An Educational Virtual Reality Game from an Embodied Cognitive Perspective -Take the Game “Poetry” as an Example

Research Article
Open access

An Educational Virtual Reality Game from an Embodied Cognitive Perspective -Take the Game “Poetry” as an Example

Zihan Kong 1*
  • 1 University College London    
  • *corresponding author ucsakon@ucl.ac.uk
Published on 26 October 2023 | https://doi.org/10.54254/2753-7048/11/20230724
LNEP Vol.11
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-83558-047-9
ISBN (Online): 978-1-83558-048-6

Abstract

With the rapid development of virtual reality (VR) technology, it has become a trend to apply VR technology to assist teaching in the field of education. At present, the learning of traditional poetry is often in the form of book learning. The lack of physical and sensory interaction in the learning process leads to a lack of initiative and enthusiasm for learning, resulting in low learning efficiency. Based on this background, this paper develops a poetry learning game based on VR technology, which creates interactive scenarios based on the depiction of poems and allows users to learn poems in an immersive experience. Users can complete their poetry learning objectives by experiencing the game’s plots and completing game tasks. Based on embodied cognition theory, the game applies the strong sense of presence and immersion of VR technology to enhance the interaction between the user’s body and the poetry scene, thus improving the user’s knowledge and understanding of the poetry, deepening their memory of the poetry and enabling them to learn in a more effective and interesting form. The game uses Cinema4D to design and model the poetry scenes and the game engine Unity to realize the interaction with the user. Through the study of the game scenes and user evaluation, the experimental results show that the game achieves the design purpose and has an application value.

Keywords:

virtual reality, game, poetry, cognitive perspective

Kong,Z. (2023). An Educational Virtual Reality Game from an Embodied Cognitive Perspective -Take the Game “Poetry” as an Example. Lecture Notes in Education Psychology and Public Media,11,102-110.
Export citation

References

[1]. Liang Q. (2020). The application of VR mental health education game under the perspective of embodied cognition. Office Automation (22), p 4.

[2]. Ling F, Meng F. (2022). Dialectical behavioral therapy interventions for borderline personality disorder from an embodied cognitive perspective: An application of VR-based technology. Language and Image Processing, (6). 91-99.

[3]. Wang J. (2021). Design and implementation of virtual reality games based on unity3d - taking the project of vr zoo as an example. Modern information technology, 5(10), 5.

[4]. Bai X., Zhao S. Long spear. (2021). Design and implementation of “pyramid” vr game based on unity3d. Electronic Design Engineering, p 5.

[5]. Zhou Y. (2017). Virtual reality game design and production based on unity 3d. Electronic World (7), 1.

[6]. Xu Y. (2021). Research on the design of science games based on virtual reality. Electronic World (12), 17.

[7]. Lin R., Xiao W. (2021). A study on the advantages of the application of vr educational games in education teaching. International Education Forum, 3(2), pp.96-98.

[8]. Shen Y. (2018). The application of virtual reality technology in game teaching. Office Automation (242), p74.

[9]. Jin G. S. Nakayama. 2014. Virtual reality game for safety education. 2014 International Conference on Audio. Language and Image Processing. pp. 95-100.

[10]. Mohammed Alfadil. (2020). Effectiveness of virtual reality game in foreign language vocabulary acquisition. Computers Education. 153.

[11]. Hvass J., O. Larsen, K. Vendelbo, N. Nilsson, R. Nordahl and S. Serafin. 2017. Visual realism and presence in a virtual reality game. 2017 3DTV Conference: The True Vision - Capture, Transmission and Display of 3D Video. pp. 1-4.

[12]. Li C. (2017). Embodied cognition and gamified learning: return and innovation in adult training. Adult Education, 37(6), p.5.

Cite this article

Kong,Z. (2023). An Educational Virtual Reality Game from an Embodied Cognitive Perspective -Take the Game “Poetry” as an Example. Lecture Notes in Education Psychology and Public Media,11,102-110.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

Disclaimer/Publisher's Note

The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

About volume

Volume title: Proceedings of the 4th International Conference on Educational Innovation and Philosophical Inquiries

ISBN：978-1-83558-047-9(Print) / 978-1-83558-048-6(Online)
Editor：Enrique Mallen, Javier Cifuentes-Faura
Conference website: https://www.iceipi.org/
Conference date: 7 August 2023
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.11
ISSN：2753-7048(Print) / 2753-7056(Online)

© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license. Authors who publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See Open access policy for details).

References

[1]. Liang Q. (2020). The application of VR mental health education game under the perspective of embodied cognition. Office Automation (22), p 4.

[2]. Ling F, Meng F. (2022). Dialectical behavioral therapy interventions for borderline personality disorder from an embodied cognitive perspective: An application of VR-based technology. Language and Image Processing, (6). 91-99.

[3]. Wang J. (2021). Design and implementation of virtual reality games based on unity3d - taking the project of vr zoo as an example. Modern information technology, 5(10), 5.

[4]. Bai X., Zhao S. Long spear. (2021). Design and implementation of “pyramid” vr game based on unity3d. Electronic Design Engineering, p 5.

[5]. Zhou Y. (2017). Virtual reality game design and production based on unity 3d. Electronic World (7), 1.

[6]. Xu Y. (2021). Research on the design of science games based on virtual reality. Electronic World (12), 17.

[7]. Lin R., Xiao W. (2021). A study on the advantages of the application of vr educational games in education teaching. International Education Forum, 3(2), pp.96-98.

[8]. Shen Y. (2018). The application of virtual reality technology in game teaching. Office Automation (242), p74.

[9]. Jin G. S. Nakayama. 2014. Virtual reality game for safety education. 2014 International Conference on Audio. Language and Image Processing. pp. 95-100.

[10]. Mohammed Alfadil. (2020). Effectiveness of virtual reality game in foreign language vocabulary acquisition. Computers Education. 153.

[11]. Hvass J., O. Larsen, K. Vendelbo, N. Nilsson, R. Nordahl and S. Serafin. 2017. Visual realism and presence in a virtual reality game. 2017 3DTV Conference: The True Vision - Capture, Transmission and Display of 3D Video. pp. 1-4.

[12]. Li C. (2017). Embodied cognition and gamified learning: return and innovation in adult training. Adult Education, 37(6), p.5.

For authors
Guide for authors Policies for authors Aims and scope Subscription Open access policy
For editors
Policies for editors Editorial board
For reviewers
Policies for reviewers Privacy policy

Cookies are used by this site.
Copyright © 2024 EWA Publishing, its licensors, and contributors. All rights reserved, including text and data mining, AI training, and similar technologies.