WIMI Hologram Academy: VR Live Plus Online Education Application Development Status Analysis

WIMI Hologram Academy, working in partnership with the Holographic Science Innovation Center, has written a new technical article describing their research on VR live plus online education application. This article follows below:

Today, with the continuous development of high technology, the traditional form of education is also gradually undergoing subtle changes. The sudden COVID-19 epidemic has forced online education to develop at a rapid pace. The development of VR live streaming under the premise of high-speed development of 5G communication technology also provides strong technical support for better presentation of online education. Scientists from WIMI Hologram Academy of WIMI Hologram Cloudhave analyzed and researched the specific applications of VR live streaming technology in online education, and discussed the significance and development of VR education.

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1 Comparative analysis of traditional education and VR online education

A VR online education in the fall of 2018 is used as an example to specifically analyze the differences and connections between traditional education and VR online education. Through VR social networking software, American and Chinese students sat together across geographic distances to fully concentrate on ancient Egyptian symbols scribbled on a tomb on the Giza Plateau outside of Cairo, Egypt. The professor launched the lab and loaded a 3D model of the Sphinx and one of the tombs, which the team could grab and move around in the virtual learning space, with real-time HD video streaming and screen sharing, among other things. The Chinese and American students naturally broke into teams and used the mapping widget provided by the software to circle the hieroglyphs they would study in Egypt. Despite being separated by more than 7,000 miles, this natural conversation and immersive interaction made their trip to Egypt even more rewarding.

1.1 Comparative Analysis of Traditional Education and VR Education

According to constructivist learning theory, learning is the process of generating meaning and constructing understanding based on the original knowledge experience of the learner, and through the way of meaning construction, the learner continuously expands the boundaries of knowledge. People hope to filter the tedium of real life and enter into a pleasant experience space with the help of subjective psychological feelings such as imagination, experience and immersion. As immersive multimedia, the essence of VR is to achieve ultra-real visual, tactile, auditory and olfactory experience effects through human-computer interaction, and its technical means are developed by integrating computer graphics, human-computer interface technology, sensor technology and artificial intelligence technology. In the learning of knowledge, the use of VR technology, once again turning reality into reality, with hyper-realistic sensory stimulation, so that the abstract becomes another kind of figuration, becomes a source of interest. This virtual experience allows students to better enter into an immersive learning experience and even complete class exercises and assignments in a virtual space. Holographic communication allows students to deepen their subjective experience of learning in a deep and holistic way.

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1.2 Comparative Analysis of Traditional Online Education and VR Live + Online Education

Although VR+ education also belongs to a kind of online education, it has upgraded traditional online education, which can not only make up for the shortage of classroom education, but even partially replace classroom education, and its subversive significance to the traditional education system cannot be underestimated. The introduction of Internet technology, VR online education is free from the constraints of time and space, greatly expanding the boundaries of education. However, the direct transplantation of traditional education to online will bring many realistic problems. On the one hand, the interactivity of online education inevitably has problems such as posteriority and fragmentation. When teachers teach online, they cannot notice students’ reactions at the first time, and teachers and students cannot realize effective two-way instant interaction, which inevitably leads to students’ distraction, and various external interference factors will also affect the education effect. Therefore, it is difficult to guarantee the teaching quality by simply moving offline education to online and live teaching by teachers. On the other hand, while online education achieves instant teaching, it also creates fragmentation and confusion. The systematic nature of teaching content is impaired due to the difficulty of student concentration. To sum up, the main source of the defects of the current online education is the systemic confusion brought by the temporal and spatial differences in education.

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