Experiential Design and Practice of Civic and Political Education for College Students Based on Virtual Reality

Virtual reality technology is a computer-generated simulation environment that enables users to immerse themselves in it and interact with the virtual world. It is usually composed of head-mounted displays, handles and other devices, which can provide users with visual, auditory, tactile and other multi-sensory experiences [1-4]. The characteristics of virtual reality technology include immersion, interactivity and imagination, which can make users feel as if they are in the realm, and greatly enhance their perception and understanding of the virtual environment [5-8]. As a cutting-edge technology, virtual reality technology is gradually penetrating into various fields, bringing new opportunities and challenges for education [9-10].

For a long time, the practical teaching of Civics and Political Science in colleges and universities has been facing some difficulties. Traditional practice teaching methods are often limited by time, space and resources, which makes it difficult for students to really experience and understand the connotation of Civics and Politics class in depth [11-14]. The content of the Civics class is relatively abstract and theoretical, which is difficult for students to understand and accept. The traditional teaching method mainly focuses on the teacher’s lecture, and students passively accept it without the opportunity of active participation and thinking, which easily leads to the loss of students’ interest in Civics and Political Science [15-18]. As the main channel to cultivate college students’ correct worldview, outlook on life and values, Civic and political education in colleges and universities is also actively exploring how to apply virtual reality technology in practical teaching to enhance the teaching effect and students’ interest and participation in learning [19-22]. The application of virtual reality in college students’ civic education has brought new vitality and opportunities for the practical teaching of civic education in colleges and universities, which can provide immersive learning experience, break through the limitations of time and space, enhance the interactivity and participation, and realize personalized teaching. At the same time, it also faces some challenges in the process of application, which need the joint efforts of universities, teachers and students to actively deal with [23-26].

This paper aims to realize the in-depth integration of virtual reality technology and ideological education, introduce virtual reality technology and explain its advantageous features of strong immersion, interactivity, and multi-sensory experience, and put forward the value of its application in ideological education in colleges and universities. Then the classroom interaction analysis system model is proposed as a method and means to follow up the in-depth analysis of the impact of the application of virtual reality technology on ideological and political education. Based on the principle of equivalent interaction, the interaction of classroom elements is divided into six categories: teacher’s language, student’s language, silence and technology, 21 specific dimensions are constructed, and according to the idea of FIAS matrix analysis method, a data matrix is generated, and a matrix analysis formula based on FIAS and EITCIAS dimensions is proposed. Selecting W higher education institutions to carry out the practice of applying virtual reality technology to ideological education, the impact and utility of VR technology applied to ideological education and teaching are analyzed in depth from the aspects of students’ attitude and classroom interactive behaviors, respectively.

2

Research on the Application of Virtual Reality Technology for Civic and Political Education in Colleges and Universities

2.1

Overview of virtual reality technology

Virtual Reality (VR) technology, together with multimedia and network technology, is known as the three most promising computer technologies, and is a comprehensive technology developed by synthesizing computer graphics technology, multimedia technology, sensor technology, human-computer interaction technology, network technology, stereoscopic display technology, and simulation technology and other technologies [27].

VR (virtual reality) system is mainly composed of computers, input/output devices, application software, databases and other parts. High-performance computers provide real-time rendering calculations for the use of virtual reality, generating a virtual world that is presented by output devices. Users use input devices to transmit data to the computer, which calculates and then feeds back to the output device for interaction. The application software organizes the materials needed to build the virtual world together to form a complete virtual world.

2.2

Advantages of virtual reality technology

The advantages of using virtual technology are mainly reflected in three aspects. 1)

Strong sense of immersion

Students use the mainstream immersive VR equipment, can instantly enter the virtual world constructed. In the virtual world constructed by VR technology, students put themselves in the virtual scene from the first perspective, isolated from the real world, and can be more focused on immersing themselves in the virtual environment. The realism of the visual display and three-dimensional sound, as well as the simulation of real tactile feedback have greatly increased the immersion of VR. This sense of immersion gives students an immersive experience, and the use of VR technology to present the contents related to the ideological and political education in colleges and universities allows students to be more focused on immersing themselves in the learning environment.

2)

Strong interactivity

In the real world, students usually interact with PCs through keyboards, mice, digital boards and other tools, and interact with mobile devices through touch screen displays. In the virtual reality environment, students can realize the interaction with people and things in the virtual environment. Unlike the real world, the virtual environment uses a variety of interaction methods, and the mature interaction methods include gesture control, motion capture, voice interaction, eye tracking, etc. These interaction methods are multi-angle and three-dimensional. Students can get timely interactive feedback through three-dimensional interaction.

