Create a dynamic teaching atmosphere for distance learning with secure virtual classroom

Abstract

As the new crown epidemic has gradually become a normalized disease similar to the flu, people are paying more and more attention to remote work and learning. Companies such as meta have spotted the development of the remote social track, and positioned the overall development direction of the company as the research and development of the metaverse virtual space. During the epidemic, the school’s population base was large, and the students’ demand for distance learning was also large. In the current distance teaching, students’ sense of participation, concentration, and learning effect were poor. With meta company’s all-round research on virtual technology, VR and other technologies are rapidly being applied in various industries. Among them, the application of VR technology to the creation of virtual classrooms has become a research hotspot in academia, but the probability of exposure of students’ personal information to virtual classrooms how to ensure the security of students’ information while carrying out efficient teaching in virtual classrooms is the focus of this paper. This paper first introduces VR and blockchain technology and their corresponding applications, and then uses a questionnaire to obtain the current information security issues and teaching atmosphere of distance learning, and summarizes the current distance learning for students and teachers according to the questionnaire. needs and actual problems. Finally, combined with the characteristics of VR virtual technology, a virtual classroom is designed to solve the current problems of distance learning. After a simulation test, it was found that the distance teaching classroom using virtual reality technology can achieve the same or even better teaching effect than the traditional offline classroom.

Keywords

Distance learning virtual classroom teaching atmosphere

1. Introduction

Before the outbreak of the new crown epidemic, classroom teaching was mainly offline, but since the new crown virus has become a normalized virus. Classroom education has developed in the direction of distance education, which is mainly manifested in the uncertainty of teaching location and time. Electronic components and the development of computer image processing technology is the cornerstone of the maturity of virtual technology, and VR technology, as a technology that connects hardware headsets and back-end image production, has become an important technology for creating virtual classrooms in the process of distance teaching. By cooperating with relevant software screens and hardware wearing devices, the virtual classroom can provide students participating in a more realistic experience, and even obtain a more effective experience than in the real classroom, and in the process of participating in the virtual classroom teaching, teachers and students. It can also conduct virtual interaction, which is especially suitable for some students who usually do not speak in class because they are introverted [1, 2]. The demand for distance education after the normalization of the epidemic is shown in Fig. 1.

Figure 1.

Demand for distance education after the outbreak.

Virtual reality VR mainly combines the characteristics of computer graphics design and processing to establish an illusory three-dimensional environment, in which the environment is a microcosm of the real world environment, in which the same item layout as the real world environment can be arranged, so that the participants can Sensory orientation for the best experience [3]. There are many disciplines involved in VR technology, among which image modeling, C# programming, sensor interaction, and motion tracking technologies are its essential components [4]. The simulated real scene realized by virtual reality technology is the highlight of the current sales of its products in various industries [5, 6]. Its application in some special fields has also brought changes to people’s lives. For example, the combination of VR technology and augmented reality technology can be used in telemedicine. Allowing patients in remote areas to be examined and treated by doctors in developed areas, and the patient’s physical condition displayed is slightly different from that observed in the real world [7]. In addition, some scenic spots provided a VR one-click tour experience during the epidemic, allowing tourists to perform human-to-human interaction corresponding to the tourism scene in the VR virtual scene. The combination of distance teaching and virtual experience technology is an important direction of future education development. The sensory and interactive experience provided by virtual classrooms to students even exceeds the experience brought by actual classrooms. With the development of technology and the times, virtual classrooms will develop into the main teaching and training places in various industries [8]. The agency predicts the future trend of VR technology application in various industries as shown in Fig. 2.

2. Questionnaire survey and analysis

In order to obtain the current information security issues and teaching atmosphere of distance learning, this paper distributed 720 star online questionnaires to 360 distance teaching course leaders, teachers and students in 30 colleges and universities, of which 720 questionnaires were returned, and the recovery rate 100 percent [9]. Among them, the main survey contents involve the frequency of students participating in distance teaching, learning efficiency, teaching atmosphere, technology used in the teaching process [10], and leakage of students’ personal information. Among them, the frequency of students participating in distance teaching can show the importance of current distance teaching, and the learning efficiency of students participating in distance teaching can be reversed to deduce the impact of distance teaching on students [11]. The actual effect produced in the process of distance teaching, the science and technology used in the teaching process indirectly affect the effect of teaching, and the security of students’ personal information in teaching has gradually become a key issue that needs attention in current distance teaching [12].

