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<p>Along with the continuous development of multimedia technology and the deepening of teaching information, virtual reality design factors are crucial to enhancing the impact of the teaching experience. The purpose of this paper is to address traditional art education’s transformational needs and develop an art education teaching system that utilizes virtual reality technology. It also uses the eye-tracking instrument to collect student eye movement data, and after preprocessing the data, such as missing data and noisy trajectory points, it counts the results of each eye movement index in the teaching process. The study showed that some of the students’ eye movement indicators during teaching had a strong correlation with the level of cognitive engagement in learning (P&lt;0.05), and there was no covariance between the indicators. Following the implementation of the teaching mode, the students teaching art under multimedia exhibited a significantly higher level of cognitive engagement in learning (9.74 points) compared to those in the traditional teaching mode (7.14 points). Meanwhile, the eye movement experiment found that the difference in students’ attention concentration in the artwork and work introduction sections was not significant (P > 0.05) when the design elements of the teaching interface were paired with the top of the bottom of the picture and the middle size and the top of the picture and the bottom of the picture and the large size. This paper provides references and their significance for related research, as well as the design of a virtual simulation platform for art teaching.</p>
</abstract>

Along with the continuous development of multimedia technology and the deepening of teaching information, virtual reality design factors are crucial to enhancing the impact of the teaching experience. The purpose of this paper is to address traditional art education’s transformational needs and develop an art education teaching system that utilizes virtual reality technology. It also uses the eye-tracking instrument to collect student eye movement data, and after preprocessing the data, such as missing data and noisy trajectory points, it counts the results of each eye movement index in the teaching process. The study showed that some of the students’ eye movement indicators during teaching had a strong correlation with the level of cognitive engagement in learning (P<0.05), and there was no covariance between the indicators. Following the implementation of the teaching mode, the students teaching art under multimedia exhibited a significantly higher level of cognitive engagement in learning (9.74 points) compared to those in the traditional teaching mode (7.14 points). Meanwhile, the eye movement experiment found that the difference in students’ attention concentration in the artwork and work introduction sections was not significant (P > 0.05) when the design elements of the teaching interface were paired with the top of the bottom of the picture and the middle size and the top of the picture and the bottom of the picture and the large size. This paper provides references and their significance for related research, as well as the design of a virtual simulation platform for art teaching.

Transformation of traditional art education model in multimedia environment

Applied Mathematics and Nonlinear Sciences

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

{"article-title":"Transformation of traditional art education model in multimedia environment"}

Along with the continuous development of multimedia technology and the deepening of teaching information, virtual reality design factors are crucial to enhancing the impact of the teaching experience. The purpose of this paper is to address traditional art education’s transformational needs and develop an art education teaching system that utilizes virtual reality technology. It also uses the eye-tracking instrument to collect student eye movement data, and after preprocessing the data, such as missing data and noisy trajectory points, it counts the results of each eye movement index in the teaching process. The study showed that some of the students’ eye movement indicators during teaching had a strong correlation with the level of cognitive engagement in learning (P 0.05) when the design elements of the teaching interface were paired with the top of the bottom of the picture and the middle size and the top of the picture and the bottom of the picture and the large size. This paper provides references and their significance for related research, as well as the design of a virtual simulation platform for art teaching.

Along with the continuous development of multimedia technology and the deepening of teaching information, virtual reality design factors are crucial to...

Transformation of traditional art education model in multimedia environment

Data publikacji: 05 sie 2024

Zakres stron: -

Otrzymano: 27 mar 2024

Przyjęty: 21 cze 2024

DOI: https://doi.org/10.2478/amns-2024-2115

Słowa kluczowe
Virtual reality technology, Eye movement index, Learning cognition, Correlation analysis, Traditional art education

© 2024 Yanjuan Luo, published by Sciendo

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

Transformation of traditional art education model in multimedia environment

Data publikacji: 05 sie 2024

Zakres stron: -

Otrzymano: 27 mar 2024

Przyjęty: 21 cze 2024

DOI: https://doi.org/10.2478/amns-2024-2115

Słowa kluczoweVirtual reality technology, Eye movement index, Learning cognition, Correlation analysis, Traditional art education

© 2024 Yanjuan Luo, published by Sciendo

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

Słowa kluczowe
Virtual reality technology, Eye movement index, Learning cognition, Correlation analysis, Traditional art education