李兴悦,张志华,方恺

• 1:同济大学物理科学与工程学院

摘要(Abstract)：

以探究如何将混合现实技术有效地应用于物理实验教学为目标，本研究设计和应用了认知负荷测量量表、沉浸感测量量表、情绪测量量表、学生态度测量量表以及知识掌握问卷。利用HoloLens2设备实现了原子力显微镜实验探针安装过程的混合现实系统，应用于真实实验课堂教学，并以参与的学生为被试收集数据。研究结果显示，学生在使用混合现实的原子力显微镜探针安装系统的过程中，抱有较为积极的学习态度，感受到深入的沉浸式体验，掌握知识的准确率较高，且普遍认为自己没有感受到较大的认知负荷。但结果也显示，在将物理量可视化的过程中，混合现实的实验形式可能会给学生带来一些认知误区。在沉浸感控制维度方面学生表现不理想，表明部分学生认为自己在操控混合现实设备上存在一定的困难。

关键词(KeyWords)： 混合现实;物理实验教学;认知负荷;沉浸体验

Abstract:

Keywords:

基金项目(Foundation): 教育部产学研合作协同育人项目(231106071302932);; 同济大学教学改革项目(1370104329,1370104343)

作者(Author): 李兴悦,张志华,方恺

参考文献(References)：

• [1] HOFFMAN M A.The future of three-dimensional thinking[J].Science,2016,353(6302):876.
• [2] STRZYS M P,KAPP S,THEES M,et al.Augmenting the thermal flux experiment:A mixed reality approach with the HoloLens[J].2017,Phys.Teach.,55:376-377.
• [3] BODENSLEK O,SONNTAG D,WENDORFF N,et al.Augmenting the fine beam tube:From hybrid measurements to magnetic field visualization[J].2017,Phys.Teach.,57:262-263.
• [4] SONNTAG D,BODENSLEK O.How mixed reality shifts visual attention and success in experimental problem solving[J].2022,Phys.Rev.Phys.Educ.Res.,18:023101.
• [5] 薛耀锋，王坤，邱奕盛，等.基于多模态数据的在线学习认知负荷评估[J].现代教育技术，2024,34(3):79-88.663XUE Y F,WANG K,QIU Y S,et al.Cognitive load assessment of online learning based on multimodal data[J].Modern educational technology,2024,34(3):79-88.(in Chinese)
• [6] CUMMINGS J J,BAILENSON J N.How immersive is enough?A meta-analysis of the effect of immersive technology on user presence[J].Media psychology,2016,19(2):272-309.
• [7] 俞国良，董妍.学业情绪研究及其对学生发展的意义[J].教育研究，2005(10):39-43.YU G L,DONG Y.Study of academic emotion and its significance for student's development[J].Educational research,2005(10):39-43.(in Chinese)
• [8] 张志红，耿兰芳.学习态度对大学生学习成绩影响的实证分析[J].中国大学教学，2009(10):87-89.ZHANG Z H,GENG L F.An empirical analysis of the impact of learning attitudes on college students' academic performance[J].Chinese university teaching,2009(10):87-89.(in Chinese)
• [9] PAAS F,Van MERRIENBOER J.Instructional control of cognitive load in the training of complex cognitive tasks[J].Educational psychology review,1994,6(4):351-371.
• [10] TSANG P S,VELAQUEZ V L.Diagnosticity and multidimensional subjective workload ratings[J].Ergonomics,1996,39(3):358-381.
• [11] HARTS G L.Development of NASA-TLX(Task Load Index):Results of empirical and theoretical research[M].Amsterdam:North Holland Press,1988:239-250.
• [12] WITMER B,SINGER M.Measuring presence in virtual environments:A presence questionnaire[J].Presence:teleoperators and virtual environments,1998,7(3):225-240.
• [13] SCHUBERT T,FRIEDMANN F,REGENBRECHT H.The experience of presence:Factor analytic insights[J].Presence:teleoperators and virtual environments,2001,10(3):266-281.
• [14] MAKRANSKY G,LILLEHOLT L,AABY A.Development and validation of the multimodal presence scale for virtual reality environments:A confirmatory factor analysis and item response theory approach[J].Computers in human behavior,2017,(72):276-285.
• [15] YILDIRIM ?,BOSTAN B,BERKMAN M I.Impact of different immersive techniques on the perceived sense of presence measured via subjective scales[J].Entertainment computing,2019,31:100308.
• [16] RAUSCHNABEL P A,FELIX R,HINSCH C,et al.What is XR?Towards a framework for augmented and virtual reality[J].Computers in human behavior,2022,133:107289.
• [17] 陶德清.学习态度的理论与研究[M].广州：广东人民出版社，2001.
• [18] 张俊珍.工科大学生学习态度影响因素的实证研究[J].价值工程，2011,30(1):218-219.ZHANG J Z.An investigation and analysis on factors influencing engineering students' learning attitude[J].Value engineering,2011,30(1):218-219.(in Chinese)
• [19] WATSON D,CLARK L A,TELLEGEN A.Development and validation of brief measures of positive and negative affect:the PANAS scales[J].J Pers Soc Psychol,1988,54(6):1063-1070.
• [20] 黄丽，杨廷忠，季忠民.正性负性情绪量表的中国人群适用性研究[J].中国心理卫生杂志，2003,17(1):54-56.HUANG L,YANG Y Z,JI Z M.Applicability of the positive and negative affect scale in Chinese[J].Chinese journal of mental health,2003,17(1):54-56.(in Chinese)
• [21] 庞维国.认知负荷理论及其教学涵义[J].当代教育科学，2011(12):23-28.PANG W G.Cognitive load theory and its teaching implications[J].Contemporary educational science,2011(12):23-28.(in Chinese)
• [22] 陈涛，韩茜.教育场域中技术焦虑的形成机理及治理路向——基于马克思“人与机器”思想的时代阐释[J].重庆高教研究，2023,11(1):46-60.CHEN T,HAN Q.The formation mechanism of technology anxiety in educational field and its governance route:The contemporary interpretation based on Marx's thought of “man and machine”[J].Chongqing Higher Education Research,2023,11(1):46-60.(in Chinese)
• [23] 伯海英.从学生认知误区反思概念教学[J].生物学通报，2019,54(6):23-25.BO H Y.Reflecting on concept teaching from students' cognitive misconceptions[J].Biological Bulletin,2019,54(6):23-25.(in Chinese)