Empirical study on virtual teaching of fire emergency escape in subway station

doi:10.16265/j.cnki.issn1003-3033.2024.06.0258

Abstract

Abstract:

In order to explore the influence of different learning scenarios on the learning effect of learners in the teaching process of fire emergency fire escape in subway stations, and explore the advantages of virtual reality learning. Questionnaires and MP160 physiological instrument were used to obtain different behavioral response data of learners in paper learning, mobile video learning and virtual reality learning scenarios, and these data were processed and analyzed. The results show that there are significant differences in learners' academic performance under the three learning scenarios. Compared with mobile video learning and paper learning scenarios, virtual reality learning scenarios can promote learners' understanding of subway fire escape knowledge and significantly improve academic performance. Under the three learning scenarios, there are significant differences in learners ' interest in learning. Virtual reality learning scenarios show significant advantages in improving learners ' interest in learning subway fire escape knowledge. The virtual reality learning scene reflects a higher level of physiological arousal in terms of physiologic index.

Key words: subway station, fire emergency, fire escape, virtual reality, learning performance, physiologic index

CLC Number:

YANG Siwen, DAI Qinling, XU Baili, QI Mengmeng. Empirical study on virtual teaching of fire emergency escape in subway station[J]. China Safety Science Journal, 2024, 34(6): 225-234.

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References 29

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维度	题项
挑战与技能平衡	我感觉所面临的学习挑战与我自身的技能水平相匹配
清晰的目标	教学任务的目标在整个学习过程中都非常明确
及时的反馈	我能够获得及时的反馈,帮助我理解学习内容
专注度	在这个学习活动过程中,我能够完全专注于教学任务
控制感	在学习过程中,我能很好地控制和操作学习内容和环境
行动与知觉的融合	我的思考和行动都能紧密地与学习内容结合在一起
时间扭曲	在这个学习活动过程中,我感到时间在迅速流逝
流畅性	我在学习中很少遇到干扰和障碍
沉浸感	我完全沉浸在这个学习活动中
积极的情绪	这个学习活动令我感到非常愉快
学习体验满意度	我对这次学习活动的总体体验感到满意
	这个学习活动非常有助于提升我的实际逃生技能
	这种学习方式能够有效提高学习效率和学习质量
	我愿意再次参与这种学习活动

组别	个案数	平均值	标准差	标准误差	平均值的 95% 置信区间		最小值	最大值
组别	个案数	平均值	标准差	标准误差	下限	上限	最小值	最大值
虚拟现实学习组	30	12.67	1.398	0.255	12.14	13.19	10	15
移动端视频学习组	30	11.70	1.601	0.292	11.10	12.30	9	15
纸质学习组	30	11.43	1.406	0.257	10.91	11.96	9	15
总计	90	11.93	1.549	0.163	11.61	12.26	9	15

方差来源	自由度	平方和	均方	F值	P值
组间	2	25.267	12.633	5.836	0.004^**
组内	87	188.333	2.165	—	—
总和	89	213.600	—	—	—

组别		平均值差值	标准误差	P值	95% 置信区间
组别		平均值差值	标准误差	P值	下限	上限
虚拟现实学习组	移动端视频学习组	0.967	0.380	0.013^*	0.21	1.72
虚拟现实学习组	纸质学习组	1.233	0.380	0.002^**	0.48	1.99
移动端视频学习组	虚拟现实学习组	-0.967	0.380	0.013^*	-1.72	-0.21
移动端视频学习组	纸质学习组	0.267	0.380	0.485	-0.49	1.02
纸质学习组	虚拟现实学习组	-1.233	0.380	0.002^**	-1.99	-0.48
纸质学习组	移动端视频学习组	-0.267	0.380	0.485	-1.02	0.49

组别	个案数	平均值	标准差	标准误差	平均值的 95% 置信区间		最小值	最大值
组别	个案数	平均值	标准差	标准误差	下限	上限	最小值	最大值
虚拟现实学习组	30	62.133	3.003	0.548	61.012	63.255	55	67
移动端视频学习组	30	55.367	4.327	0.790	53.750	56.982	46	64
纸质学习组	30	53.933	3.443	0.629	52.648	55.219	46	61
总计	90	57.144	5.083	0.536	56.080	58.209	46	67