3)

Multi-sensory experience

Traditional means of communication, such as newspapers, radio, television, etc., give people a visual or auditory experience, or a combination of both. Even for the new media communication means which was born by the Internet, most of them are combined with visual perception and auditory perception, and the sensory experience is relatively small. Virtual reality in the sensory experience is more rich, students through the use of immersive VR equipment headset to obtain visual and auditory perception. At the same time, through the VR equipment supporting tactile sensors and motion sensors handle equipment, to obtain tactile perception and motion perception.

2.3

The application value of virtual reality technology in the ideological education of colleges and universities

Immersive experience makes education no longer a single teaching method of teachers’ lecturing and students’ acceptance, and utilizes its interactivity to strengthen the communication between students and what they have learned, so that students can subconsciously feel the educational concepts conveyed by the Civic Education, and arouse students’ empathy. For college students who have not yet entered the society, it can help them form correct values.

Applying VR to ideological and political education can better express the content scene. Students can understand complex concepts through diversified forms of presentation. When interacting in the virtual environment, students are allowed to explore independently, creating new experiences for them. In addition, the real-time interaction feature allows for immediate visualization of results. As a result, students can make adjustments based on these results to achieve their learning goals, thus increasing their learning ability.

VR technology is a new means of teaching communication for many teachers of Civics courses, which innovates the teaching mode of Civics. The integration of new technology and civic education promotes the benign development of civic education in colleges and universities. As a means of teaching and dissemination, the new technology is not to replace the mature teaching means and dissemination methods, but to explore and utilize its own advantages to enrich the teaching means and dissemination methods. Inspired by the integration of new technologies, teachers will gradually change their minds and learn to use new means of communication to innovate their own teaching methods, which will be conducive to the transformation of the informationization of the ideological and political education in colleges and universities.

The use of VR technology to innovate the practice of ideological education in colleges and universities can break the limitations of time and space, improve efficiency and reduce costs. In the classroom, students can use VR equipment under the guidance of the teacher to enter the built virtual practice scene for practical experience activities. Compared with the traditional way of practice, this means of communication on the one hand can save the cost and time of students traveling. On the other hand, this means of communication has the characteristics of reproducibility, mobility, etc., do not have to spend a lot of manpower and material resources to build the physical space scene. It can not only ensure students’ efficient practice, but also save costs and space.

3

Civics Teaching Classroom Interaction Analysis System Model

In this paper, we will explore the utility of virtual reality technology application in the teaching of civic politics, propose the classroom interaction analysis system model as a means of subsequent in-depth analysis, and explore the performance of virtual reality technology in the experiential teaching of college students’ civic politics education.

3.1

Classroom Interaction Analysis System Modeling Application

Why the Equivalent Interaction Principle is used to model the classroom interaction analysis system of this study is the subject of this section. The technology of interest in the Equivalent Interaction Principle is not only the technology of online or blended learning, but also the information technology in the ordinary classroom. The Principle of Equivalent Interaction is often used to guide online or blended learning, but it can also be used to guide the use of information technology in the general classroom.

Equivalent interaction principles are often used to guide online or blended learning, but can also be used to guide the use of information technology in the general classroom. The classroom interaction analysis needs to analyze the classroom elements and the relationship between the elements to improve the effectiveness of teaching and learning. Among them, information technology belongs to the composition of tools to assist teaching and learning, using the principle of equivalent interaction to guide and sort out the types of interaction, which is conducive to clarifying the interaction situation.

From the perspective of communication science, the elements of classroom interaction system were clarified. Then, based on the principle of equivalent interaction, the interaction relationship between classroom elements is clarified, and a classroom interaction analysis system model based on the principle of equivalent interaction is constructed.

3.2

Specific dimension construction

To clarify the interaction relationship between classroom elements, add the silence or confusion existing in the actual classroom after de-emphasizing the interaction relationship of classroom elements, and create the theoretical dimensions of classroom interaction analysis system based on the principle of equivalent interaction in order to better compare with FIAS [28]. As shown in Table 1, EITCIAS is the theoretical dimension of classroom interaction analysis system.

Table 1.

