School of Information Science and Technology, Northeast Normal University, Changchun, Jilin, China.
School of Literature and Journalism, Yunnan Minzu University, Kunming, Yunan, China.
PLoS One. 2023 Sep 5;18(9):e0285204. doi: 10.1371/journal.pone.0285204. eCollection 2023.
Learning in virtual museum can transcend the limits of time and space. The virtual museum that combines expertise in different disciplines provides a virtual learning environment for college students, but how to intervene in museum learning has been unclear. Targeted at this question, this study selected 2030 majors in clinical medicine from a certain university and the final results exhibited four types of learners who are of high, medium, low and absent museum immersion, respectively. When the learners visited the virtual museum, their behavior data were collected backstage and later used as data source. The method of fuzzy c clustering analysis was utilized to test the behavior recognition results of virtual museum learning, and lag sequential analysis (LSA) was used to carry out sequential transformation of learning behaviors in virtual museum. In this study, the four types of learners were subsumed under two broad categories of middle & high museum immersion and low & absent museum immersion. The importance of behavior was identified with random forest algorithm, and the intervention mechanism of museum teaching was designed according to the analysis results. Specifically, such strategies as museum support, voice guidance, video guidance, sub-museum ordering, rewards points on the list, etc. were used to study the museum learners in need of intervention. The results showed that the learning state of some learners was significantly improved.
虚拟博物馆学习可以超越时间和空间的限制。结合不同学科专业知识的虚拟博物馆为大学生提供了一个虚拟学习环境，但如何干预博物馆学习还不清楚。针对这个问题，本研究选择了某大学的 2030 名临床医学专业学生，最终结果展示了四种类型的学习者，分别是高、中、低和无博物馆沉浸度的学习者。当学习者访问虚拟博物馆时，他们的行为数据被后台收集，并随后用作数据源。使用模糊 c 聚类分析方法测试虚拟博物馆学习的行为识别结果，并使用滞后序列分析 (LSA) 对虚拟博物馆学习行为进行顺序转换。在本研究中，将这四种类型的学习者归入高和中博物馆沉浸度以及低和无博物馆沉浸度两个广泛的类别中。使用随机森林算法确定行为的重要性，并根据分析结果设计博物馆教学的干预机制。具体来说，使用博物馆支持、语音指导、视频指导、分馆排序、列表奖励积分等策略来研究需要干预的博物馆学习者。结果表明，一些学习者的学习状态得到了显著改善。