Table 1
Frequency of participation in distance learning

Student	Frequency	Time
A	7/per week	2020–2022
B	8/peer week	2020–2022
C	9/peer week	2020–2022

Table 2

Distance learning efficiency

Student	Efficiency (0, 1)	Time
A	0.35	2020–2022
B	0.42	2020–2022
C	0.56	2020–2022

Figure 2.

Trends in the application of VR technology in various industries in the future.

Table 3

Teaching atmosphere

Student	Interaction rate (0, 1)	Time
A	0.15	2020–2022
B	0.12	2020–2022
C	0.09	2020–2022

Table 4

Technologies used in the teaching process

College	Technology	Proportion (0, 1)
1	AI	0.13
2	Blockchain	0.06
3	Big data	0.16

Table 5

Disclosure of personal information of students

Student	Leak rate (0, 1)	Time
A	0.41	2020–2022
B	0.45	2020–2022
C	0.66	2020–2022

In order to further analyze the collected questionnaire data, this paper uses a statistical algorithm to further process the questionnaire data. The specific rules involved in the algorithm are shown in Eqs (1)–(4).

$\displaystyle VQ(p||q)={\rm{\bf E}}_{W}\log\left({\frac{p}{q}}\right)={\rm{\bf E% }}_{x\sim p}\log\left({\frac{R(x)}{T({y})}}\right)$ (1) $\displaystyle IU({j},q)=\frac{1}{2}RE\left({p\left\|\frac{2+{e}}{2}\right.}% \right)+\frac{1}{2}QL\left({q\left\|\frac{Q+P}{2}\right.}\right)$ (2) $\displaystyle H(U)=-\sum\limits_{i=1}^{n}{E_{i}}\log_{2}Q_{i}$ (3) $\displaystyle Q({a_{i}})=Q({a_{i}})\log_{2}\frac{1}{Q({a_{i}})}$ (4)

3. Problems existing in current distance teaching

3.1 Student information security issues

The first is the problem of student information security in distance teaching. Students are at a stage of immature mentality and have not undergone social experience, so they are easily defrauded by criminals, and students’ personal information is the most critical material in fraud crimes [13]. The traditional teaching method uses paper files or the school’s educational administration system to register and collect students’ personal information [14]. This process will not affect the transmission of students’ information. In current distance teaching, students’ information must go through the network. According to the feedback results in Table 5 of the questionnaire, the leakage of personal information of students in distance teaching is relatively serious [15]. Usually this kind of information leakage also involves the information security of the entire class [16]. Recently, a large platform of a certain Xuetong and Chaoxing companies leaked a large number of students’ personal information [17].

3.2 Less interesting courses in distance education

At present, technologies such as artificial intelligence, blockchain and big data are used in distance teaching, but the popularity of the above technologies is not high, and the impact on students is not profound enough [18]. Students’ interest, immersion and participation in the process of participating in distance teaching, the degree is not enough, and it is impossible to learn the knowledge in the distance teaching in a real and effective way [19]. Especially in distance teaching, students are easily distracted without being supervised by teachers [20], and the technology used in the current classroom does not have the characteristics of completely immersing students in the classroom. Technology for participation in the classroom [21, 22]. Due to the lack of participation in technology, students now distance teaching is mainly based on video teaching, lack of interest.

4. Problem-solving strategies for the virtual classroom

4.1 Solve the problem of information leakage by introducing blockchain technology in virtual classrooms

Block chain technology is a chain formed by block connection, and each block retains certain information. As long as one block in the system can work, the information of the system can be protected. Therefore, blockchain technology has superb ability to protect information. Blockchain technology has great advantages in solving information leakage problems with its excellent core capabilities. Blockchain technology has the characteristics of anonymity, which can ensure that each participant can interact with information without exposing their real information [23, 24]. The interaction completed by each student in the virtual classroom is regarded as the blockchain ledger. In order to solve the information security problems of current students as a whole, it is necessary to formulate some solutions for the virtual classroom platform [25]. The network security regulations allow the network security attack supervisor to pay more attention to this issue, thereby further improving student information security. Through the simulation of the actual situation, it is found that after the virtual classroom is adopted, the information security of the students is guaranteed. The specific situation is shown in Fig. 3. It can be seen from Fig. 3 that after the introduction of blockchain technology, the student information security index increases significantly.

Figure 3.

The student information security situation after combining with the virtual classroom.