FIAS dimension and EITCIAS dimension

Classification	FIAS dimension	Coding	EITCIAS dimension
Teacher language	Indirect influence	1	Teachers accept emotion
		2	Teachers praise or encourage
		3	Teachers adopt students’ views
		4	Teacher questions	4.1	Open question
		4	Teacher questions	4.2	Enclosed problem
	Direct effect	5	Teachers teach
		6	Teacher instruction
		7	Teacher criticism
Student language		8	Students passively respond
		9	Students take the initiative to speak	9.1	Student response
		9	Students take the initiative to speak	9.2	Students ask questions
		10	Student and peer discussion
Silence or confusion		11	It is not helpful to the silence and chaos of teaching.
Silence or confusion		12	Beneficial to the silence of teaching
Technique	Teachers’ manipulation technology	13	Operation demonstration content
		14	Show students’ achievements
		15	Teacher evaluation
		16	Tool switching and technical guidance
	Students’ manipulation technology	17	Autonomous learning
		18	Collaborative practice
		19	Share the show
		20	Student evaluation
	Technology works on students	21	The teaching resources demonstrated by VR technology

3.3

Matrix analysis formula

First, the researcher coded and categorized the classroom content according to EITCIAS to obtain the interactive codes of a lesson, generating hundreds of data consisting of numbers from 1 to 21. Then, a data matrix was generated following the idea of matrix analysis method inherited from FIAS [29]. The use of interactive analysis system to get the matrix analysis must first record the data into a matrix, that is, every two data into a combination of coordinates, note that from the second data, the need to repeat the use of data, that is, in addition to the beginning and end of the data, the other data need to be used twice in a row, every two data to form a combination of coordinates, and then the number of occurrences of each kind of combination of coordinates to fill in the corresponding matrix Cells, where the matrix of the vertical coordinates in front of the number, horizontal coordinates in the back of the number, thus obtaining the matrix analysis of the data.

After obtaining the data matrix, matrix analysis can be performed. The matrix analysis based on FIAS can have the ratio of teacher’s language, the ratio of student’s language, the ratio of silence, the ratio of teacher’s indirect influence and direct influence, etc. EITCIAS-based matrix analysis, based on the FIAS matrix analysis, can also be discussed with peers as a proportion of students’ speech and behavior, student-initiated questioning as a proportion of students’ speech and behavior, and so on.

The function algorithm of matrix analysis is specifically shown below.

Proportion of teacher’s speech: (1) $[\sum_{i = 1}^{7} R o w (i)] \times 100$

Student Language Ratio: (2) $[\sum_{i = 8}^{9} R o w (i)] \times 100$

Silence ratio: (3) $R o w (10) \times 100 % \div T o t a l$

Ratio of indirect to direct teacher influence: (4) $[\sum_{i = 1}^{4} R o w (i)] \times 100$

Teacher Discourse-Student Driven Ratio: (5) $[\sum_{i = 1}^{a} R o w (i)] \times 100 % \div [\sum_{i = 1}^{3} R o w (i) + \sum_{i = 6}^{7} R o w (i)]$

Teacher questioning ratio: (6) $R o w (4) \times 100 % \div \sum_{i = 4}^{5} R o w (i)$

Student Discourse-Student Initiated Ratio: (7) $R o w (9) \times 100 % \div \sum_{i = 8}^{9} R o w (i)$

Positive to negative reinforcement ratio: (8) $[\sum_{i = 1}^{3} \sum_{j = 1}^{3} C e l l (i, j)] \times 100 % \div \sum_{i = 6}^{7} \sum_{j = 6}^{7} C e l l (i, j)$

Content Cross Zone Ratio: (9) $[\sum_{i = 4}^{5} R o w (i) + \sum_{j = 4}^{5} C o l (j) - \sum_{i = 4}^{5} \sum_{j = 4}^{5} C e l l (i, j)] \times 100 % \div T o t a l$

Steady state zone ratio: (10) $[\sum_{i = j = 1}^{10} C e l l (i, j)] \times 100 % \div T o t a l$

Student Stability Zone Ratio: (11) $[\sum_{i = j = 8}^{9} C e l l (i, j)] \times 100 % \div [\sum_{i = 8}^{9} R o w (i)]$

Discussions with peers as a percentage of what students say and do: (12) $R o w (5) \times 100 % \div \sum_{i = 10}^{15} R o w (i)$

