has given rise to new educational teaching models and methods,but virtual reality technology has no clear contribution to teaching effectiveness.There is a growing awareness that the usefulness of technology does not play a decisive role,but rather the teacher’s grasp of instructional design.Through a review of the research background and the current state of domestic and international research,this study found that instructional design incorporating generative learning strategies has the potential to contribute to the effectiveness of immersion instruction.After analyzing the applicability of generative learning strategies,the learning characteristics of secondary school students,and the subject curriculum,we decided to use generative summarization and drawing strategies to start teaching and learning,and to integrate the appropriate strategies into the immersive virtual reality instructional design.The study focused on the theme of "whether generative learning strategies contribute to the quality of immersion instruction" in secondary classrooms.Therefore,this study determined "whether the use of generative summarization strategies enhances the quality of immersion instruction compared to no-strategy immersion","whether the use of generative drawing strategies enhances the quality of immersion instruction compared to continuous and complete learning immersion",and "whether the use of generative learning strategies enhances the quality of immersion instruction compared to continuous and complete learning immersion".The three research questions were "Generative learning strategies promote the path of immersion learning".Based on the three questions,we conducted a survey on the current situation of virtual reality education,interviewed teachers and students in the field,and finally selected eighth grade students in junior high school for immersive virtual reality geography teaching.The experimental teaching identified the independent variables as the use of generative learning strategies and the dependent variables as six dimensions: learning interest,learning motivation,learning satisfaction,mental flow experience,cognitive load,and learning performance,among which learning performance was divided into objective and subjective responses by question type.These six dimensions are the evaluation indicators for this study to determine whether generative learning strategies can enhance the effectiveness of immersion instruction.After comparing the data from the three experimental classes,the results of this study showed that,compared to the control group that did not use the strategies,the generative summarizing strategy and drawing strategy not only reduced the cognitive load that was not conducive to immersion instruction,but also more consistently improved the learning experience and subjective question performance,but did not have a significant effect on the objective question performance,indicating that the generative summarizing strategy and drawing strategy had a significant The effect of generative summarization and drawing strategies on immersive virtual reality instruction was significant.A further comparative analysis of the learning experience and learning performance of the summarization and drawing strategies showed that there was no significant difference between these two strategies in this immersion.In order to deeply explore the intrinsic influential paths of students’ immersive virtual reality learning under generative learning strategies.Guided by the relevant theories,a structural equation model of influencing immersive virtual reality learning was constructed.In terms of the paths of action of each dimension,first,the teacher’s guidance and handling of materials,as well as students’ recognition of the device environment(instructional design)significantly contribute to increased motivation for learning interest,which generates learning mind flow and promotes higher subjective answer scores;second,the teacher’s lack of explicit guidance in immersion can cause students’ cognitive load to be too high,resulting in poor subjective answer results.Finally,this study proposes suggestions to improve the quality of immersion instruction in order to provide researchers with new perspectives on immersion research,thereby facilitating student learning and efficiently improving teaching quality.In summary,immersion instruction using generative learning strategies is effective in enhancing student learning performance,maintaining learning experiences,and generally improving learning outcomes;the results of the path analysis reaffirm that technology plays a supporting role in teaching and learning,and that immersive virtual reality instructional design is the key element in improving teaching quality.The immersive teaching of generative learning strategies effectively improves teaching effectiveness and promotes the deep integration of immersive virtual reality with secondary education,which is of great significance to promote education informatization.