Experiential Design and Practice of Civic and Political Education for College Students Based on Virtual Reality
26 sept. 2025
À propos de cet article
Publié en ligne: 26 sept. 2025
Reçu: 30 janv. 2025
Accepté: 07 mai 2025
DOI: https://doi.org/10.2478/amns-2025-1046
Mots clés
© 2025 Yuqian Sun, published by Sciendo.
This work is licensed under the Creative Commons Attribution 4.0 International License.
Figure 1.
Cognitive dimension
| Group | N | M | SD | T | P | |
|---|---|---|---|---|---|---|
| Experimental group | Before experiment | 30 | 28.82 | 3.821 | -2.946 | 0.008 |
| After experiment | 30 | 31.64 | 4.268 | |||
| Control group | Before experiment | 30 | 27.82 | 4.847 | -0.622 | 0.555 |
| After experiment | 30 | 28.55 | 3.932 |
Affective dimension
| Group | - | N | M | SD | T | P |
|---|---|---|---|---|---|---|
| Experimental group | Before experiment | 30 | 22.02 | 2.444 | -1.825 | 0.07 |
| After experiment | 30 | 23.48 | 3.958 | |||
| Control group | Before experiment | 30 | 22.48 | 3.582 | 0.431 | 0.652 |
| After experiment | 30 | 22.08 | 3.344 |
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 |
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 | ||
| 4.2 | 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 | ||
| 9.2 | Students ask questions | ||||
| 10 | Student and peer discussion | ||||
| Silence or confusion | 11 | It is not helpful to the silence and chaos of teaching. | |||
| 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 | |||
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 |
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% |
| 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% | |||||||||||||||||||||
Behavior orientation dimension
| Group | - | N | M | SD | T | P |
|---|---|---|---|---|---|---|
| Experimental group | Before experiment | 30 | 31.6 | 5.925 | -1.188 | 0.226 |
| After experiment | 30 | 33.24 | 4.379 | |||
| Control group | Before experiment | 30 | 29.68 | 5.723 | 0.245 | 0.814 |
| After experiment | 30 | 29.28 | 6.404 |