Student-initiated questions as a percentage of what students say and do: (13) $R o w (14) \times 100 % \div \sum_{i = 10}^{15} R o w (i)$

Open-ended questions account for the proportion of questions asked by teachers: (14) $R o w (4) \times 100 % \div \sum_{i = 4}^{5} R o w (i)$

(Teachers) VR technology media-based content delivery as a percentage of content delivery: (15) $R o w (7) \times 100 % \div \sum_{i = 6}^{7} R o w (i)$

(Teachers) Percentage of content presentation based on VR technology media: (16) $R o w (7) \times 100 % \div T o t a l$

(Student) VR technology media-based responses as a percentage of student speech and behavior: (17) $[R o w (11) + R o w (13)] \div \sum_{i = 10}^{15} R o w (i)$

Percentage of (student) responses based on VR technology media: (18) $[R o w (11) + R o w (13)] \div \sum_{i = 10}^{15} R o w (i) \times 100 % \div T o t a l$

4

Virtual Reality Technology Civic Education Application Practice

This study focuses on the topic of the impact of virtual reality technology on the teaching of civic education with the help of the model of classroom interaction analysis system for civic education. This time, W higher education institution was selected to carry out the practice of the application of virtual reality technology in Civic and Political Education, and the subjects participating in the experiment were the 2023 students majoring in Chinese Language and Literature of the university. Based on the students’ study of the Civic and Political Science course, one class each was selected as the experimental group and the control group, each with 30 students, and both classes were taught by the same teacher. The experimental group was taught in the teaching resource environment supported by VR technology, and the control group was taught in the traditional normalized way.

This application practice analysis is mainly divided into two aspects. 1)

The impact of the application of VR technology in Civics teaching on the learning attitude of students in the experimental group.

Learning attitude is divided into three dimensions of “cognition”, “emotion” and “behavioral tendency”, and scored by Likert 5-point scale, and through the method of comparative analysis between the experimental group and the control group, the impact of the application of VR technology on students’ learning attitude is explored. The experimental group and the control group were analyzed by comparing the experimental group and the control group to explore the influence of the application of VR technology on students’ learning attitudes.

2)

The impact of the application of VR technology in Civics teaching on the classroom interaction behavior of students in the experimental group.

Combined with the classroom interaction analysis system model of Civics teaching proposed in this paper, we focus on the changes in classroom interaction behavior of students in the experimental group in the case of the deep integration of VR technology and Civics classroom.

4.1

Comparative analysis of learning attitudes

In this experiment, the paired-sample t-test was used to compare and analyze the differences between the pre- and post-tests of students’ attitudes toward learning Civics classes in the experimental group a and the control group, as shown in Table 2. Comparing the pre- and post-test data of the experimental group, it is found that there is a certain difference in the students’ learning attitude towards the Civics class, P=0.021<0.05, which indicates that the integration of VR technology and Civics teaching is effective in changing the students’ learning attitude towards Civics class. Comparison of relevant data in the control group showed that, P=0.972>0.05, obviously the difference between pre- and post-tests is not significant, which further proves that the intervention of VR technology on students’ learning attitudes towards Civics class is effective.

Table 2.

Learning attitude

Group	-	M	N	SD	T	P
Experimental group	Before experiment	82.44	30	9.184	-	-
	After experiment	88.32	30	10.074	-	-
	Before experiment-After experiment	-5.88	-	13.327	-2.416	0.021
Control group	Before experiment	79.98	30	10.88	-	-
	After experiment	79.91	30	10.959	-	-
	Before experiment-After experiment	0.07	-	16.864	0.025	0.972

Next, we will further discuss the three dimensions of learning attitude, “cognition”, “emotion” and “behavioral tendency”.

4.1.1

Cognitive dimension

The cognitive dimensions of the experimental and control groups are specifically shown in Table 3. From the observation of significance, it can be seen that there is a significant difference between the pre- and post-test cognitive dimensions of the experimental group, p=0.008<0.05. The correlation data of the pre- and post-test cognitive dimensions of the control group shows that p=0.555>0.05, there is no significant difference. From the observation of mean values, it can be observed that the difference between pre- and post-test of the experimental group (M_before =28.82, M_after =31.64), is significantly higher than the difference of the control group (M_before =27.82, M_afte =28.55).

Table 3.

