学习方式对个体空间知识获取的影响

发布时间：2018-05-25 03:46

本文选题：学习方式 + 空间知识获取　；参考：《浙江理工大学》2017年硕士论文

【摘要】：人类生活于时间与空间之中,导航寻路等对周边空间环境的探索与学习既是个体的基本生存技能要求,又是个体日常生活的重要组成部分。本研究主要的研究目的是探究学习方式对空间知识获取的影响,分别讨论二维全局地图在空间知识获取过程中的作用,实地交互方式与虚拟交互方式的差异以及虚拟交互方式中是否存在更加高效的学习方式,以此来讨论不同的学习方式对空间知识获取的影响,尝试寻找到一种较为高效的学习空间环境知识的方式,以期为个体学习新环境提供参考方式。本研究分为三个部分:实验一旨在探究现场学习方式中二维全局地图对于个体获取空间知识的影响,主要比较现场学习和现场辅助二维全局地图两种学习方式对于个体获取空间知识中地标类知识(场景辨认)与构型类知识(方位判断、全局表征及距离感知表征)的影响;实验二对比了实地交互和虚拟交互(不同交互方式)对于个体获取不同空间知识成分的影响,主要比较现场辅助二维全局地图和虚拟街景地图主动探索两种学习方式对于个体获取空间知识中地标类知识(场景辨认)与构型类知识(方位判断、全局表征及距离感知表征)的影响;实验三旨在进一步探究虚拟街景地图学习方式中的主动学习(有交互)与被动学习(无交互)对于个体获取空间知识成分的影响,主要比较虚拟街景地图主动探索和虚拟街景地图被动接受两种学习方式对于个体获取空间知识中地标类知识(场景辨认)与构型类知识(方位判断、全局表征及距离感知表征)的影响。本研究主要结论如下:(1)现场辅助二维全局地图学习方式要优于现场学习方式,二维全局地图对于个体获取空间知识中构型类知识有显著辅助作用。(2)现场辅助二维全局地图学习方式要优于虚拟街景主动探索学习方式,实地现场的交互方式更便于个体学习获取空间知识。(3)虚拟街景被动接受学习方式绩效略高于虚拟街景主动探索学习方式,但差异未达显著水平,表明视频学习方式是潜在的高效学习方式之一。
[Abstract]:Human beings live in time and space, and the exploration and study of the surrounding space environment, such as navigation and path finding, are not only the basic survival skills requirements of the individual, but also an important part of the individual's daily life. The main purpose of this study is to explore the influence of learning style on the acquisition of spatial knowledge, and to discuss the role of two-dimensional global map in the process of spatial knowledge acquisition. The differences between field and virtual interaction and whether there are more efficient learning methods in virtual interaction to discuss the impact of different learning styles on spatial knowledge acquisition. This paper attempts to find a more efficient way to learn the knowledge of space environment in order to provide a reference for individuals to learn new environment. This study is divided into three parts: experiment one aims to explore the effect of two-dimensional global map on individual acquisition of spatial knowledge in the field learning style. This paper mainly compares the effects of field learning and field aided two-dimensional global map on the knowledge of landmarks (scene identification) and configuration (azimuth judgment, global representation and distance perception representation) in individual acquisition of spatial knowledge. Experiment 2 compares the effects of field interaction and virtual interaction (different interaction modes) on individuals' acquisition of different spatial knowledge components. This paper mainly compares the two learning methods of scene aided global map and virtual streetscape map for individual acquisition of spatial knowledge of landmarks (scene identification) and configuration (azimuth judgment). Experiment 3 aims to further explore the effects of active learning (interactive) and passive learning (no interaction) on individual acquisition of spatial knowledge in virtual street map learning. Comparing the active exploration of virtual streetscape map with the passive acceptance of virtual streetscape map, the author compares the two learning methods: for individuals to acquire spatial knowledge of landmarks (scene identification) and configuration (azimuth judgment), Global representation and distance perception representation). The main conclusions of this study are as follows: (1) Field aided two-dimensional global map learning is superior to field learning. Two-dimensional global map has significant assistant effect on individual acquisition of configuration knowledge in spatial knowledge. (2) Field aided two-dimensional global map learning method is better than virtual street scene active exploration learning method. The interaction mode of field scene is more convenient for individuals to learn and acquire spatial knowledge. 3) the performance of passive acceptance learning mode of virtual street view is slightly higher than that of active exploration learning mode of virtual street view, but the difference is not significant. It shows that video learning is one of the potential efficient learning methods.
【学位授予单位】：浙江理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842

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