Chen Shih-Yeh, Lai Ying-Hsun, Lin Yu-Shan
Department of Computer Science and Information Engineering, National Taitung University, Taitung, Taiwan.
Department of Information Science and Management System, National Taitung University, Taitung, Taiwan.
Front Psychol. 2020 Jun 3;11:1164. doi: 10.3389/fpsyg.2020.01164. eCollection 2020.
In this study, the head-mounted virtual reality (VR) technology is adpoted for computational thinking teaching in the AIoT Maker course teaching. The earthquake relief situation is designed in the VR in the course scenario, because in the context of situational thinking, pre-emptive training in the face of emergency disasters has been conducted through observation meetings or training courses. Through listening to lecturers or experienced personnel to share experiences, students often have a harder time thinking about real scenes and it is harder to think creatively how to design with the emergency disaster response. In view of this, this research will combine the development and evaluation of earthquake relief training courses for head-mounted VR and computational thinking experiments to explore the use of VR and computational thinking experiments to drive students to create ideas for real disaster relief scenarios. Through computational thinking, students think about different script situations and discuss in each scene to find a suitable maker design of the AIoT project. Finally, this study combined with its modular space program training to develop students' programming skills. According to the experiment, this study is able to strength students' practical learning motivation, and follow-up employ ability training for course learning.
在本研究中，将头戴式虚拟现实（VR）技术应用于人工智能物联网创客课程教学中的计算思维教学。在课程场景的VR中设计了抗震救灾情境，因为在情境思维的背景下，已经通过观摩会或培训课程对面对紧急灾害进行了先发制人的训练。通过听讲师或有经验的人员分享经验，学生往往更难思考真实场景，也更难创造性地思考如何进行应急救灾设计。有鉴于此，本研究将结合头戴式VR抗震救灾训练课程的开发与评估以及计算思维实验，探索利用VR和计算思维实验驱动学生为实际救灾场景创造思路。通过计算思维，学生思考不同的脚本情境并在每个场景中进行讨论，以找到合适的人工智能物联网项目的创客设计。最后，本研究结合其模块化空间程序训练来培养学生的编程技能。根据实验，本研究能够增强学生的实践学习动机，并为课程学习进行后续就业能力培训。