Cognitive dimension

Group		N	M	SD	T	P
Experimental group	Before experiment	30	28.82	3.821	-2.946	0.008
Experimental group	After experiment	30	31.64	4.268	-2.946	0.008
Control group	Before experiment	30	27.82	4.847	-0.622	0.555
Control group	After experiment	30	28.55	3.932	-0.622	0.555

4.1.2

Emotional dimension

The changes in the affective dimensions of the students in the experimental and control groups are specifically shown in Table 4. It can be seen that there is also no significant difference between the pre- and post-test affective dimensions in the control group, P=0.652>0.05. The difference between the pre- and post-tests in the experimental group is 1.46, which is higher than the pre- and post-tests in the control group which is -0.4, and the mean value of the control group shows a negative sliding scale.

Table 4.

Affective dimension

Group	-	N	M	SD	T	P
Experimental group	Before experiment	30	22.02	2.444	-1.825	0.07
Experimental group	After experiment	30	23.48	3.958	-1.825	0.07
Control group	Before experiment	30	22.48	3.582	0.431	0.652
Control group	After experiment	30	22.08	3.344	0.431	0.652

4.1.3

Behavioral tendency dimension

The paired-sample t-test of behavioral tendency dimensions of the experimental and control groups is shown specifically in Table 5. From the results in the table, it can be seen that the mean of the posttest of the experimental group is higher than that of the pretest by 1.64, but it does not show a significant difference (P = 0.226>0.05), and the pre and posttest of the behavioral tendency dimensions of the control group are also not significantly different (P = 0.814>0.05). In contrast to the increase in the posttest mean of the experimental group, the mean of the control group showed a decline, with the posttest mean decreasing by 0.4 compared to the pretest.

Table 5.

Behavior orientation dimension

Group	-	N	M	SD	T	P
Experimental group	Before experiment	30	31.6	5.925	-1.188	0.226
Experimental group	After experiment	30	33.24	4.379	-1.188	0.226
Control group	Before experiment	30	29.68	5.723	0.245	0.814
Control group	After experiment	30	29.28	6.404	0.245	0.814

To summarize, there is an interaction between the application of VR technology in civic education and the improvement of learning attitudes, and there is a difference in the improvement of learning attitudes in civic learning contexts with VR technology, while there is no difference in the improvement of learning attitudes in civic learning contexts without VR technology. From the three dimensions of learning attitudes, the differences in the “cognitive” dimension are more obvious in the Civics learning context with CR technology, while there are differences in the mean values of the “affective and behavioral tendencies” dimension, and the mean values of the affective and behavioral tendencies dimensions of the experimental group have slightly increased. On the contrary, the mean values of the control group showed a decline. Therefore, it is necessary to introduce VR technology in the Civics classroom, so that students can learn and improve with the assistance of VR technology.

4.2

Analysis of classroom interaction behavior

Combined with the classroom interaction analysis system model of Civics teaching proposed in this paper, the interaction matrix analysis table of teaching interaction behaviors of the students in the experimental group during the experiment period of applying VR technology for Civics teaching is specifically shown in Table 6. 1)

Classroom interaction emotional atmosphere analysis

The closed-loop region composed of (1,1)-(1,3)-(3,1)-(3,3) is the positive integration grid, which expresses the positive and active classroom atmosphere of teachers and students, i.e., region A. The closed-loop region consisting of (6,6)-(6,7)-(7,6)-(7,7) is a defective grid, which expresses a serious and silent classroom atmosphere, i.e., region B. The data of the sequence pairs were organized to obtain that the sum of the values of region A was 33, which accounted for 4.11% of the total values, and the sum of the values of region B was 6, which accounted for 0.75% of the total values, and the proportion of the ratio of the two regions, A and B, accounted for 548% of the total values. It can be seen that in the classroom of Civics teaching with VR technology, the emotional communication between teachers and students is very warm and harmonious, and the teaching atmosphere is free and harmonious.

