Abstract
The purpose of this study is to explore the application of VR (virtual reality) technology to assist the development of VR welding courses in welding practice teaching, and to implement experimental teaching to verify its effectiveness. The preliminary VR welding curriculum structure was developed by this study according to the results of literature review and focus group interviews, the student-based “VR welding course” was developed, and 34 first-year students of the electric welding practice course were taken as the research subjects to implement experimental teaching and case study. The qualitative and quantitative research and analysis results are as follows. (1) The results of the final test of the welding practice of most students are significantly higher than the results of the mid-term test. (2) Most students expressed significant positive affirmation of the learning effect of the VR-assisted welding course. (3) Most students were very significantly positive regarding their learning satisfaction with the VR-assisted welding teaching course. (4) The four major implementation priorities of VR welding courses were planned. This study develops a “teaching mode of a welding implementation course assisted by virtual reality technology”, which can provide students with a safe, low-cost, repeatable, and sustainable welding skills learning environment, and has been positively affirmed by most students. In the future, the results of this study can provide reference for the introduction of virtual-reality-assisted teaching of welding related courses in various universities of science and technology, in order to strengthen teachers’ teaching ability in VR assisted implementation courses and provide students with more diversified learning stimuli.
Highlights
With the advent of the era of new digital technology, in addition to bringing more convenience to people’s lives, the requirements of sensory stimulation, such as imagination, interactivity, and immersion, are becoming higher and higher
The average of the 34 students’ pre-test scores is 82.824 (SD = 1.783), the average of the post-test scores is 85.618 (SD = 0.739), and the t value is −8.489 (Df = 33; p-value = 0.000 < 0.05), reaching significant positive difference. This result shows that the final test evaluation of the performances of the welding practice works of most students after virtual reality (VR) integrated welding practice course teaching are generally higher than that of the mid-term test
This study explored the feasibility of VR technology-assisted electric welding practice teaching, developed the VR electric welding course and teaching activity design, and implemented experimental teaching to verify its effectiveness
Summary
With the advent of the era of new digital technology, in addition to bringing more convenience to people’s lives, the requirements of sensory stimulation, such as imagination, interactivity, and immersion, are becoming higher and higher. Paper report on the Development of the Virtual Reality Industry predicted that China’s VR market size will reach about USD 65 billion by 2023 [1], and that the market size will grow to USD 80 billion by 2025, including USD 45 billion in hardware and USD 35 billion in software [2] This shows that the application of VR technology in all walks of life is the direction of future development, and it is an urgent issue for educational institutions in various countries to pay attention to. It has been shown that the application of VR technology in engineering-related practical teaching can strengthen the students’ immersive sense of integration and interaction characteristics and reduce the learning time [9] It can provide students with opportunities for repeated practice, which increases the effects of skill proficiency without increasing the cost of additional consumables and provides a safe learning field [10]
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