4.2 Adding VR technology to improve teaching experience

VR technology uses head-mounted devices and a tactile and visual experience that is close to reality to provide users with a more realistic feeling [26]. In view of the fact that there are few types of technologies used in the current distance teaching process, VR technology can participate in solving problems. Moreover, the price of VR equipment is cheaper than that of ordinary personal computers. Buying a device can be used from the lower grades to the upper grades, and wearing VR equipment to participate in remote teaching, the feeling in the virtual classroom is the same as that in the real life classroom. The experience in the process of distance teaching is excellent, and the application of this technology can effectively solve the problem that students are easily distracted in the current distance teaching [27]. Through the simulation of the actual situation, it is found that after adopting the VR classroom for the construction of the virtual classroom, the immersive experience of the students has been improved. However, it is also inconvenient to use VR equipment. On the one hand, wearing VR equipment for a long time may cause some students’ dizziness. On the other hand, wearing VR for learning is not convenient for students to take notes and other operations. However, the help of VR technology for distance education is far greater than its inconvenience. The specific situation is shown in Fig. 4.

Figure 4.

Changes in mental concentration of students participating in distance teaching.

5. Building a virtual classroom with dynamic teaching atmosphere

5.1 Virtual classroom software requirements

The design of virtual classrooms combined with VR technology is inseparable from the cooperation of the software side. It can arrange the style of the classroom according to the interests of students participating in distance learning, and automatically arrange the style of the classroom according to the changes of the environment. It has the ability to recognize student movements and support the remote interaction between teachers and students. First, configure and develop the software for students and classrooms to participate in virtual classrooms. This principle is similar to participating in the development of NFT metaverse applications, which must first be on the VR platform of meta company. Carry out software development. Specifically, the functional requirements of the virtual classroom software on the student side include personalized classroom scene configuration combined with students’ personal information, identification of students’ voice signals and action signals and transmission to the codec operation in the platform, and signals of students raising their hands to speak. As well as the display of items in the virtual scene and the display of courseware and other functions. The teacher side includes functions such as the detection of students’ learning effects, the observation of students’ reactions, the multimedia playback in virtual classroom scenarios, the viewing of students’ learning history, and the scoring of students’ test scores. From the above functions, it can be seen that the software functions involved in the virtual classroom are relatively complex. Using software such as VEGA, UE4 game engine, 3DMAX, and creators to develop virtual classroom models can first realize the virtual classroom on the screen, of which 3DMAX and UE4 are both. It is the performance of simulation through modeling and rendering of traditional classrooms. VEGA can guarantee the interaction between people and equipment in virtual classroom design. It can convert images drawn in other drawing software into a specific format. Using this technology in virtual classroom design can meet the needs of teachers and students to communicate and interact in the classroom. Increase student motivation.

5.2 Virtual classroom hardware requirements

The construction of virtual classrooms is mainly arranged based on distance education. Due to the different software functional requirements and actual functions, the software terminals of students and classrooms correspond to different hardware devices. The hardware devices required by students mainly include mixed data processing. CPU, human eye motion recognition sensor, voice detection and processing equipment, overall motion recording and collector, force sensing equipment, animation scene generator and head-mounted animation display equipment. The teacher’s hardware end mainly includes a teaching aid model controller, a video display, an audio acquirer, a lossless compression transmission device, and an action and expression acquisition device. In addition to the hardware facilities on the students and teachers, the virtual classroom also needs a centralized server of the Internet of Things to centrally store and forward the data obtained by various sensors. Some 5G base stations need to be installed around the IoT server.

5.3 Strategies for realizing dynamic atmosphere in virtual classrooms

Before the actual construction of the virtual classroom, it is necessary to enumerate the various required materials of the virtual classroom. Among them, the placement of various facilities in the virtual classroom, the gap between tables and chairs and the real size, interior decoration and overall model layout are the key. Secondly, the colors, textures, materials and specific customization requirements of the scene required by various facilities need to be confirmed in this link.

To enhance students’ sense of participation in the virtual classroom of distance learning, it is necessary to create a learning atmosphere, which needs to be based on the external communication environment and the actual virtual classroom model environment. Among them, in order to allow the interaction between students and classrooms in the virtual classroom to be transmitted to each terminal in real time, it is necessary to combine the high speed of the 5G network for technical support. Combined with the head-mounted animation display equipment and audio equipment in the student’s hardware, it can achieve close to real tactile, auditory and visual experience, and the transmitted signals can further enhance the immersion of the students and enhance the students’ understanding of remote sensing. Understanding of classroom teaching knowledge. The creator software tool can combine the physical situation in the real classroom to complete the modeling of classroom facilities, and enhance the realism of various facilities in the virtual classroom.