2)

Analysis of the structure of classroom teaching interactions

The closed-loop area formed by the matrix analysis diagram (3,3)-(3,9)-(9,3)-(9,9) has a value of 290, accounting for 36.11% of all interactive behaviors, which shows that this Civics course is a training course that is biased towards knowledge transfer. Combined with the data in the table, the ratio of teacher’s language is 44.84%, the ratio of student’s language is 10.59%, and the ratio of silence and chaos is 3.61%. It can be found that the teacher’s language accounts for a larger proportion, while the student’s language accounts for a smaller proportion. By applying the S-T interaction analysis technique, it was found that the main characteristic of this type of course is that it is dominated by teacher activities and the degree of interaction between teacher and student activities is low, with a norm Rt ≥ 0.7, which means that the teacher’s behavior accounts for more than 70% of the general lecture-based classroom. The total number of teacher’s behavior samples is the combined value of teacher’s language and teacher’s manipulation technology, i.e. 44.84%+17.19%=0.6203<0.7, which indicates that even in lecture courses, the application of VR technology can still promote the improvement of students’ activity ratio and increase the degree of interaction between teachers and students, and reflect the characteristic of “students as the main body, teachers as the leading”. The teacher focuses on the transformation of the teacher’s role from the transmitter to the guide in the Civics classroom.

3)

Analysis of teacher-student interaction with technology

The statistical results of the ratio of teaching interaction behaviors in the Civics classroom integrated with VR technology are specifically shown in Table 7.

Table 6.

Matrix analysis table

1	2			2	1	1							2	2								10
2	2	4	3	8	7	1		2					2	2	2		1	2	1		1	38
3	3	2	17	9	9			2	48				2		4	4						100
4			1	20	8	2		8			1					3						43
5		3	3	30	48	4			1				24	2		3	2	2			37	159
6	1			2	1	6					5		2			6	1	1	1			26
7																						0
8		1	3	2	1			7				1					2					17
9		10	18	9	12	1			12				4									66
10										3				1								4
11	2			2		1		1			3						2		2			13
12		2		1													14					17
13		1		5	24	3							11	1	1	1					2	49
14	1	2		2	2									10			2					19
15				1	1								2		12							16
16		1	1	2	2	3					4		3			20	3		4			43
17		3		1	3					1		15		2		2	27					54
18		1			1	1										2		14				19
19		5														5			60			70
20																						0
21					29								1								10	40
Total	11	35	46	96	149	23	0	20	61	4	13	16	53	20	19	46	54	19	68	0	50	803
Percentage	1.37%	4.36 %	5.73%	11.96%	18.56%	2.86%	0.00%	2.49%	7.60%	0.50%	1.62%	1.99%	6.60%	2.49%	2.37%	5.73%	6.72%	2.37%	8.47%	0.00%	Technology works on students 6.23%	100%
Percentage	23.41%				21.42%			Student language ratio 10.59%			Silence and confusion 3.61%		Teacher manipulation 17.19%				Student manipulation 17.56%
Synthesize	Teacher language ratio 44.83%							Student language ratio 10.59%			Silence and confusion 3.61%		Teacher manipulation 17.19%				Student manipulation 17.56%

Table 7.

The rate of interactive behavior in teaching

Type	Variable	Proportion(%)
Teacher language	Teacher language ratio	44.83
	Direct language and indirect language ratio	109.3
	Positive reinforcement and negative reinforcement ratio	365.12
	Teacher question ratio	25.83
	Open questions and closed question ratios	0.086
Student language	Student language ratio	10.96
	Student active ratio	76.09
	Student passive ratio	19.34
	Student discussion ratio	4.56
Silence/chaos	Good teaching ratio	56.68
Technology	Teacher operating ratio	38.79
	Teacher presentation ratio	14.76
	Teacher evaluation ratio	12.39
	Teacher guidance ratio	34.12
	Student self-study ratio	34.47
	Student cooperation ratio	13.22
	Student sharing ratio	49.3
	Student evaluation ratio	0
	Student ratio	89.57
	Technical student ratio	16.17

At the same time, the frequency of teacher-student interaction with technology is plotted, as shown in Figure 1. 1)

Classroom technology integration analysis

From Table 7, it can be seen that the ratio of teacher-student language is 55.79%, and the ratio of technology is 40.74%, and the combination of teacher-student and technology interaction frequency chart shows that the VR technology can realize a better integration with the teaching of Civics and Political Science courses, and VR technology is utilized in almost all the aspects of teaching, especially in the part of the students’ practice activities. Teachers are able to make good use of VR video demonstration and so on to carry out the teaching of Civics and Political Science. The application of VR technology to the teaching of Civics can not only cultivate students’ core qualities of the subject, but also cultivate their ability to think comprehensively, so that information technology can promote and solve the pain points in the process of teaching and learning practice, and give full play to the wisdom of the Civics classroom.

