Research On The Design And Application Of Learning Scaffolds In VR Videos

The development of education technology has profoundly affected education teaching and brought more possibilities for education.VR videos based on virtual reality technology are highly practical,with the advantages of low development cost,low technical difficulty and high cost performance,and can not only be played on HMDs,cell phones and computers,but also provide immersive experiences for learners,which has a wide application prospect in teaching.However,due to the panoramic view and linear narration of VR videos,as well as the limited information processing ability of learners,it is easy for learners to miss or ignore important learning contents in a limited time,which affects the cognitive processing of learners’ attention selection,organization processing and integration,and reduces the learning effect.Therefore,it is necessary to embed learning scaffolds in the VR video immersive learning environment to provide help for learners,support learners’ attentional selection,organizational processing and integration and other learning processes,and enhance the learning effect of VR videos.Supported by theories such as multimedia cognitive learning theory,multimedia picture linguistics theory,and cognitive load theory,this study analyzes the demand for learning scaffolds in VR videos,constructs a design framework for learning scaffolds in VR videos from the presentation of learning scaffolds as an entry point,and sorts out the design principles and processes of learning scaffolds in VR videos.In addition,this study adopts a quasi-experimental research method in order to explore the design strategies of different types of learning scaffolds.First,the effects of wizard-based learning scaffolds(no cues vs.role visual,auditory,and audiovisual channel cues)on attention,cognitive load,positive emotion,and learning effectiveness during learning VR videos were investigated.Experimental results showed that the effect of audiovisual cues on attention allocation and learning retention performance was better than the other three groups,but there was no significant effect on long term memory performance and learning transfer performance.Then,on the basis of the audiovisual cues,problem-based scaffolds(antecedent questions)and diagrammatic scaffolds(brief mind maps and detailed mind maps)were embedded to investigate the effects of embedding different types of learning scaffolds on attention,cognitive load,positive emotion,and learning effectiveness.In the experiment,eye-tracking,brainwave,and subjective psychological questionnaires were used to collect data on learners’ cognitive load,attention,emotion,and learning effectiveness,and the subjective questionnaire data and objective physiological data were analyzed comprehensively to increase the reliability of the experimental findings.The study found that:(1)in terms of attention,visual cues and audiovisual cues can effectively regulate learners’ visual attention,auditory cues have no significant effect on visual attention,visual cues and audiovisual cues can increase brain concentration,while auditory cues can distract brain concentration;on the basis of embedded audiovisual cues,antecedent questions can effectively increase learners’ attention time to the corresponding learning content and enhance brain concentration,concise and detailed mind maps had no significant effect on attention.(2)In terms of emotion,visual cues,auditory cues,audiovisual cues,preproblems,and mind maps did not have significant effects on positive emotion and relaxation.(3)In terms of cognitive load,visual cues and audiovisual cues were able to reduce brain use and subjective mental effort,and auditory cues had no significant effect;on the basis of embedded audiovisual cues,antecedent questions were able to increase learners’ subjective mental effort and brain use in VR videos,and mind maps were able to increase learners’ subjective mental effort and brain use in VR videos.(4)In terms of learning effects,visual cues and audiovisual cues had positive and significant effects on learning retention scores,auditory cues did not have significant effects,and visual cues,audiovisual cues and auditory cues had no significant effects on long term memory scores and learning transfer scores;on the basis of embedded audiovisual cues,antecedent questions had positive and significant effects on learning retention scores and long term memory scores,but no The thinking maps had a positive effect on learning retention and long-term memory performance,and the effect of brief thinking maps was better than that of detailed thinking maps,but there was no significant effect on learning transfer performance.Based on the experimental findings,this study proposed different types of learning scaffolding design strategies in VR videos,and successfully used the design strategies to develop VR teaching videos with learning scaffolding through primary embedding and secondary embedding,"Cell factory-protein synthesis" and "The Body IVR" respectively."The Body IVR: Journey Inside a Cell" and "The Body IVR: Journey Inside a Cell" were developed with learning scaffolds through primary embedding and secondary embedding,respectively,and were practically applied and validated with positive results.This study introduces learning scaffolds into the process of educational VR video design and development,proposes a design framework for learning scaffolds in VR videos,and summarizes the principles,processes and strategies of learning scaffold design in VR videos,which will help expand the theoretical basis of VR video resource development,enrich multimedia cognitive learning theory and learning scaffold theory,improve and optimize the quality of VR video teaching resources,and enhance VR video learning effect.