Research On Virtual Reality Technique Applied In University Physics Research Experiment

In the context of the promoting research study in China, it is the need for modern experimental teaching to develop the university physics research experiment teaching and promote the self-study and cooperative learning and research-based learning. It is helpful to train students in the practical ability and the ability to innovate. It needs for extensive laboratory equipment and components to support research experiment and needs for extensive study and research experience of others, and needs for methods of guidance, and needs for the spirit of the incentive, and needs for rapid and timely answer for any question, and needs for cooperative research and so on. However, the current physics laboratory experimental conditions in many universities can not be good to meet to the needs of the research experiment made by students. Therefore, we can use the powerful virtual capabilities of the virtual reality technology to build a virtual research experiment system (VRES) to promote the realization on the aim of the university physics research experiment by creating an opening, interactive, personalized virtual research experiment environment made by the VRES.In this paper, the theoretical basis, and the design ideas of the system and the implementing technology will be studied.In the view of traditional cognitive, there is a clear-cut boundary between the cognitive subject and the cognitive object. The subject often takes part in the cognitive activities as an onlooker. The virtual reality technology will change this cognitive way. The virtual reality as a cognitive tool will throw the subject into the cognitive environment and object, and will integrate the cognitive subject, and tool and object. It will also integrate the relationship between the subject and the object which has being occupied the dominant status since Descartes. The promoting and creating each other between subject and object replaced the confrontation between the two and mutual servitude. Secondly, the specific diversity of the subject and the conceiving, interactive, and immersion of virtual reality technology enlarged the extension of the object. Virtual makes not only the imagination into the reality, but also creates diversify. In the view of the Constructivism this cognitive way will greatly promote the development of individual cognitive ability.In the constructivism learning theory, a realistic experiment scenarios which including both experimental equipment and partners and teachers may be created with the virtual reality technology. Students get the new meaning construction through the interactive action with the virtual experiment scenarios.From the Hierarchical model for student and teacher interaction, students can achieve the purpose of research experiment teaching through the VRES with teaching media, learning resources and the environment as well as the interaction of their own old and new concept.In the independent learning theory, the VRES can give a good support to students' independent and collaborative learning. The research experimental content may be designed more comprehensive and Systematically in order to meet the principal of education and teaching, and meet the need of students'independent and collaborative learning, and make the greatest extent possible to promote students'effective Learning by the virtual reality technology.In blended learning, the VRES can make a good combination with the teaching model of research experiment and achieve the educational value of virtual reality technology the teaching aim of research experiment.The VRES is designed and implemented based on the idea of a virtual component. Virtual components are developed with object-oriented technology and components technology in order to achieve the good independence, reusability, portability and maintainability. The virtual components are designed into tree structure to simplify the management.The VRES'level of interaction restricts the teaching quality of university physics research experiment. Good interaction can guarantee that students have the freedom to control the experimental process. Students can be timely tips, feedback and guidance in the course of the experiment. It is good for students'knowledge transfer and the monitoring of teaching quality. The interactive technology used mainly script programming interface and external programming interface for interaction. The design of its functions can be divided into three levels: students'operative interaction with the interface of operation media, information interaction with teaching elements, and concept interaction between students'original concept and their new concept. The concept interaction is produced in the minds of students and is reflected the change of students'cognitive system. It is unable to be grasped directly by the software designer. It can only promote concept interaction with rational and efficient operative interaction and information interaction. We can design feedback mechanism to get the validity for learners'concept interaction in order to timely adjust and improve the strategy of operative interaction and informative interaction.The VRES'virtual teachers function can summarize and report his or her interest in any question, defects of knowledge, character traits, and a pattern. In fact it plays a part substitute teachers function. The core technology of the virtual teachers function is mainly made of the knowledge discovery and display technology. The virtual collaborative environment made by the VRES'distributed collaboration function offers for students a strong technical support to collaborate on experiments. Students in collaborative research experiments can exchange, dispute, learn, teach and make progress each other. Students achieve the teaching aim of research experiment in collaboration through the "conversation" and form the "significance Construction" of knowledge. The achievement of distributed virtual collaboration subsystems is divided into five parts: the server, communications components, multi-user scenes and substitute described, the system's coordinated perception, maintaining consistency of the scene.In short, the experiment environment created for students by the VRES can not be replaced by a traditional experiment environment. The cognitive style in virtual environment meets with the knowledge of participants and meets with the needs of research experiment and cognitive development of students. Therefore, the research on the VRES has great theoretical value and broad prospects.