2)

Analysis of classroom technology interaction

As can be seen from Table 7, the ratio of teachers manipulating technology is 16.06%, and the ratio of students manipulating technology is 17.93%. Combined with the two peaks of students’ manipulation of technology in Fig.1, it shows that teachers pay attention to cultivating students’ hands-on practical ability in classroom teaching. As shown in Figure 1, in the part of teacher manipulation technology, the ratio of teacher manipulation and the ratio of teacher guidance are higher, which are 38.79% and 34.12%, respectively, indicating that teachers utilize VR technology to promote the wisdom of the classroom in classroom teaching, and at the same time pay attention to providing students with opportunities to manipulate the technology. In the part of students’ manipulation of technology, the rates of students’ sharing and students’ self-learning were higher, 49.3% and 34.47% respectively, indicating that students mainly used the technology in the classroom to demonstrate their learning achievements and carry out independent practice learning activities. However, in the students’ manipulation of technology, the cooperation rate is relatively low, which indicates that the teacher seldom arranges students’ cooperative learning activities and pays less attention to the cultivation of students’ collaborative ability. The ratio of student evaluation is 0, which means that in this teaching experiment, there is no focus on mutual evaluation among students, and the teacher’s evaluation is mainly based on the teacher’s evaluation, which can be optimized and improved in the follow-up.

5

Conclusion

This paper focuses on the application of virtual reality technology in the ideological education of colleges and universities, analyzes the advantages of virtual reality technology and its application value, and puts forward the model of classroom interaction analysis system of ideological teaching as a method and means of exploring the impact of the application of virtual reality technology on ideological education.

Taking W higher education institution as the experimental site, 2023 students majoring in Chinese Language and Literature of the university were selected as the research objects to carry out the practice of the application of virtual reality technology in Civic and Political Education. In the comparative analysis of learning attitudes, there is a certain difference in the pre- and post-test learning attitudes of the experimental group applying VR technology to the teaching of ideology and politics (P=0.021<0.05), while the pre- and post-test differences of the control group are not significant, P=0.972>0.05). Further analysis of the cognitive, affective, and behavioral tendency dimensions of learning attitudes shows that the mean values of the affective and behavioral tendency dimensions of the control group show a decline, while the mean values of the cognitive dimensions of the experimental group show a significant difference between the pre- and post-tests, with a p=0.008<0.05, which suggests that the fusion of VR technology and the teaching of civic politics is effective for the improvement of the students’ attitudes towards learning civic politics courses. Combined with the Civics teaching classroom interaction analysis system model, classroom interaction behavior analysis was carried out. The proportion of positive integration grid A area and defective grid B area in the total value is 4.11% and 0.75% respectively, which indicates that the teaching atmosphere of the Civics teaching classroom integrated with VR technology is more inclined to be free and harmonious. The ratio of teacher’s language and student’s language is 44.84% and 10.59% respectively, the teacher’s language accounts for a larger proportion, but the total number of teacher’s behavioral samples is 0.6203<0.7, which indicates that instantly in the lecture-type Civics classroom, the classroom teaching with the integration of VR technology still presents the characteristic of “student-oriented, teacher-led”. “The percentage of VR technology is 40.74%. The proportion of VR technology is 40.74%, and VR technology can be better integrated with the teaching of Civics courses. The ratio of teachers’ operation and teachers’ guidance is high, 38.79% and 34.12% respectively, while the ratio of students’ sharing and students’ self-study is high, 49.3% and 34.47% respectively, which shows a better enthusiasm for the application of VR technology. However, the ratio of student evaluation is 0, ignoring the mutual evaluation among students, which can be optimized for the subsequent improvement of Civics teaching.

Sprache:: Englisch

Zeitrahmen der Veröffentlichung:: 1 Hefte pro Jahr
Fachgebiete der Zeitschrift:: Biologie, Biologie, andere, Mathematik, Angewandte Mathematik, Mathematik, Allgemeines, Physik, Physik, andere

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Experiential Design and Practice of Civic and Political Education for College Students Based on Virtual Reality

Yuqian Sun

Online veröffentlicht: 26. Sept. 2025

Eingereicht: 30. Jan. 2025

Akzeptiert: 07. Mai 2025

DOI: https://doi.org/10.2478/amns-2025-1046

SchlüsselwörterVirtual reality technology, Classroom interaction analysis system model, Matrix analysis, Civic education

© 2025 Yuqian Sun, published by Sciendo.

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
Virtual reality technology, Classroom interaction analysis system model, Matrix analysis, Civic education