基于新型建构主义理论的VR技术在建筑情感智能感知课程教学中的实践探索

Practical Exploration of VR Technology in the Course of Architectural Emotional Intelligence Perception: A Neo-Constractivist Approach

摘要:

VR技术因其沉浸式体验特性,为突破建筑情感智能感知课程的教学瓶颈提供了新的路径,然而,目前VR技术与建筑情感智能感知教育的融合仍面临诸多挑战。新型建构主义学习理论强调学习者在社会文化情境中主动建构知识的过程,与VR的沉浸式体验特征高度契合。文章从新型建构主义学习理论视角探究VR技术在建筑情感智能感知教学实践中的应用模式,并验证这种教学模式的优越性,从而为建筑情感智能感知课程教学提供新思路。文章采用问卷调查法,通过建筑情感智能感知课程中VR教学与传统教学效果的差异性进行比较,验证VR技术在提升教学效果方面的优势。研究结果表明,VR技术能够显著增强学生对建筑空间情感的感知与理解,其沉浸环境也有助于促进主动知识建构,与新型建构主义理论完美契合,但是该教学模式的普遍实施还需要进行更多的验证,内涵细节仍有待优化。

Abstract:

VR technology, with its immersive experience characteristics, offers a new path to overcoming the teaching challenge in the Architectural Emotional Intelligence Perception course. However, the integration of VR technology with education on architectural emotional intelligence perception still faces many challenges. The new constructivist learning theory emphasizes the process in which learners actively construct knowledge within sociocultural contexts, which aligns closely with the immersive features of VR, providing a theoretical foundation for exploring the teaching applications of VR in this field. This study with new constructivist theory aims to propose the practical mode of combining VR technology in teaching Architectural Emotional Intelligence Perception and to verify the advantages of this teaching model, thereby offering new insights for the course. In this vein, a questionnaire survey was employed to compare the differences between VR-based and traditional teaching to validate the advantages of VR technology in enhancing teaching effectiveness. The results indicate that VR technology can significantly enhance students’ perception and understanding of architectural space emotions. Its immersive environment also helps promote active knowledge construction, perfectly aligning with new constructivist theory. However, the widespread implementation of this teaching model still requires further validation, and the nuanced details need optimization.