After the integration of the above resources is completed, the interface equipment required for the virtual classroom needs to be integrated. Since the virtual classroom in the process of distance teaching involves a variety of hardware devices, this process is mainly completed with specially customized interface equipment. The effect achieved is to connect different hardware devices to each other and transmit data to the IoT server. For example, the actions, audio and teaching aids of the teacher in the virtual classroom will be transmitted to the server through the interface controller, and then transmitted to the student’s head-mounted screen display device for simultaneous playback. The feedback device is transmitted to the palm of the student, which can greatly improve the low participation of students in distance teaching, so that students can obtain a strong sensory experience throughout the process. In general, to build a virtual classroom suitable for distance education, it is first necessary to obtain classroom-related materials, secondly to build an environment that meets the transmission speed of the classroom network, to restore the model of the virtual classroom to the real scene, and finally to complete the virtual classroom users and classrooms. Dynamic interaction of the environment. Through the simulation of the actual situation, it is found that after using the virtual classroom, teachers and students have more effective interaction in the teaching process, and the interaction intimacy is greatly improved. The specific situation is shown in Fig. 5.

To sum up, the strategy of virtual classroom dynamic atmosphere mainly includes three steps. First, virtual projection of realistic data. The virtualization technology of the items that are ready for class is projected to show the class environment. Second, real-time transmission of teaching content, which is achieved by means of communication technology. Third, teachers and students communicate with each other in class, this step requires a variety of technologies including 5G, VR, artificial intelligence and other technologies. These three steps can basically build a virtual classroom with dynamic atmosphere.

Figure 5.

Teacher-student interaction after combining virtual classrooms.

As shown in Fig. 5, the amount of teacher-student interaction increases sharply and then stabilizes after the virtual classroom is online. The sharp increase in the initial stage may be due to students’ curiosity about the virtual classroom, which drives the increase in the amount of interaction. The steady increase in the later stage may be due to the possibility that the virtual classroom may enhance students’ interest in the classroom.

6. Conclusion

Distance learning is a learning method produced by the combination of computer technology and the needs of the times. Although this method has the characteristics of allowing students and teachers to participate in teaching regardless of time and place, for students whose minds and self-control are still immature, distance learning is not enough.

Teaching will be difficult to maintain its high learning enthusiasm and self-consciousness, and students’ classroom participation in distance learning is also low, unable to exert their subjective initiative. VR technology is sought after by gamers and enterprises with remote viewing needs because of the virtual space it can provide that imitates the real world. Currently, VR technology is widely used in remote viewing, metaverse social networking, smart buildings, and virtual teaching. The application of VR technology to the design of virtual classrooms in distance teaching is also a hot topic at present. The real scene of VR will also greatly improve the current problem of poor atmosphere in distance teaching. This paper first introduces VR and blockchain technology and their corresponding applications, and then uses a questionnaire to obtain the current information security issues and teaching atmosphere of distance learning, and summarizes the current distance learning for students and teachers according to the questionnaire. needs and actual problems. Finally, combined with the characteristics of VR virtual technology, a virtual classroom is designed to solve the current problems of distance learning. And according to the construction requirements of virtual classrooms, the main construction requirements of students and teachers are analyzed, and the strategies for realizing dynamic atmosphere in virtual classrooms are sorted out. After simulation tests, it is found that distance teaching classrooms using virtual reality technology can achieve the classroom is equally or even better.

With the development of VR technology, the realization of remote teaching virtual classroom becomes possible. Distance learning is the demand of computer technology and the times. The characteristics of VR virtual technology design a virtual classroom to solve the problems existing in the current distance learning. According to the construction needs of the virtual classroom, this paper analyzes the main construction needs of the students and teachers, and combs the strategies of realizing the dynamic atmosphere of the virtual classroom. Through the simulation test, it is found that the remote teaching classroom with virtual reality technology can achieve the same or even better teaching effect as the traditional offline classroom. In summary, VR technology is a solution to build a safe remote learning virtual classroom.

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Create a dynamic teaching atmosphere for distance learning with secure virtual classroom

Abstract

Keywords

1. Introduction

Table 1 Frequency of participation in distance learning

3.1 Student information security issues

3.2 Less interesting courses in distance education

4. Problem-solving strategies for the virtual classroom

4.1 Solve the problem of information leakage by introducing blockchain technology in virtual classrooms

5.1 Virtual classroom software requirements

5.2 Virtual classroom hardware requirements

5.3 Strategies for realizing dynamic atmosphere in virtual classrooms

References

Table 1
Frequency of participation in distance learning